Special Education School | Graduation Project Book by basant sayed

SPECIAL EDUCATION SCHOOL SEEING THE ABILITY IN DISABILITY

COLLEGE OF ENGINNERING - ARCHITECTURE ARC 510 - FALL 21/22 - GRADUATION PROJECT I SUPERVISED BY DR. MAGDY IBRAHIM BASANT HELAL - 1064036

ACKNOWLEDGEMENTS I would like to express my gratitude to Dr. Magdy Ibrahim for his continuous support and valuable opinions throughout this project and all of my years at ADU. Special thanks to all my professors at the Architecture Department for all they taught me during the past five years. Special thanks to my mother who inspired me to choose this topic. Thanks for your deep discussions during all the research stages. Last but not least, I sincerely thank my parents, siblings and friends who supported and motivated me in every year of this journey. After God, you are all the reason behind any success in my life. Thanks to Ms. Michelle Chioccola and Mr. Mosab Almasadeh for taking the time to support this research with their valuable input.

LIST OF FIGURES

FIGURE 1. A SCALE FOR ALL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 FIGURE 2. SEEING THE ABILITY IN DISABILITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 FIGURE 3. SPED History Timeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 FIGURE 4. SPED FACILITIES - AD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 FIGURE 5. ZHO Aerial View. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 FIGURE 6. ZHO Top View. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 FIGURE 7. ZHO Interior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 FIGURE 8. Disabilities Venn Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 FIGURE 9. Neutral Colors. Ludlow School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 FIGURE 10. Echo in a Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 FIGURE 11. Indirect Artificial & Natural Light. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 FIGURE 12. Transition Between Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 FIGURE 13. Previewing & Predictability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 FIGURE 14. Escape Space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 FIGURE 15. Nature Scene. Mount Sinai Hospital . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 FIGURE 16. Dimensions of Biophilic Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 FIGURE 17. Down Syndrome Physical Symptoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 FIGURE 18. ADHD Presentations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 FIGURE 19. Therapy Ball Seats. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 FIGURE 20. Common Symptoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 FIGURE 21. Design Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 FIGURE 22. Classroom Area Comparison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 FIGURE 23. Program Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

FIGURE 24. SCHOOLS - 2030 LAND USE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 25. SCHOOLS - 2030 LAND USE & SPED FACILITIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 26. SITE OPTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 27. SITE OPTIONS 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 28. SITE OPTION 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 29. SITE OPTION 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 30. SITE OPTIONS 3 & 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 31. SITE OPTION 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 32. SITE OPTION 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 33. SITE LOCATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 34. HISTORICAL TIMELINES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 35. SUN & SHADE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 36. AVG. TEMPERATURE & PRECIPITATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 37. SUN PATH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 38. SUNNY VS. CLOUDY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 39. AVG. MONTHLY TEMPERATURE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 40. HUMIDITY COMFORT LEVEL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 41. WINDROSE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 42. WIND VELOCITY SECTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 43. WIND SPEED. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 44. WIND AT DIFFERENT FLOORS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 45. TOPOGRAPHY SECTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 46. TOPOGRAPHY MAP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

59 60 60 61 62 62 63 64 64 65 67 69 70 70 70 70 70 71 71 71 72 73 74

FIGURE 47. NATURAL FEATURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 48. ROADS & NETWORKS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 49. ROADS, PEDESTRIAN, & BUS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 50. MICRO EDGES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 51. MACRO EDGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 52. LAND USE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 53. SITE HEIGHTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 54. HEIGHT & POPULATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 55. SITE UTILITIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 56. Main Building Entrance | MBR Centre. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 57. Second Building Entrance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 58. Suspended Curtain Separators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 59. 3F Offices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 60. Vocational Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 61. Observation Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 62. Climbing Wall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 63. Staff Meeting Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 64. 3D Printing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 65. Class Storage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 66. Clear Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 67. Staff Conference Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 68. Reinforcement Store. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 69. Personal Cubbies in Class. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

74 75 76 77 78 79 83 83 84 88 88 89 89 89 89 89 89 89 89 89 89 89 89

FIGURE 70. Outside the Cafeteria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 71. 2nd Building Offices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 72. Soft Playroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 73. 2nd Building Food Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 74. 2nd Building Reception. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 75. Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 76. Soft Playroom 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 77. Classroom Zoomed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 78. Playground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 79. Library view 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 80. Mobility Room | Fritted Glass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 81. Classroom | Door with Glazing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 FIGURE 82. Mainstream Kindergarten Example. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 FIGURE 83. Mainstream Primary Example. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 FIGURE 84. SPED Primary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 FIGURE 85. SPED Primary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 FIGURE 86. Movable Walls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 FIGURE 87. Relationship Diagram. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 FIGURE 88. SPED Class in Mainstream. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 FIGURE 89. SPED Secondary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 FIGURE 90. PRECEDENTS PROGRAM PERCENTAGES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 FIGURE 91. PROGRAM PERCENTAGES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 FIGURE 92. BAR GRAPH OF TABLE 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

FIGURE 93. CAPACITY CALCULATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 94. CLASSROOM RELATIONSHIPS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 95. CLASSROOMS PERCENTAGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 96. KG1 & KG2 CLASS SKETCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 97. CYCLE I CLASS SKETCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 98. CYCLE II & III CLASS SKETCH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 99. STAFF, TEACHERS & STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 100. LEARNING ALCOVES/TRANSITION SPACES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 101. SPACE TYPE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 102. Sensory Zoning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 103. Sensory Zoning | Functions (Sqm) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 104. Sensory Zoning | Areas (Sqm). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 105. Doses of Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 106. Feelings Before & After Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 107. Conceptual Diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 108. Modular Units. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 109. Combined Modules. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 110. MASS DEVELOPMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 111. Site Response & Graphics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIGURE 112. Conceptual Renders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

118 118 118 119 119 119 120 120 127 131 132 132 133 133 134 134 134 135 137 139

LIST OF TABLES

TABLE 1. SPED FACILITIES - AD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 TABLE 2. Design Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 TABLE 3. Bancroft Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 TABLE 4. Hazelwood Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 TABLE 5. Hazelwood Parking & Zoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 TABLE 6. Cairnsfoot Program, Parking & Zoning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 TABLE 7. REED Program, Parking & Zoning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 TABLE 8. Hollywater Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 TABLE 9. Hollywater Parking & Zoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 TABLE 10. Comparative Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 TABLE 11. Classrooms Comparison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 TABLE 12. Program List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 TABLE 13. STUDENTS OF DETERMINATION IN AD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 TABLE 14. Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

INTRODUCTION & TYPOLOGY BACKGROUND

01.

1.1. PROJECT IDENTIFICATION & RATIONALE

1.3. HISTORY OF SPECIAL EDUCATION

Special education is when learning is customized according to one’s needs and abilities rather than generalized to all individuals. Our educational systems treat all students the same for the sake of simplifying the learning process and having standard assessments that allow for comparison. Such a comparison is an unfair one as it measures different minds with the same scale. This may work, although poorly, for mainstream students in general education schools, but most certainly cannot work for special children/teenagers. Special children require special educational spaces that utilize their abilities throughout their schooling journey. This school project aims to provide children of determination with a space that opens doors to learning opportunities tailored to suit their abilities. Focusing on their strengths rather than weaknesses, students with ADHD, motor disabilities, Autism, and Down Syndrome will find the right space to shine. This project seeks to combine all services needed to guide special students until they are ready to be mainstreamed, graduate high school, or start working.

FIGURE 1. A SCALE FOR ALL

FIGURE 2. SEEING THE ABILITY IN DISABILITY

For the sake of providing the appropriate education to children with disabilities, one must thoroughly understand the previously implemented approaches and their outcomes. Examining the history of the development of special education, in the U.S., shows three definitive phases according to how children with disabilities were placed in schools: Isolation, Integration, and Inclusion (Patricia Bea Francisco, Hartman, & Wang, 2020). I.

ISOLATION

In early years and up until the mid-1960s and early 1970s, individuals with disabilities were seen as monsters that need to be excluded from society. How the United States treated individuals with disabilities was highly influenced by the institutionalization in Europe in the early 1800s. Institutions were created for individuals with disabilities to live far away from the society as they were ‘unable to function’ in it (J. Dray, 2008). These children were viewed as a burden and a disruption to their peers; as a result, states where they lived took custody which left their parents with little to no control over their education and lifestyle. Special education was seen as charity work that was mainly delivered by religious groups. During that era, disability was associated with dependency; therefore, states believed isolated institutes were the right place to teach children basic skills towards independence. However, the institutions created had no regards to human rights let alone these children’s special requirements. In 1837, public education has seen great advancement led by Henry Barnard and Horace Mann. Education, for the first time, was made compulsory; yet this was only applied to mainstream schools (Patricia Bea Francisco, Hartman, & Wang, 2020). Since education is part of the state’s responsibilities and not the federal constitution, early education laws were applied with little federal involvement. The first state to apply the compulsory attendance law was Rhode Island in 1840, followed by Massachusetts in 1852, Vermont in 1867, and all states in 1918 (L. Yell, Rogers, & Lodge Rogers, 1998).

1.2. BACKGROUND & BUILDING TYPE The project is a special education school that caters for students of determination from the age of 4 to 17 years. Special education is a branch of education that was specifically developed to cater for special individuals. Students with disabilities, whether mental or physical, fall under the category of special students who need different teaching styles, curricula, and assessment methods. This project will focus on four types of disabilities: Autism Spectrum Disorder (ASD), Down Syndrome, ADHD, and motor impairment. The school will follow ADEC guidelines for dividing students into Kindergarten, Cycle I, Cycle II, and Cycle III. Students will be divided on classrooms at a much smaller ratio than general schools. The teacher-to-student ratio will be higher than mainstream schools to provide the needed support. The school will include special facilities like a hydrotherapy pool, a special gymnasium, calm and sensory rooms, and special medical spaces.

1. INTRO & TYPOLOGY BACKGROUND

IN THE U.S.A.

However, institutions were still differentiated from public schools. In the 1890s, court cases argued that special children disrupt the learning process when placed in general education schools. As a result, schools were allowed to exclude any students who can labeled different or weaker than the average level. (Patricia Bea Francisco, Hartman, & Wang, 2020). Solitary confinement in institutions continued as the norm until the mid-1980s when institutions were dismantled as part of the De-institutionalization Movement (J. Dray, 2008). II.

INTEGRATION

In 1910, the first White House Conference on Children showed a shift in how children with disabilities were perceived. Moving from total isolation, children with disabilities were now allowed to ‘integrate’ but with segregation. In other words, they were in the same school as mainstream students, yet they attended in special separate classrooms with a smaller teacher-to-student ratio. This segregated integration was far better than institutionalization as it gave children the opportunity to mingle and

FIGURE 3. SPED History Timeline

receive individualized instruction. In the 1930s, The Great Depression resulted in a general economic decline which reduced support for special education. During that time, with the rise of the medical model, disability was associated with genetics. Individuals with disabilities were seen as sick and uneducable.

With the advancement of the medical assessment tools, diagnoses and labels became another way of stigmatizing disability and discriminating against special children. Parents formed groups to advocate for their children’s rights to a proper education. In 1933, the Cuyahoga County Ohio Council for the Retarded Child was the first organization led by parents of special children. Ten other organizations across the country followed in the following decade. In 1948, after World War II and during the Cold War, the United Nations issued The Universal Declaration of Human Rights. In this convention, Article 26 states the rights to free education and gives parents the right which was previously taken from them to choose their children’s education. As a result of parents’ advocate groups, the federal government started supporting special education in the 1950s and 1960s. Court cases like that of Brown vs. The Board of Education in 1954, had a great impact on how educational segregation, whether due to race or disability, was viewed in general. In 1960s, the Civil Rights Movement made people see segregation as denying individuals their educational rights. As a result, after integration, the terms ‘normalization’ and ‘mainstreaming’ emerged (Patricia Bea Francisco, Hartman, & Wang, 2020). III.

INCLUSION

In the 1972, two prominent court cases, Pennsylvania Association for Retarded Citizens (PARC) v. Pennsylvania and the Mills v. the Board of Education in the District of Columbia, on the exclusion of special children were the foundation for the most significant public law in the history of special education, The Education for All Handicapped Children Act (EAHCA), 1975. This law gave children the right to free appropriate public education in the least restrictive environment. 1. INTRO & TYPOLOGY BACKGROUND

In 1990, after amendment, the EAHCA became The Individuals with Disabilities Education Act (IDEA) (Patricia Bea Francisco, Hartman, & Wang, 2020). The word handicap was replaced with disability, the language changed to people-first, and transitioning services were given to students during high school to prepare them for adulthood. These services included housing, skills training, and college readiness programs (J. Dray, 2008). During the same year, The Americans with Disabilities Act (ADA) was issued. The society started seeing disability as the result of a disabling environment (The Social Model). Advocates of this model, promoted changes in schools’ physical design. Wheelchairs, ramps, and elevators were installed in school buildings.

Corridors and doors were widened to accommodate wheelchairs. This was a challenge since modifications to existing buildings were considered going against the National Historic Preservation Act (NHPA) of 1966 which aimed to preserve old structures. This put equity against preservation of history. In 2006, the United Nations issued The Convention on the Rights of Persons with Disabilities which shifted how society views disability. As a result, special education was influenced by human rights, justice, and equity. The concept of ‘Inclusion’ differs from integration in the fact that it is not aimed at placing children with disabilities in the general classroom, but rather it is aimed at providing them with similar opportunities, quality education, curricula, and resources that match their needs (Patricia Bea Francisco, Hartman, & Wang, 2020). An inclusionary model allows special education certified teachers to attend the general class with a special child and support him/her by providing suitable modifications to the curriculum tailored to the student’s need (J. Dray, 2008).

IN THE UAE

Since 1979, special education in UAE expanded to recognize a wider variety of categories to promote inclusive education and equal access to opportunities. Special education in UAE is no longer a term assigned only to individuals with disabilities, a term used to describe mental, physical, sensory, cognitive or behavioral condition that hinders a person’s daily activities, and affects his/her educational performance. Categories of special education now include Gifted and Talented individuals. Those are students with abilities, talents and potential for accomplishments. These students are exceptional that special education and support services are needed to meet educational objectives. In 2006, special education programs in the UAE were expanded to include students up to grade 9. In the past, the Ministry of Education in the UAE provided special education programs to students with intellectual disabilities, previously mental retardation, in center-based educational programs, while students with visual, hearing and physical disabilities received their education in general classrooms with the support of special education teachers. Now, the Federal Law No. 29, enacted in 2006, regarding the Rights of Persons With Special Needs promotes the philosophy of inclusive education by ensuring that all students with disabilities in public and private educational institutions in the UAE have access to equal educational opportunities. With this law, the number of students with intellectual disabilities in general schools is increasing (Special Education Department Ministry of Education in UAE).

TABLE 15. SPED FACILITIES - AD

1.4. CURRENT STATE OF SPED IN AD FIGURE 4. SPED FACILITIES - AD

The UAE is one of the top countries taking people of determination into consideration. Roads, pedestrians paths, parkings, public spaces, and public bathrooms all consider people with difficulties and disabilities. This is all under codes and regulations. Looking at the special education centres in the map in figure 4, we can see 18 centres for people of determination dispersed over Abu Dhabi. Two clusters are evident. One at the Abu Dhabi Island and one further away near the mainland.

1. INTRO & TYPOLOGY BACKGROUND

Table 15 shows the names of SPED facilities and centres with their location in addition to two centres in Al Ain city. The largest is Zayed Higher Organization for people of determination. The special education system in Abu Dhabi follows the inclusion approach. Students of determination are welcomed to join mainstream schools. They are either assisted by the class teacher or are provided with a shadow teacher who understands more about their condition. They are also provided with advancement classes in a special education classroom inside the same school during the school day. This helps them develop on their own pace with less pressure and a more individualized plan.

ZAYED HIGHER ORGANIZATION FOR PEOPLE OF DETERMINATION Sheikh Khalifa Bin Zayed Al Nahyan, issued Law No. (2) dated April 19, 2004, establishing Zayed Higher Organization for People of Determination (ZHO) in Abu Dhabi. The organization combines humanitarian bodies, social services, and people of determination institutions. ZHO provides a range of services for people of determination that aim at rehabilitation. These services include training and education, vocational and therapeutic rehabilitation (assessment, early intervention, physiotherapy, functional therapy, speech therapy, and vocational training workshops), psychological care, family counseling, as well as supporting educational and sport activities (Zayed Higher Organization for People of Determination, 2020).

FIGURE 7. ZHO Interior

FIGURE 5. ZHO Aerial View

(Google Earth, 2020)

FIGURE 6. ZHO Top View

(Google Earth, 2020)

1. INTRO & TYPOLOGY BACKGROUND

(Zayed Higher Organization for People of Determination, 2020)

1.5. RESEARCH QUESTION Providing education for a student with a visual impairment will certainly differ from that provided to a student with a hearing problem. A student on the Autism Spectrum will need different design considerations and services than a student with cerebral palsy. One cannot socialize, and the other cannot move easily. Both are considered to have learning difficulties. These difficulties vary according to the student’s special case, age, educational background and the type of disability. Not all autistic students have the same needs and not all students with a down syndrome have a speech problem. Conditions vary and simply there is no constant. However, some types of disabilities have similar needs. Grouping these students together in a school can greatly affect their educational progress. No doubt, having special students in mainstream schools can help them develop skills to live in the world and feel included. However, it all depends on whether the student is ready for mainstreaming or not. Some students who are not ready will go into general schools and feel left out or ‘different’ from others. This feeling can cause trauma or demotivation from education as a whole. On the other hand, if students are assessed first, parents can know whether their child needs support from a special school first before mainstreaming. Some students will manage to develop and mainstream. Others will develop but prefer to stay away from the pressure. Therefore, special schools that prepare students for mainstreaming and the world in general are needed. As shown in the diagram below, the four types of disabilities that this school project caters for have different problems but all of them share a common issue which is learning difficulties. In addition, they all have the problem of low focus except for motor impairment where it is not always true. According to precedent studies from chapter 2, a school can successfully cater for different types of disabilities on one campus. The focus of this research is to understand the different needs of these students and what the design implications will be.

How can the design of a special education school respond to students with Autism, ADHD, Down Syndrome or motor impairment? FIGURE 8. Disabilities Venn Diagram

In the past, when it came to students with disabilities, society focused on deficits and on bridging the gap between special students and their peers. Currently, approaches shifted to see the strengths and abilities of students. It is no longer about ‘catching up’. Expectations changed from changing a child to creating an environment that accommodates him/her (Jones, 2006). The common issue between students on the Autism Spectrum Disorder (ASD), students with Down Syndrome (DS), or attention deficit hyperactivity disorder (ADHD), is that they all experience learning difficulties according to the symptoms of each of their disorders. In other words, for these students, staying in an environment with various sensory input, visual or auditory, means interrupted focus. Students with ASD have problems with social interaction and communication. On the other hand, students with DS can have delayed motor and cognitive skills, in addition to communication issues due to speech problems. Some also experience sleep apnea, interrupted breathing during sleep that can cause impaired short-term memory. Children with ADHD cannot maintain focus or control their actions. This results in them being fidgety and interrupting others (Tufvesson & Tufvesson, 2009). These children are unable to ignore input from the surrounding and are extra sensitive to distractions and design features in the space. Certainly, the pedagogical atmosphere, teaching methods, number of people in the classroom, and the spacial function affects special students. In addition, physical factors that include but are not limited to class layout, noise, light, interior finishes, and view of the outside can highly affect students’ behavior and level of focus (Tufvesson & Tufvesson, 2009). A designer’s job is to make sure the learning environment is ready to accommodate these students’ special needs. The spaces should be designed based on studies that concluded what works best for the students and what can assist teachers in attracting and maintaining students’ attention. This can only happen if the designer looks at the space through the eyes of special students. A colorful design may seem intriguing or cheerful to neurotypical students (NT). On the other hand, special students are highly irritated by certain colors and patterns (Ulrike Altenmüller, 2017). They simply see and interpret spaces differently. Since architects design spaces to convey a certain feeling or perception, special students’ perception of space, colors, light, sound, and texture should be thoroughly studied before any design decisions are made. This section will explain each of the four disorders mentioned earlier, ASD, DS, ADHD, and Motor impairment. Design considerations will be discussed for each and a final conclusion of the design features required for all the four types of disabilities will be summarized.

1. INTRO & TYPOLOGY BACKGROUND

1.5.1. AUTISM ASD is a developmental disorder affecting the brain’s functions. The disorder is a group of conditions mainly characterized by problems with social interaction and communication (Gaines, Bourne, Pearson, & Kleibrink, 2016). People with ASD often have co-occurring disorders like ADHD (World Health Organization, 2021). Around 40% of children with ASD either do not speak or forgot what they learned after the first few months (Praeuner, 2020). Students may use little gestures to communicate and tend to misunderstand jokes and sarcasm. The disorder is independent of racial, ethnic, social, and economic factors. Males are 4.5 times more likely to develop ASD than females (Ulrike Altenmüller, 2017). Today, ASD is often diagnosed between the ages of 1 to 4 years. In the United States alone, 1 in every 68 individuals fall on the Autism Spectrum (Centers for Disease Control and Prevention, 2014). According to the Abu Dhabi Statistics Centre, in 2019 only, 426 students were diagnosed with ASD. These statistics place Autism among the most prevalent of special needs in schools, compared to motor impairment, DS, visual, and hearing impairments (Mostafa, 2015). Unfortunately, ASD has no cure, but early diagnosis and intervention can significantly improve the condition and mitigate the symptoms. A key characteristic of ASD is that no two conditions are the same. Every individual with Autism has a different set of abilities and disabilities. However, they are similar; this places them on the same spectrum (Ulrike Altenmüller, 2017). The heterogeneous population of children with Autism ranges from low (high-functioning) to severe (low-functioning) as shown in the figure below (Dunlap, Koegel, & Egel, 1979). Every child with ASD is at a different point of the spectrum.

AUTISM SPECTRUM DISORDER LEVEL 1 HIGH FUNCTIONING - Requires support. - Difficulty initiating social interactions. - Inflexible behavior. - Difficulty switching activities. - Organization Problems.

LEVEL 2 AUTISM - Requires substantial support. - Social interaction deficits. - Inflexible behavior. - Distress with change. - Repetitive behavior.

ASD can result in limited capacity for imagination, problems with communication and sensory challenges. Altering the surrounding environment based on the students needs can positively affect their behavior (Mostafa, 2015). Normally, people receive information about space using all their senses collectively, known as sensory integration. ASD causes deficits in sensory integration which affects perception of space. Some reports show deficits in which sound is perceived as smell or color. People with ASD are either hyper-sensitive or hypo-sensitive (under-reactive) to stimuli. Hypo-sensitive students are ‘sensory-seeking’. They do not respond to their names being called. On the contrary, hyper-sensitive students get overwhelmed easily and can feel physical pain from noise (Gaines, Bourne, Pearson, & Kleibrink, 2016). 1. INTRO & TYPOLOGY BACKGROUND

LEVEL 3 LOW FUNCTIONING

1. INTRODUCTION & TYPOLOGY BACKGROUND

- Requires higher support. - Severe interaction deficits. - Inflexible behavior. - Extreme distress with change. - Repetitive behavior interfere with functioning.

In her autobiography, Temple Grandin described autism as “seeing the world through a kaleidoscope and trying to listen to a radio station that is jammed with static at the same time. Add to that a broken volume control which causes the volume to jump erratically from a loud boom to inaudible” (Grandin,2006). One individual on the spectrum explained his inability to use more than one sense at a time as: “Most people have a mind like a flashlight, with an area of high focus, and a larger area of partial awareness; my mind is more like a laser pointer, that highlights only a single small dot” (Jones, Robert, Quigney, & Huws, 2003). 14

HyperSensitive

- Overly sensitive to noise. - Dislikes being wet or barefoot. - Dislikes touching. - Distracted by movement

HypoSensitive

- Disregards people/objects. - Sees only object outlines. - Prefers Bright colors & sun. - Tends to eat non-food.

In addition to the above symptoms, students with ASD have a strong desire for predictability, a way of blocking confusing sensory stimuli. They insist on sameness and routine in the surrounding environment, even if it is the order of items on a bookshelf. Breaking that routine can cause them severe distress (Gaines, Bourne, Pearson, & Kleibrink, 2016). Children with ASD feel isolated and lonely since they find playing with others a difficult task. Their play does not engage neurotypical peers due to their inflexible nature. This further worsens their communication skills. Inattentiveness in students with ASD is often caused by too much sensory input. Modifying a classroom’s design has shown improved performance, reduced negative behavior, and increased span of attention (Gaines, Bourne, Pearson, & Kleibrink, 2016).

COLOR

Neutral calming colors and natural materials and textures form the most autism-friendly environment. Colors of high contrast and patterns are stimulating and disturbing to students with ASD (Ulrike Altenmüller, 2017). One might argue that some hypo-sensitive students will need the stimulating colors. However, it is easier to add color to a space, maybe through boards or toys, than removing it, from the wall for example. It is also not a solution to treat the whole building, or an apartment, with the same colors for that sake. Research has shown that these subdued color palletes are only highly required in spaces where we expect the student to complete a task. For example, classrooms, therapy rooms, testing rooms, bathrooms and dining spaces (Paron-Wildes, 2014).

FIGURE 9. Neutral Colors. Ludlow School

(Ulrike Altenmüller, 2017)

BAD

GOOD

Studies show that students dislike white walls and prefer light, warm, and neutral colors. Other researches showed that the best option is having one wall, the one in a student’s sight while working, be colored a medium hue with the other walls being neutral. Color can also be helpful in way-finding with colored tape around the class, for hypo-sensitive students to divide the space into smaller zones. Both hypo-sensitive and hyper-sensitive prefer round shapes (Gaines, Bourne, Pearson, & Kleibrink, 2016). A reward system can be created based on color. Discovering a student’s favorite color and flooding the space with it using a projector can provide motivation after task completion. Exposure to blues and greens, colors found in nature, slows down the pulse and lowers the body’s temperature. According to A.J. Paron-Wildes, author of interior design books for autistic children and parent of a child with ASD, designing an appropriate environment for students with ASD not only benefits them, but also benefits students with ADHD (Gaines, Bourne, Pearson, & Kleibrink, 2016).

ACOUSTICS

Background noise needs to be reduced as much as possible. This can be done with the use of cavity walls, sound proofing sound absorbent materials and a spatial configuration that reduces echoes. It is impossible to have students in a building that is fully sound proofed and expect them to act indifferent when they go out to the real world. Therefore, the expectation is to have reduced noise at spaces requiring focus so students can get used to different background noise levels (Mostafa, 2015). 1. INTRO & TYPOLOGY BACKGROUND

Sloping the ceiling by having it higher at the teacher’s side and lower at the class back carries sound to the back without an echo (Jebril & Chen, 2020). Improvement due to reduced noise reached tripling the attention span, decreasing response time and self-stimulatory behavior by 60%. In other words, activities of higher focus, low stimulus zones, require higher acoustic control (Ulrike Altenmüller, 2017).

FIGURE 10. Echo in a Classroom

(Jebril & Chen, 2020)

LIGHTING Light can be used to create active and calm zones in the school based on the spacial function. Reflections, glare, and shadow patterns are to be taken into consideration. For students with ASD, artificial light will fit better with dimming controls. Fluorescent fittings were found to be the worst for students, especially students with ASD. These fittings give harsh flickering light that may go unnoticed to the normal eye but not to a sensitive one (Ulrike Altenmüller, 2017). LED lights are a better alternative as they avoid that eye-straining flicker and reduce energy by 60 % (Gaines, Bourne, Pearson, & Kleibrink, 2016).

FIGURE 11. Indirect Artificial & Natural Light Suspended upwards-directed LED lamps.

(Gaines, Bourne, Pearson, & Kleibrink, 2016).

Indirect natural light was found to be the best option for students with ASD. However, windows were found to be a source of distraction to some children especially those oriented to outdoor play areas. For this reason, classrooms sometimes use clerestory windows and this will be shown in precedent studies in chapter 2. Teachers in a survey mentioned covering the bottom of the window with curtains or boards. Some teachers mentioned removing half of the fluorescents installed, others covered them with blue paper and used floor lamps to reduce the classroom brightness (Gaines, Curry, Shroyer, Amor, & Lock, 2014). Moreover, Tufvesson and Tufvesson found that several windows and doors different walls in a space can cause stress; however, several windows on the same wall were positive. The reason could be too much information about views from different windows which results in confusion. To reduce glare, caused by lighting reflecting off surfaces, frosted glass, matte surfaces, carpet, and fabric wall coverings can be used.

SAFETY Safety is one of the most important concerns in this project, not just because it is a school, but also because students with ASD have an altered sense of the surrounding and some have a high pain threshold. This means they do not sense danger and risks like other children. Children with ASD tend to escape the place when overwhelmed with stimuli (Ulrike Altenmüller, 2017). For this reason, exits should be designed as visible as possible for proper supervision. Some schools choose a card access system for all doors like Mohamed Bin Rashid Centre. This is mentioned in the interview with Ms. Michelle in chapter 4. Students with ASD may seek stimulation through self-injury, swinging, or water play (Mostafa, 2015). Material used on walls, floors, furniture should be protective. Wall edges can be curved/ filleted and rubber strips can be added like those found on walls in underground parkings. Courtyards, outdoor areas and playgrounds need to be easily visible to staff and admin for proper monitoring. Outdoor water features were thought to be an unsuccessful idea for a special school by Ms. Michelle. This is because the features distract students and stimulate them which makes control harder. The design should promote independence while minimizing hazards and security risks. 16

PREVIEWING CONCEPT

Appleton explains in his prospect-refuge theory that a prospect is when an individual has an opportunity to see, and a refuge is when he has the opportunity to hide. According to Appleton, humans desire privacy and safety. These can be translated into prospects and refuge spaces. In other words, humans prefer to see a room before entering and will be happy to have spaces to hide in that room (Appleton, 1975). Previewing relates to the idea of predictability. Students with ASD prefer to see the activity happening in a room or space before entering. Previewing can be achieved through transparency in space, or through double heights to view the space below before joining it. It can also be achieved through having frosted handrails on stairs and windows in doors. Subdividing spaces using furniture or partitions that do not block the view can help the concept of previewing. Students with ASD need prospects of seeing where entrances and exits are. This is because some of them get overloaded with information and need to know that they can escape it any time (Gaines, Bourne, Pearson, & Kleibrink, 2016).

ESCAPE SPACES Secluded areas are needed for students to provide relief when they are overstimulated. Sensory rooms, partitioned areas and corners can provide escape spaces in classrooms (Ulrike Altenmüller, 2017). The spaces should be intimate in scale and can range from completely visually enclosed to subtly defined by screens or bookshelves (Mostafa, 2015). Well-designed open but divided circulation spaces, instead of corridors, can promote socializing and avoid touching of students. Some schools, in precedent studies chapter 2, implement the idea of learning and seating alcoves. These are spaces in corridors to help students calm down before entering.

ZONING & TRANSITION Typically, buildings are designed to group functions of similar purposes together. Designing for ASD is slightly different. Zoning is based on grouping functions of similar sensory stimulation levels together. This results in three zones: high-stimulus, moderate-stimulus, and low-stimulus zones. High-stimulus functions, where students are alert, can be rooms with music, art, crafts, mobility and physiotherapy rooms.

COMPARTMENTALIZATION

FIGURE 12. Previewing & Predictability

The opposite of an open-plan space is the compartmentalization approach. This is the organization of the building as compartments, each having a single activity and fewer users. This is the best approach for students with ASD as it reduces the social input to be dealt with to the minimum required for the task at hand. These compartments can be divided with walls, partitions, furniture, color, pattern or different finish material to define each space (Mostafa, 2015). This approach is not only for the whole building but also for the smaller scale of a classroom. A classroom needs to be divided into discrete spaces each with an activity: independent work, group work, leisure. Interiors that have defined perimeters using floor skirting, clear archways to room entrances, and contrasting floors using carpet, wood, or colored tape help in way-finding. Increasing the structure will improve a student’s concentration. Similarly, lack of physical structure may result in a student with ASD wandering around a class in confusion (Gaines, Bourne, Pearson, & Kleibrink, 2016). This approach needs to be applied to outdoor spaces as well.

BIOPHILIC DESIGN (Gaines, Bourne, Pearson, & Kleibrink, 2016)

FIGURE 13. Escape Space

(Gaines, Bourne, Pearson, & Kleibrink, 2016)

FIGURE 14. Transition Between Classrooms

Nature helps children become more observant, creative and at peace. It was also found to stimulate social interaction between children, a much needed skill for students with ASD. There are two dimensions to biophilic design as shown in the diagram below (Gaines, Bourne, Pearson, & Kleibrink, 2016): FIGURE 16. Dimensions of Biophilic Design Elements can include animals, soil, shells, crystals, foliage, ORGANIC DESIGN geological features and natural materials like wood and stone. Examples are tree columns supporting a roof projecting a - Shapes, colors, patterns, texforest canopy or a building mimicking bird wings. These eltures in natural materials ements have a therapeutic effect on students on the spectrum. - Natural ventilation and light. Connection to nature can either be passive appreciation of the views, or active participation through activities and horticulture. While the passive approach results in tranquility and VERNACULAR DESIGN peace, the active one provides rehabilitation and acceptance. Including pictograms with intended use of space, orientation - Connection to one’s culture, maps, modular units, having seating options throughout the history, or the ecology within garden creates a sense of predictability necessary for students a geographic context. with ASD (Gaines, Bourne, Pearson, & Kleibrink, 2016).

(Ulrike Altenmüller, 2017)

However, services of high-stimulus like kitchen, staff room, admin spaces should be separated from students. On the contrary, low-stimulus functions are where a student is required to focus. For instance, speech therapy and classrooms (Ulrike Altenmüller, 2017). In between the three zones, transition spaces should be included and circulation should be planned according to a student’s daily routine. Transition spaces allow a smooth sensory shift from one activity to the other, on a different sensory level. This avoids the abrupt change in stimulation levels during circulation (Mostafa, 2015). Buffer areas like gardens, sensory rooms, and open spaces can also act as transitional spaces. These spaces can be achieved through altering the ceiling height, changing floor materials, arranging furniture to highlight separation (Ulrike Altenmüller, 2017). 1. INTRO & TYPOLOGY BACKGROUND

Maximizing views to the outside gardens makes students with ASD feel they are part of the activities happening outside even if they uncomfortable taking part in them. This provides a feeling of privacy and safety by being in and looking out (Gaines, Bourne, Pearson, & Kleibrink, 2016). Outdoor learning in addition to indoor can provide an optimal learning experience. FIGURE 15. Nature Scene. Mount Sinai Hospital Biophilia is a term first used by Harvard University professor E. Wilson. He describes the term as “the innately emotional affiliation of human beings to other living organisms”. Direct experience of nature was found to enhance cognitive processing. This was named ‘cognitive biophilia’ (Kahn & Kellert, 2002). Graphics displaying nature were found to represent a form of cognitive biophil(Gaines, Bourne, Pearson, & Kleibrink, 2016) ia and help users relate the scenes to their own experiences.

1.5.2. DOWN SYNDROME The syndrome is a genetic condition occurring in 1 of every 691 births. It mainly occurs when an individual has 47 chromosomes instead of 46. This extra chromosome changes the way a child develops and causes the mental and physical characteristics associated with children with Down Syndrome. This disorder is the most common among genetic conditions. The syndrome was first identified by Dr. John Down in 1866. Children with DS have mobility problems, issues with breathing and speech due to difficulties with jaw movement. They also often feel lethargic and experience issues with their short-term memory. As a result, they cannot process information at the speed of other students (Down Syndrome Association of Greater St. Louis). Students with DS are also sensitive to loud noise and vibration. Noise can cause a child with DS to cover his/her ears and avoid doing the task at hand. Desk heights need to be comfortable to avoid fatigue due to low muscle tone. Students with DS should not have their feet dangling from chairs; they must rest flat on the floor. Furniture back support is of high importance; they need something to lean on (Down Syndrome Association of Greater St. Louis). Loose furniture, pillows and the presence of a computer, not many, had a positive influence on students with DS concentration level. Indoor plants and views to the outside have a positive effect on the students’ emotional state and span of attention. Similar to students with ASD, children with DS are negatively influenced with a space that has several windows on different walls (Tufvesson & Tufvesson, 2009).

FIGURE 17. Down Syndrome Physical Symptoms

(Down Syndrome, 2021)

Having several doors in a room also has a negative effect on students with DS. The placement of windows on one wall with the sky view instead of the playground was shown by studies to be the best option. Like students with ASD, direct daylight on the student’s workspace proved to have a negative influence. Materials and equipment need to be stored in closed cupboards and drawers. This is because cluttering causes distraction for special students and reduces their level of concentration. Similar to students with ASD, having an individual seating space that a child can regard as personal space showed positive effects on children with DS (Tufvesson & Tufvesson, 2009).

1. INTRO & TYPOLOGY BACKGROUND

1. INTRODUCTION & TYPOLOGY BACKGROUND

1.5.3. ADHD Attention deficit hyperactivity disorder is a developmental condition characterized by three main symptoms: hyperactivity, impulsive behavior, and difficulty paying attention (Shire Pharmaceuticals Limited, 2018). However, not all students with ADHD experience all of the three symptoms (American Psychiatric Association, 2013). According to the American Psychiatric Association, there are three presentations of ADHD as shown in the diagram below. FIGURE 18. ADHD Presentations

Inattentive Problems with concentration

Hyperactive Impulsive & Overactive

Combined Inattentive Impulsive Overactive

ADHD is often inherited and affects 1 in every 30 students. Usually, the symptoms show before the student is 12 years. The disorder is 6 times more common in males than females. Students with ADHD often have low self-esteem, underachieve in general schools, and develop emotional and social problems (Shire Pharmaceuticals Limited, 2018). Having ADHD was described as using a TV with an imperfect signal. For students with ADHD, it is like someone keeps changing the channels and then asks for the news on the one of the channels. This is because it is difficult for them to focus on one thing if new information is always coming to the brain. This is why it is best to seat students with ADHD in a place with minimal distractions, similar to ASD and DS (Shire Pharmaceuticals Limited, 2018). Children with ADHD are best seated closer to the teacher, on a separate desk than other students to reduce the distractions. They also work better away from windows with views and open doorways. According to a study by the Department of Rehabilitation Medicine at The University of Washington, children who used therapy balls as seats instead of the conventional uncomfortable chairs, behaved better and listened longer (Dewitz, 2014).

Students with ADHD get distracted by clutter like students with ASD. They both need a clean, neat and ordered classroom (Dewitz, 2014). Enclosed storage spaces and cupboards instead of open shelves are preferred. They also prefer soothing colors and a calm environment. Similar to students on the spectrum, students with ADHD prefer routine, consistency, and require minimal surprises (McKnight). A study done on 17 children with ADHD from ages 7 to 12, showed that a 20 minute walk in a park setting elevated attention compared to the same walk in wellkept urban space settings. ‘Doses of nature’ are considered a safe accessible tool to manage ADHD symptoms. In surveys, parents consistently reported improvement in their children’s focus levels due to after-school green activities compared to indoor activities. Research also encourages natural indoor spaces to provide restoration from symptoms. Vegetable gardens, views to nature outside, and aquariums creates a quiet space that helps with attention levels (Taylor & Kuo, 2009). 1. INTRO & TYPOLOGY BACKGROUND

1. INTRODUCTION & TYPOLOGY BACKGROUND

FIGURE 19. Therapy Ball Seats

(Sebambo, 2015)

1.5.4. MOTOR IMPAIRMENT In addition to losing a limb, common causes of motor impairment include epilepsy, brain injury, and cerebral palsy. Cerebral Palsy (CP) is a group of non-progressive disorders affecting the brain and causing motor impairment. CP also affects intellectual and behavioral skills (Berg, 2020). CP is the most common motor disability in children. Nearly, 1 to 4 children per 1,000 births have CP. A study showed that 41% of children with CP had limited ability to crawl, walk, run, and 31% needed walkers and wheelchairs (Centers for Disease Control and Prevention, 2020). FIGURE 20. Common Symptoms Symptoms of cerebral palsy can have any combination of the following: lack of muscle control, diminished co-ordination, trouble speaking, cognitive deficits, and problems with chewing, swallowing, and bowel control (Moawad, 2021). In addition to taking into consideration the widths of corridors and spaces in general to accommodate wheel chairs, smaller details are to be taken into account when designing for children with CP or any motor impairment. For example, having a lower section with knee access at the reception counter, providing enough storage space for equipment, providing handrails, ramps, lifts and barrier-free edges. Egress and spaces of refuge, until a helper comes, are of high importance (De(Moawad, 2021) partment for Children, Schools, and Families). Outdoor learning and activities are encouraged but with safety and supervision. Clear signage at the appropriate height of a child/wheelchair is needed. Soft non-abrasive materials are preferred to prevent injury in case of falling off the chair. Design considerations for students with ASD and those with CP can conflict. For example, using carpet is preferred for sound absorption for ASD; however, it hinders movement of wheel chairs. The type of carpet should be carefully selected and limited to some areas, not all of the floor. Slip-resistant sheet flooring with acoustic backing like linoleum is hygienic and water-resistant (Department for Children, Schools, and Families). Another example is designing the modular pavement in outdoor areas. This kind of divided pavement will create noise when a wheelchair passes over, this will irritate students with ASD. Instead, smooth wide paths should be designated for wheelchairs. Evacuation lifts are necessary for multi-level schools. The lift should have a handrail and a mirror for children who cannot turn their wheelchair around. Doors with glazing help both sides see if it is clear to pass. As for the pool, a ramp and shallow steps with handrails need to be provided to take students with wheelchairs into the water. Pool edges should be colored in a contrasting color to avoid accidents (Department for Children, Schools, and Families). Automatic opening doors can be useful for navigation. However, they cannot be helpful for children with ASD who tend to feel overwhelmed and desire escaping. Therefore, the number of automatic doors can be reduced and a sensor can produce noise when it opens to alert teachers and supervisors. Having an escape door with panic bar in classes can help with the congestion of chairs during egress. Children in wheelchairs need windows about 0.5 m from the ground. Work areas in labs need to be mounted at a wheel chair’s height of around 1.2 meters high (Yuker, Revenson, & Frachhia, 1968). In a library, tablets can help a student choose the book and the librarian can assist in bringing it. 1. INTRO & TYPOLOGY BACKGROUND

1. INTRODUCTION & TYPOLOGY BACKGROUND

1.5.5. DESIGN CONSIDERATIONS COMPARISON

FIGURE 21. Design Considerations

TABLE 16. Design Considerations

1. INTRO & TYPOLOGY BACKGROUND

PRECEDENT STUDIES

02.

2.1. OVERVIEW

BANCROFT HAZELWOOD REED ACADEMY CAIRNSFOOT

LWOOD

Built Area: 15,384 m2 Architect: KSS Student Age: 8-21

NJ,

2017U.S.A.

1. BANCROFT 2.2.HAZELWOOD3.CAIRNSFOOT4.REED

OFT

2.2. Raymond and Joanne Welsh Bancroft Campus

Built Area: 2,711 m2 Architect: Alan Dunlop Student Age: 2-18

Glasgow,

2007SCOTLAND

2.HAZELWOOD3.3.CAIRNSFOOT4.REED Built Area: 2,711

Architect: KSS

Architect: Alan4,029 Dunlop Built Area: m2 Architect: NBRS Student Age: 2-18 Student Age: 4-18

combines the academic and residential aspects in one place for special children. Almost 40%Architect: of Bancroft’s students WXY reside on campus. Architect: NBRS The campus consists of the Bancroft School, Lindens Residences for Autism, Transitional Residences, and a job training building Student Age: 3-21 Student Age: all 4-18 connected by views and landscaped trails. Both the buildings on site along with the landscape design form a natural buffer zone to protect students from vehicular traffic instead of using a fence.

Sydney,

2018AUSTRALIA

3.CAIRNSFOOT4.4.REED

5.HOLLYWATER

I. Reason of selection Built Area: 2,268 Built Area: 5,100

Built Area: 2,711

Built Area: 4,029

Architect: Alan Dunlop NJ,

Built Area: 2,268 m2 Architect: NBRS G lasgow,

2011 U.S.A.

5.5.HOLLYWATER REED 4. Sydney, NJ, Glasgow, HOLLYWATER

Architect: WXYSydney,

Age: 3-21 LIA USTRA 2017U.S.A. 2007SCOTLAND N2018 J,StudentA

Student Age: 2-18

Architect: WXY Student Age:4-18 3-21 Student Age:

Built Area: 4,029

Built Area: 2,268

Built Area: 5,100

Architect: NBRS

Architect: WXY5,100 m2 Built Area:

Architect: P,B & R

Architect: PB&R Student Age: 3-21 Student Age: 2-19

Student Age: 4-18

2. PRECEDENT STUDIES

Built Area: 2,268

Built Area: 5,100

Bancroft, founded in 1883 by Margaret Bancroft, a pioArchitect: R one neer in specialP,B ed.,&was of the first special education private schools. is now an Student Age:It 2-19 organization that provides services for special children

This project creates a self-sufficient campus for special students. It is designed to provide students with the support they need not just academically, but also medically. A clinic and a medical centre are available on campus to provide the necessary support. The program focuses on helping students learn, enjoy, develop, and transition into adulthood. Providing abundant accessible outdoor spaces, with backyards for the housing units, eliminates the sense of confinement that previously caused the failure of institutional buildings.

LIA U.S.A. 2007SCOTLAND 2018AUSTRA 2006 U.K.

5.HOLLYWATER

Bancroft’s Campus at Mount Laurel, New2,268 Jersey, is a project that Built Area: Built Area: 4,029

Built Area: 15,384

Student Age: 8-21

NDunlop SFOOT

5.HOLLYWATER

2011 U.S.A.

Bordon,Student Age: 2-19 29

NJ,

Architect: P,B & R

NJ,

2011 U.S.A.

Student Age: 2-19

Bordon,

2006 U.K.

Bordon,

2006 U.K. 30

II.

TABLE 17. Bancroft Program

Design Concept

The project is guided by biophilic design principles through connecting students to nature for therapeutic purposes. Students, especially those with ADHD and autism spectrum disorders (ASD), can highly benefit from simple walks in a garden. Visual connection of the indoors to the outdoors provides peace. Moreover, access to the surrounding gardens and pond provides sensory experiences that help either calm or stimulate students based on their individual needs. This affects students’ attitudes and engagement level in addition to relieving stress. Nature incorporates mystery and anticipation. Inspired by biophilic principles, the school has weaving corridors that create a sense of curiosity to see what comes ahead.

III.

Function Early education Elementary school Nursing Pool training center Convenience store Transitional homes Gym Consultation

Therapy space High school Sensory rooms therapy rooms Food Service Reception Lindens homes Administration Central records

Program | Spaces & Functions

The Bancroft’s main school building of 1,0126 Sqm has a capacity for 265 students. There are seven residential buildings, divided into Lindens and Transitional, that total to an area of 3,846 Sqm. The Lindens residential units house 30 residents, while the transitional residences house 44. Family rooms are provided inside the residences to allow families to spend time with their children away from other students residing in the units. An admin building of 650 Sqm can be seen near the entrance. A Job Training building of 762 Sqm provides students with spaces to develop skills in retail, environmental services, horticulture, material handling and food servicing. 2. PRECEDENT STUDIES

Biophilic design is incorporating nature into architectural design for therapy. This practice is done through connecting building occupants to nature to achieve a positive impact.

IV.

Conclusion

• • • • •

Classrooms can have direct access to learning gardens. Natural buffer zones can be used as a protection to children from traffic instead of fencing the school. Connection to outdoors and outdoor learning is needed to enhance attention. Medical support, therapy, and physical activities are a necessity. Training, vocational and skills development are required to help students transition to adulthood.

2.3. Hazelwood School II.

Design Concept

Hazelwood School was designed to provide free movement and a sense of independence to its students. This concept was achieved through the building’s fluid form, continuous corridor and mainly the ‘Trail Rail’, a sensory cork wall with tactile cues to ease navigation and store equipment at its back. The curvy form was adopted to maintain existing beech and lime trees on site and reduce visual distraction from the main roads. Natural light was also a guiding factor in the school’s design. Classrooms on the North Façade have clerestory windows to allow natural light and reduce the need for electricity. Storage lockers are used below the clerestory instead of a window at the child’s eye level to reduce visual distraction and loss of concentration.

Hazelwood is the first school in Europe, Scotland, to cater for students with visual and hearing problems, dual sensory impairment. All of the school’s students have a cognitive impairment and many of them have physical disabilities and Autism. These students need the highest level of support, mostly for a lifetime. They are not expected to ever be fully independent or go into work after graduating school. However, education gives them the opportunity to make more decisions in their adulthood. The project’s goals were to provide students with a sense of independence and safety. The school curves around the existing trees to create outdoor teaching gardens and avoid the institutional feeling.

Horticulture therapy is the practice of farming and gardening to improve mental or physical health.

“One young person, the most cognitively challenged person I have met, can now eat and go to the toilet by himself. For the rest of his life his dignity will be maintained.” - Monica McGeever, Headteacher at Hazelwood.

Reason of selection

This school project caters for students with different types of disabilities and manages to successfully respond to the unique needs of each disability. The project avoids the institutional feeling by promoting students’ independence in navigating around the school and in learning daily life skills. The design also takes into consideration the positive effect of nature on the students’ psychology. A greenhouse has been provided in the exterior space to promote horticulture therapy. Trees are used as a natural buffer zone to protect students and isolate the school from the main roads’ noise.

III.

Program | Spaces & Functions

The school of 2,660 Sqm has a capacity of 54 students that are divided into nursery, junior and senior educational levels. There are eleven classrooms placed on the northern quiet façade. Less used spaces are aligned along the South façade e.g. toilets and services. The school’s entrance is shaped like a loop to provide a drop off area to vehicles and busses. The school has one entrance to students of all ages. Functions disperse from the foyer to align in a curvy organization.

2. PRECEDENT STUDIES

TABLE 18. Hazelwood Program

Function

Area (Sqm) % of NUA

Hydrotherapy Pool Gym Physiotherapist Room Doctors Room Kitchen Head Teacher Office Deputy Head Teacher Staff Lobby Staff Room Staff Meeting Room Reprographics (Printing/archive) Reception & Admin Janitor Foyer Assembly/ Multi purpose Dining Music Room Parents Room Classrooms Teachers' Resource Room Focus Rooms Changing Area Central Storage Exhibition/Flexible Area Library Art Room Home Economics Specialist Office Nurse Room Computer Hub Soft Playroom Toilets Snoezelen Room/ Soothing MEP Residences Living Room Residences Kitchen Laundry Bedrooms

132 83 37 23 59 20 22 22 48 26 12 20 17 24 45 119 37 14 696 10 73 51 73 39 31 33 30 29 17 6 31 114 9 57 26 12 6 54

6.12% 3.85% 1.72% 1.07% 2.74% 0.93% 1.02% 1.02% 2.23% 1.21% 0.56% 0.93% 0.79% 1.11% 2.09% 5.52% 1.72% 0.65% 32.27% 0.46% 3.38% 2.36% 3.38% 1.81% 1.44% 1.53% 1.39% 1.34% 0.79% 0.28% 1.44% 5.29% 0.42% 2.64% 1.21% 0.56% 0.28% 2.50%

Total NUA Net Usable Area Total GFA Gross Floor Area Site Area Building Coverage Ratio

2157 2711 11703 23%

100.00%

2. PRECEDENT STUDIES Parking

Site Area Total NUA Net Usable Area Building Ratio Total GFACoverage Gross Floor Area Site Area Building Parking TABLE 19. Coverage Ratio Hazelwood Parking & Zoning Regular Handicapped Parking Total Regular Handicapped Total

11703 2157 23% 2711 11703 23%

Zone Classrooms Nursery Zone Junior Classrooms Senior Nursery Admin Junior Facilities Senior Medical Admin Facilities Medical

Area 696 250 Area 246 696 200 250 170 246 781 200 118 170 781 118

100.00%

32 7 39 32 7 39 % of NUA 32% 12% % of NUA 11% 32% 9% 12% 8% 11% 36% 9% 5% 8% 36% 5%

IV.

Conclusion

• • • • • • •

Continuous circulation with guiding sensory cues can promote autonomous navigation. Placement of toilets and services is important to reduce travel distances. Providing spacious drop-off areas is needed especially for students using a wheelchair. Much-needed storage spaces can be hidden aesthetically. Natural buffer zones can be used as a protection and a noise barrier. Outdoor learning and horticulture can enhance the students’ mental and physical conditions. Windows/visual distraction needs to be avoided for students with visual impairments.

2.4. Cairnsfoot School II.

Design Concept

III.

Program | Spaces & Functions

The project’s concept was to integrate two key principles: Shelter (human need for safety) and Challenge (key to a child’s development). Challenge, as shown in the diagram, runs over the outdoor areas consisting of play areas, climbing hills with a crawling tunnel, balance beams, trampoline, and a ball court. On the other hand, shelter is represented by the protection of the built forms and the central canopy which is large enough for the whole school community. This intersecting design allows for a supervised pedestrian flow. Wide pathways with signage and pedestrian crossings create a learning environment similar to the real world. The main goal was to encourage students to reach their full potential.

Cairnsfoot school is a public school in Sydney specialized in educating students with moderate and severe intellectual disabilities. In addition, some of the students have Autism (ASD) and others have physical disabilities. NBRS Architecture, the project’s design firm, focused on providing a learning environment suitable for children with ASD. Their goal was to create a safe environment that stimulates children’s development and is easy to navigate.

“A testament to the success of Cairnsfoot School is the reduction in challenging behaviors. The time now spent on authentic learning versus behavior management.” Lesley Bruce – School Principal

Reason of selection

The school educates students with different types of disabilities. It uses modular blocks to create a form that acts as a buffer zone from the surrounding. Continuous circulation and outdoor spaces were given much attention through providing different activities including sports, horticulture, and hydrotherapy. Sensory gardens were created with stimulating textures like that of stone, inlaid concrete, and timber to appeal to students’ senses.

2. PRECEDENT STUDIES

The school of 4,029 Sqm caters for 107 students divided on 17 classrooms from kindergarten to grade 12. Classrooms are divided into two junior homebases (8 classes), one senior homebase (7 classes) and a special needs homebase (2 classes). 80% of the building is off-site modular blocks. Other than the three teaching buildings and the main administration building, there is two facilities buildings one of them has a library with a multi-purpose space and the other has an indoor hydrotherapy pool. Buildings were placed as a fence around the outdoor area. This fence is used as a buffer zone from surrounding houses. The outdoor is divided into a senior courtyard and a junior courtyard separated by an outdoor area shaded by a large canopy expanding from the library to the admin building. This is to create a circulation path that is easily monitored and visible to teachers and staff in the admin building. A cycling track can be found at the edge of the plot between the pool and the senior homebase. A vegetable garden for horticulture is placed behind the library building. Landscape design seamlessly connects to the indoors to encourage outdoor learning.

2. PRECEDENT STUDIES

Function

Area (Sqm) % of NUA

TABLE 558 Admin 20. 13.98% Cairnsfoot Program, Parking & Zoning 504 Indoor Swimming Pool Function Area (Sqm) 12.63% % of NUA Library & Multi-purpose Function Admin Classrooms Indoor Swimming Pool Bathrooms Admin Library & Multi-purpose Withdrawal Rooms Indoor Swimming Pool Classrooms Library & Multi-purpose Bathrooms Total NUA Net Usable Area Classrooms Withdrawal Total GFARooms Gross Floor Area Bathrooms Site Area Rooms Withdrawal

Total NUACoverage Net Usable Area Building Ratio Total FloorArea Area Total GFA NUA Gross Net Usable Site Area Parking Total GFA Gross Floor Area Building Site Area Coverage Ratio Regular Building Coverage Ratio Handicapped Parking Total Regular Parking Regular Handicapped Handicapped Total Total Zone Classrooms Special Needs Zone Junior Zone Classrooms Senior Classrooms Special Needs Admin Special Needs Junior Facilities Junior Senior Senior Admin Admin Facilities Facilities

516 Area 558 (Sqm) 1900 504 360 558 516 153 504 1900 516 360 3991 1900 153 4029 360 19117 153

3991 21% 4029 3991 19117 4029 21% 19117 29 21% 2 31 29 292 231 31Area 1,900 238 Area 878 Area 1,900 784 1,900 238 558 238 878 1020 878 784 784 558 558 1020 1020

12.93% %13.98% of NUA 47.61% 12.63% 9.02% 13.98% 12.93% 3.83% 12.63% 47.61% 12.93% 9.02% 100.00% 47.61% 3.83% 9.02%

2.5. REED ACADEMY The school also offers career counseling and provides services through medical staff. Below is a table showing the student enrollment according to gender. A significantly higher number of male students is shown.

3.83% 100.00% 100.00%

% of NUA 48% 6% % of NUA 22% %48% of NUA 20% 48% 6% 14% 6%22% 26% 22% 20% 20% 14% 14% 26% 26%

REED Academy is a non-profit school for autistic children and children that would benefit from applied behavioral analysis techniques as their primary educational focus. REED is committed to providing “one-to-one” instruction. The academy is located in New Jersey, U.S.A. and was built in 2011.

IV.

Conclusion

• • • •

Continuous and supervised navigation through outdoor circulation and enclosure by the building. Attaching a small bathroom unit to every classroom reduces travel distance. Including withdrawal rooms and storage space in every classroom is important. Having operable partitions dividing classrooms of the same function can help join classes.

2. PRECEDENT STUDIES

Reason of selection

The academy’s form is interesting as it shows a different circulation pattern. Its form also encloses the outdoor play areas. This is an important feature for schools in general and special school for monitoring students and ensuring their safety while they socialize outdoors. The school has all ages from preschool to transition and is not focused on a single type of disability. This is the main focus of this research. This school can show a design approach of how spaces designed for different ages interact together.

II.

Design Concept

III.

Program | Spaces & Functions

The school is based on the idea of an “interior street” that wraps around a central large Multi-Purpose room. This central room serves as the communal heart of the building. Two wings of the building create a sheltered courtyard for supervised outdoor activities. Along each street are learning alcoves where students can communicate, model, and play.

The academy of 2,268 Sqm accommodates 10 administrators and 30 teachers. Communal spaces are dispersed throughout the school. Some of these spaces have kitchens others have pianos to encourage interaction. The building includes spaces for housekeeping where students can learn life skills that enhance independency. The academy caters for students on Autism Spectrum. 84 students on 7 classrooms divided into preschool, elementary, middle and transition.

2. PRECEDENT STUDIES

Function Life skills kitchen & dining

Area (Sqm) % of NUA 3.79% % of NUA (Sqm) 1.62% 0.69% 14 77 0.69% 3.79% Area (Sqm) % of NUA 43 33 2.11% 1.62% 92 14 4.52% 0.69% 77 3.79% 60 2.95% 0.69% 3314 1.62% 43 696 34.22% 2.11% 14 0.69% 88 92 4.33% 4.52% 14 0.69% 60 4.72% 2.95% 4396 2.11% 40 1.97% 696 34.22% 92 4.52% 88 0.44% 4.33% 609 2.95% 40 96 1.97% 4.72% 696 34.22% 40 1.38% 8828 1.97% 4.33% 9612 9 0.59% 4.72% 0.44% 4016 1.97% 40 0.79% 1.97% 9 9 0.44% 28 0.44% 1.38% 4026 1.97% 12 1.28% 0.59% 2813 1.38% 16 0.64% 0.79% 1213 0.59% 9 0.64% 0.44% 1627 0.79% 26 1.33% 1.28% 9 14 0.44% 13 0.69% 0.64% 2634 1.28% 13 1.67% 0.64% 13 0.64% 28 27 1.38% 1.33% 13 0.64% 12 14 0.59% 0.69% 27 1.33% 26 34 1.28% 1.67% 14 0.69% 29 28 1.43% 1.38% 34 1.67% 34 12 1.67% 0.59% 28 1.38% 58 26 2.85% 1.28% 12 0.59% 63 29 3.10% 1.43% 26 1.28% 290 14.26% 1.67% 2934 1.43% 58 2.85% 34 1.67% 63 2034 100.00% 3.10% 58 2.85% 290 2268 14.26% 63 3.10% 18175 290 14.26% 12% 2034 100.00% 2268 2034 100.00% 18175 2268 18175 12% 53 12% 2 55 53 532 2 55 55Area % of NUA 696 34% 50 2% 84 4% Area % of NUA Area % of NUA 86 4% 696 34% 696 34% 86 4% 50 2% 50 2% 315 15% 84 4% 84 4% 731 36% 86 4% 86 4% 47 2% 86 4% 86 4% 315 15% 315 15% 731 36% 731 36% 47 2% 77

TABLE 21. 33 SGI Housekeeping Area Function REED Program, 14 Life Skills Laundry Parking & Zoning Life Skills Personal&care skills kitchen dining Function SGI Adult Services Housekeeping Bathrooms Life Skills Laundry Life skills kitchen & dining Modules offices LifeHousekeeping Skills Consultant Personal care SGI Classrooms SGI Adult Services Life Skills Laundry Staff Workroom Bathrooms Life Skills Personal care Learning Alcoves Modules Consultant offices SGI Adult Services MEP Classrooms Bathrooms Common Room offices Staff Workroom Modules Consultant Computer Tech Lab Learning Alcoves Classrooms Reception MEP Workroom Staff Principal's Office Learning CommonAlcoves Room MEP Director's Computer Office Tech Lab Common Room Office Clinical Director's Reception Computer Lab Conference Room Principal'sTech Office Reception File Room Office Director's Principal's Office Office Copy Room Clinical Director's Director's Office Staff Room Conference Room Clinical Director's Office Consultation File Room Room Conference RoomCenter storage Student Material Copy Room File Room Storage Room Staff Room Copy Room Nurse's OfficeRoom Consultation Staff Room Health Center Student Material Center storage Consultation Room Girl's Locker Room Storage Room Student Material Center storage Boy's Locker Nurse's OfficeRoom Storage Room Fitness Centre Health Center Nurse's Office Children's Kitchen Girl's Locker Room& dining Health Center Multi-purpose hall Boy'sLocker LockerRoom Room Girl's Fitness Centre Boy's Locker Room Total NUA Net & Usable Children's Kitchen dining Area Fitness Centre Gross Floor GFA Total Multi-purpose hall Children's Kitchen & dining Area

Site Area hall Multi-purpose

2. PRECEDENT STUDIES

Building Ratio Total NUACoverage Net Usable Area Gross Floor Area Total GFA NUA Net Usable Area Site Area Total GFA Gross Floor Area Parking Site Area Coverage Ratio Building Regular Building Coverage Ratio Handicapped Total Parking Parking Regular Regular Handicapped Handicapped Total Total Zone Classrooms Preschool Elementary Zone Zone Middle school Classrooms Classrooms Transition Preschool Preschool Admin Elementary Elementary Facilities Middle school Middle school Medical Transition Transition Admin Admin Facilities Facilities Medical

IV.

Conclusion

• Supervised outdoor activities using the building’s form. • Scattering bathrooms reduces travel distance. • Learning alcoves provide space for socializing to help autistic students. • Indirect natural light coming through skylights.

2.6. Hollywater School II.

Design Concept

III.

Program | Spaces & Functions

The school is designed as a ‘T’ shape that gives a sense of progression from early years and primary at one end through secondary to a significantly different and separate post–16 base. Colors were carefully chosen to create a calming atmosphere. Colors are also used to differentiate facilities and age groups: warm colors for reception and infants, cooler colors for secondary and post 16.

Hollywater is a community special school for students with complex learning difficulties between the age of 2 and 19. The school is located in Bordon, U.K. and was built in 2006 . The school’s form surrounds an external play area divided into hardscape and sensory gardens. The capacity is 120 students and 80 staff members.

Reason of selection

The school was designed to have a close relationship with the landscape. This is shown through each classroom having a door to the green outdoor area. A sustainable approach was adopted to maximize natural lighting and ventilation, energy efficiency and links to an attractive landscape. The building of 5,100 Sqm is divided into two main blocks that are linked by the learning resource area, the library. The main entrance block contains a hydrotherapy pool, main hall and therapy rooms, including soft play and multi sensory rooms. The other block houses the teaching spaces, where modules of four classrooms are grouped around a top-lit space, supported by shared rooms and bathrooms.

2. PRECEDENT STUDIES

TABLE 22. Hollywater Program

Function

Area (Sqm) % of NUA

Main Entrance Lobby Reception/admin waiting Family/therapists Medical Storage Therapists Audiovisual room Head office music room music storage soft playroom female pool changing room male pool changing room Hydrotherapy pool caretaker room Pool Chemical Storage MEP Pool Storage pool shower Staff changing room Janitor kitchen Food Storage Bathrooms Serving counter Dining Dining Storage Library Group room Art storage Art Room Calm Room Classrooms Kitchenette Staff Room ICT Resource Room Laundry IT Server

32 42 45 35 29 189 30 31 45 81 13 34 35 35 135 13 6 25 12 8 10 20 54 6 234 19 303 31 65 54 22 110 30 1900 8 116 54 6 8

0.82% 1.07% 1.15% 0.89% 0.74% 4.82% 0.76% 0.79% 1.15% 2.06% 0.33% 0.87% 0.89% 0.89% 3.44% 0.33% 0.15% 0.64% 0.31% 0.20% 0.25% 0.51% 1.38% 0.15% 5.96% 0.48% 7.72% 0.79% 1.66% 1.38% 0.56% 2.80% 0.76% 48.41% 0.20% 2.96% 1.38% 0.15% 0.20%

Total NUA Net Usable Area Total GFA Gross Floor Area Site Area Building Coverage Ratio

3925 5100 21150 24%

100.00%

Parking Regular IV. Conclusion Handicapped Total

• • •

0.87% 0.89% 0.89% 3.44% 0.33% 0.15% 0.64% 0.31% 0.20% 0.25% 0.51% 1.38% 0.15% 5.96% 0.48% 7.72% 0.79% 1.66% 1.38% 0.56% 2.80% 0.76% 48.41% 0.20% 2.96% 1.38% 0.15% 0.20%

soft playroom female pool changing room male pool changing room Hydrotherapy pool caretaker room Pool Chemical Storage MEP Pool Storage pool shower Staff changing room Janitor kitchen Food Storage Bathrooms Serving counter Dining Dining Storage Library Group room Art storage Art Room Calm Room Classrooms Kitchenette Staff Room ICT Resource Room Laundry IT Server

34 35 35 135 13 6 25 12 8 10 20 54 6 234 19 303 31 65 54 22 110 30 1900 8 116 54 6 8

Total NUA Net Usable Area Total GFA Gross Floor Area Site Area TABLE Building23. Coverage Ratio

STUDENTS 100.00% 3925 5100 21150 24%

120

2.7. COMPARATIVE CHARTS TABLE 24. Comparative Tables

Hollywater Parking & Zoning Parking Regular Handicapped Total

Zone Classrooms Reception Primary PMLD Primary Secondary Secondary PMLD Leavers Life skills Design & Tech Food Technology Science Admin Facilities Medical

88 0 88

Area 1900 127 134 327 620 110 138 114 109 111 110 252 1180 122

% of NUA 48% 3% 3% 8% 16% 3% 4% 3% 3% 3% 3% 6% 30% 3%

88 0 88

Attaching bathrooms and storages to classrooms. Outdoor access from every classroom. Placement of primary and leavers’ classrooms gives a sense of progression that motivates students.

Area Zone Classrooms 1900 Reception 127 134 Primary PMLD Primary 2. PRECEDENT STUDIES327 620 Secondary Secondary PMLD 110

% of NUA 48% 3% 3% 8% 16% 3%

Total NUA (m2) Total GFA (m2) Site Area (m2) Building Coverage Common Functions Hydrotherapy Pool Gym Doctors Room Kitchen Head Teacher Office Deputy Head Teacher Staff Room Staff Meeting Room Printing & archive Reception & Admin Janitor Foyer Assembly/ Multi-purpose Dining Music Room Parents Room Classrooms Teachers' Resource Room Focus Rooms Storage Library Art Room Specialist Office Nurse Room Computer Hub Soft Playroom Bathrooms Snoezelen/calm room MEP Laundry Life Skills Personal care Common Room Staff workroom Female locker Male locker

Total NUA (m2) Total GFA (m2) Site Area (m2) Building Coverage Zones Classrooms Admin Facilities Medical

2. Hazelwood 2,157

2,711 11,703 23%

3. Cairnsfoot 3,991

4,029 19,117 21%

4. REED 2,034

2,268 18,175 12%

% OF NUA 6.12% 3.85% 1.07% 2.74% 0.93% 1.02% 2.23% 1.21% 0.56% 0.93% 0.79% 1.11% 2.09% 5.52% 1.72% 0.65% 32.27% 0.46% 3.38% 3.38% 1.44% 1.53% 1.34% 0.79% 0.28% 1.44% 5.29% 0.42% 2.64% 0.28% 1.39%

1.18% 1.18%

12.63%

2.85% 0.44% 6.89%

0.59% 0.79% 1.33% 1.28%

1.28% 13.98%

12.93%

1.38% 14.26%

5. Hollywater 3,925

5,100 21,150 24% 3.44%

1.38% 1.15% 2.96% 1.07% 0.51%

0.82%

7.72%

2.39%

47.61%

3.83%

34.22%

1.67%

1.38%

2.95% 1.87% 1.97% 4.52%

9.02%

1.97% 0.69% 0.69% 0.44% 4.33% 1.43% 1.67%

1.15% 48.41% 4.82% 1.66% 2.80% 1.65% 0.74% 0.87% 5.96% 0.76% 0.64% 0.15% 1.38% 0.89% 0.89%

MIN. 3.44% 2.85% 0.44% 1.38% 0.59% 0.79% 1.33% 1.21% 0.56% 0.93% 0.51% 0.82% 2.09% 5.52% 1.72% 0.65% 32.27% 0.46% 3.38% 1.38% 1.44% 1.53% 1.34% 0.74% 0.28% 0.87% 4.52% 0.42% 0.64% 0.15% 0.69% 0.44% 4.33% 0.89% 0.89%

2. Hazelwood

3. Cairnsfoot

4. REED

2,157

3,991

2,034

3,925

2,711 11,703 23%

4,029 19,117 21%

2,268 18,175 12%

5,100 21,150 24%

32.00% 8.00% 36.00% 5.00%

% of NUA 48.00% 14.00% 26.00% N/A

34.00% 15.00% 36.00% 2.00%

48.00% 6.00% 30.00% 3.00%

MAX. 12.63% 3.85% 1.07% 6.89% 1.15% 1.02% 2.96% 1.28% 1.28% 13.98% 0.79% 1.11% 14.26% 7.72% 2.39% 1.15% 48.41% 1.67% 3.83% 4.82% 1.66% 2.80% 2.95% 1.87% 1.97% 1.44% 9.02% 0.76% 2.64% 0.69% 1.39% 1.38% 4.33% 1.43% 1.67%

5. Hollywater

2.7. COMPARATIVE CHARTS

TABLE 25. Classrooms Comparison No. of Classrooms Classrooms Area No. of Students Area/Student

2. Hazelwood 11 696 54 12.89

3. Cairnsfoot 17 1900 107 17.76

4. REED 7 696 84 8.29

FIGURE 23. Program Comparison

5. Hollywater 17 1900 125 15.2

FIGURE 22. Classroom Area Comparison

MIN.

CLASSROOM AREA/STUDENT (Sqm)

8.29

12.89

15.2

MAX.

17.76

The lowest number of classes was 7 classrooms in REED Academy for 84 students. The highest was 17 classrooms in Hollywater School for 125 students and in Cairnsfoot school for 107 students. If we calculate the approximate number of students per class we will see that the lowest was 4.9 students/class in Hazelwood school and the highest was 12 in REED Academy. In Cairnsfoot, there are 6.3 students/class. There are 7.4 students/class in Hollywater School. Looking at the classroom area per student, REED Academy has the lowest at 8.29 Sqm and Cairnsfoot School has the highest at 17.76 Sqm. The second lowest is Hazelwood school, 12.89 Sqm, and the second highest is Hollywater School with 15.2 Sqm. According to the comparative table on the previous page, the precedents have a building coverage ratio of around 20% except for REED Academy. Studying the four main zones, classrooms (educational), facilities, administration, and medical, we can see that the largest was classrooms followed by facilities and administration then medical as the least.

2. PRECEDENT STUDIES

SITE ANALYSIS

03.

3.1. SITE SELECTION FIGURE 25. SCHOOLS - 2030 LAND USE & SPED FACILITIES

FIGURE 24. SCHOOLS - 2030 LAND USE

FIGURE 26. SITE OPTIONS

In figure 24, highlights of school zones are shown according to plan 2030. The plots are dispersed so pinning down the special education schools and centres as shown in figure 25 helped identify the right spots. A full list of 18 special education centres was shown in chapter 1 under the present of SPED in Abu Dhabi. There are mainly two clusters of special education centres, one near the Abu Dhabi Island and one near the mainland and Mohamed Bin Zayed City. Having the school project somewhere in between will be good so it can fill that gap. Picking the plots of suitable sizes that are under school category in plan 2030 and located in that gap is shown on figure 26. Four site options were chosen, two near Al Maqta Area and two further away towards the mainland.

3. SITE ANALYSIS

FIGURE 27. SITE OPTIONS 1 & 2

FIGURE 28. SITE OPTION 1

SITE 1

SCORE 15 Geometry Access Proximity Area

SITE 2

FIGURE 29. SITE OPTION 2

SCORE 10 Geometry Access Proximity Area

The first two sites, located near Al Maqtaa Area, can be seen in figure 27. Site 1 is of area 19,380 Sqm which is a suitable area compared to the precedents studies mentioned earlier. It is located in a quiet residential area with some hotels in the vicinity. Site 2 as shown in figure 29 is also surrounded by residential buildings. However, site 2 has a smaller area of 15,930 Sqm. This area will limit the design especially for outdoor areas and landscape. Considering the access to site, an important feature for school projects, site 1 is more accessible compared to site 2. Therefore, site 1 is considered a better choice based on its area and accessibility.

3. SITE ANALYSIS

FIGURE 30. SITE OPTIONS 3 & 4

SITE 3

SCORE 10 Geometry Access Proximity Area

FIGURE 31. SITE OPTION 3

SITE 4

FIGURE 32. SITE OPTION 4

SCORE 6 Geometry Access Proximity Area

Figure 30 is showing the second two site options near Masdar City and Abu Dhabi International Airport. Site 3, see figure 31, has good accessibility from the main road. However, it is more dangerous for the children compared to the access road in site 1. The area for site 3 is 42,205 Sqm, a bit large compared to the scale of the project. A positive point for site 3 is that is has access from the 3 sides, unlike site 1 from two sides. As for site 4, see figure 32, the site’s shape is very difficult for a school project. In ADEK’s Design Manual, a school is preferred to have a square/rectangular plot. The area for site 4 is around 45,860 Sqm which is also large. Both sites are surrounded by residential buildings but site 4 has the Ministry of Education at its North. According to the scoring system displayed in figure 27 and 30, site 1 is the best option.

3. SITE ANALYSIS

3.2. SITE LOCATION & BOUNDARIES

3.3. HISTORICAL DEVELOPMENT

FIGURE 33. SITE LOCATION

Located in Al Maqtaa area, on the outskirts of Abu Dhabi, the site sits between the two famous bridges, Al Maqta and Mussafah Bridge. Easily accessible from Abu Dhabi island and adjacent to the neighboring five-star hotels, the site is surrounded by residential buildings with no high-rises in the vicinity. The site was chosen to be in the middle between Abu Dhabi Island and the mainland to be easily accessible from both sides. In addition, the area is peaceful and family-friendly since it sits away from the crowded downtown Abu Dhabi.

Abu Dhabi is one of the top cities today on all aspects; one of them is architecture. However, the city was not always modern and developed. Abu Dhabi started as small areesh houses built on the shoreline, now the corniche, where people mainly depended on the pearl diving industry. In 1958, oil discovery changed the future of this place. It was the beginning of a new era filled with wealth and development. In 1962, oil exporting started and in 1966 Shiekh Zayed became the ruler of Abu Dhabi. Instead of a checkpoint in 1963 that connects Abu Dhabi to settlements further away, Al Maqtaa bridge was built in 1967. Low-rise buildings and street networks were formed in 1969. In 1971, emirates united to become the country of the United Arab Emirates. A union that is considered the beginning of true cooperation between the leaders of the different emirates. In 1991, urban growth was obvious and people started seeing towers, villas, schools, and the famous two malls, Abu Dhabi Mall and Marina Mall. In 2007, the Urban Planning Council (UPC) was formed and the AD Plan 2030, still used today, came out to show Abu Dhabi’s vision for all fields including transport, urban and architectural development.

Looking at the three bridges development, in the 1990’s Al Maqtaa tower was built to secure crossing to Abu Dhabi. People used to wait till the water is shallow so they can cross. In the 1950’s when cars started appearing in the area, a causeway was built for car crossing. Later in 1967, Al Maqtaa bridge was built before the union in 1971. This is when customs and borders were removed and Al Maqtaa Tower became a museum for tourists as part of Abu Dhabi’s pre-development era. In 1977, a second bridge, now called Mussafah Bridge was built to enhance the connection of Abu Dhabi to the mainland. In 2010, the famous Shiekh Zayed Bridge was built.

The site is almost rectangular in shape of dimensions 168m by 116m giving an area of 19,250 Sqm. This area was compared with the precedent studies in chapter 2 and found to be suitable for the expected scale of the project.

3. SITE ANALYSIS

Looking at a smaller scale through zooming to the site’s development, one can see that in 2007 Shangri-La Hotel was already built and many residential clusters were seen around the site. Throughout the years, more residential clusters and mosques were built and in 2021, the touristic Al Qanah project was finished.

FIGURE 34. HISTORICAL TIMELINES

3. SITE ANALYSIS

3.4. ENVIRONMENTAL ANALYSIS SUN & SHADE

FIGURE 35. SUN & SHADE

12:00 PM

3:00 PM

FIGURE 37. SUN PATH

21.DEC.2021

9:00 AM

FIGURE 36. AVG. TEMPERATURE & PRECIPITATION

21.MAR.2022

FIGURE 38. SUNNY VS. CLOUDY Studying the sun and shade on site during the four seasons from 9 :00 AM to 3:00 PM, school timings, shows the longest shadows during December and the shortest during June.

21.JUN.2022

Buildings on site are a low-rise and do not cast any shadow. This means the school should have its own shading options in addition to not blocking the view of the adjacent residential buildings. The sun study diagrams are the average of the past 30 years. The temperature and precipitation diagram shows the hottest months as July and August (45 degree Celsius), and the coldest months as December and January (27 and 25 degree Celsius respectively). March has the relatively highest precipitation rate and June and September have the lowest. The diagrams on the right show most months to be sunny with May as the sunniest and March as the least sunny month.

FIGURE 40. HUMIDITY COMFORT LEVEL

21.SEPT.2022

Temperature is mostly greater than 40 degree Celsius from May to September. As for the humidity levels, the weather is comfortable from November to April. May to October is considered a miserable weather due to high levels of humidity. In conclusion, according to the shade study, average monthly temperature, and humidity levels, it will be beneficial to make the building’s form higher on the south direction to cast shadow on the lower levels. COOL

3. SITE ANALYSIS

FIGURE 39. AVG. MONTHLY TEMPERATURE

HOT

3.4. ENVIRONMENTAL ANALYSIS

Based on the avergae of data collected over the past 30 years, the windrose diagram shows that most of the wind comes to the site from the North West direction. The monthly wind speed diagram shows wind of mostly greater than 12 Km/hr during the month of November, equally greater than 12 and 19 Km/hr during the months of December and January, and mostly greater than 19 Km/ hr from February to October. Dominant wind direction and speed is 17 Km/hr from the NW direction. During pleasant months, November to April, openings from North to the West are encouraged to allow for natural ventilation. During the unpleasant months, mostly May to October, it is better to avoid the natural ventilation, hot wind, and resort to staying indoors or in the shaded outdoor areas. FIGURE 44. Using Autodesk’s CFD program, a wind WIND AT DIFFERENT FLOORS

WIND FIGURE 41. WINDROSE

FIGURE 42. WIND SPEED

simulation was run to analyze the wind direction with respect to the site. The section diagram on the left shows the wind blowing at 17 Km/hr from the NW direction. At a low height, blue and green colors are evident, meaning a low wind speed. At higher levels, yellows and reds start to appear signaling a higher wind speed. That is because the site consists of simple low-rise buildings that do not interrupt the wind at higher heights.

The diagrams on the right start by showing a wind plane at the ground floor level. Blues and greens are filling the site. On the third floor level, green is more evident meaning a higher wind speed. On the fifth floor level (20 meters), yellow starts to appear on the site. This is the highest wind speed to be experienced on site due to the height limits assigned to this neighbourhood by plan 2030.

FIGURE 43. WIND VELOCITY SECTION

WIND NW 17 Km/hr

3. SITE ANALYSIS

In conclusion, it can be beneficial to raise the building higher than the ground level, or have high terraces or wind catchers to benefit from the higher levels’ wind. However, considering the nature of this project, having the school on the ground floor will provide easier access to children and ambulances in emergency cases. As a solution, the school’s program related to children with motor disabilities can be located on the ground floor. Other functions can be on upper floors. 72

3.5. TOPOGRAPHY & NATURAL FEATURES

FIGURE 46. TOPOGRAPHY MAP

FIGURE 45. TOPOGRAPHY SECTIONS

There is not any tion is available as ings’ plots or near an Gulf water from

natural features around the site. Only some planted trees and vegetashown by the map. This vegetation is located mainly on residential buildthe hotels sitting at the waterfront. The site is surrounded by the Arabithe South and West; however, it is not in direct contact with the waterfront.

FIGURE 47. NATURAL FEATURES

As shown in the topography map on the right, the site is flat at 3 meters above the sea level. According to the diagrams above, from A to B , height changes from -3 meters below sea level to 3 meters high at the site. From B to C and from D to E, the site is generally flat.

3. SITE ANALYSIS

3.6. ACCESS & NETWORKS

FIGURE 49. ROADS, PEDESTRIAN, & BUS

ROADS

FIGURE 48. ROADS & NETWORKS

On the right side, the first diagram is showing the road network surrounding the site. Al Khor Street surrounds the site from the side of Shangri-La, the Souq, and Al Qanah. Al Bidyah Lamhah Street surround are at the North and East of the site respectively. On the diagram at the bottom right, the only nearby bus station is shown to be 280 meters away from the site which is around a 5 minutes walk. Pedestrian zebra crossings are highlighted. As a result of their locations and to be closer to the bus station, and due to the East being confined by Qubesi Residential Complex, the main entrance is expected to be near the roundabout that joins Al Bidyah and Al Khor streets. This location will also provide space for parking and drop-off and pick-up.

3. SITE ANALYSIS

PEDESTRIAN & BUS

Al Maqta Area was previously called Bain Al Jessrain, between two bridges, as it is located between Mussafah Bridge and Al Maqta Bridge. There are three main bridges that connect Abu Dhabi Island to the Mainland. The first is Shiekh Zayed Bridge, built in 2010 and designed by the famous architect Zaha Hadid to be an iconic landmark. The second is Al Maqta Bridge built in 1967. The third bridge is Mussafah Bridge. As shown in the diagram on the top left, the site is located in the middle between Al Maqta and Mussafah Bridges. On the diagrams at the top right major and minor roads are highlighted on separate maps.

3.7. LANDMARKS & LAND-USE FIGURE 50. MICRO EDGES

FIGURE 51. MACRO EDGES

Considering the micro edges of the site, one can find The Souq Qaryat Al Beri Shopping Mall designed with water canals to resemble Venice. It is a contemporary adaptation of a typical Arabian market. The architecture of the souk is a fusion of Arabian and Venetian themes. Beside The Souq, Shangri-La Hotel sits on the waterfront. Al Qanah project is found to the South of the site and is considered the most famous landmark near the site along with Shangri-La. Two mosques, two embassies of Mexico and Kyrgyz Republic, and residential buildings surround the site.

As for the macro edges of the site, one can find close landmarks as the Shiekh Zayed Grand Mosque, Ritz-Carlton Hotel, Abu Dhabi Ladies Club, and Officers Club. The famous Al Maqta Tower, previously mentioned in the site history section, sits in the water between Shiekh Zayed Bridge and Al Maqta Bridge. Going a bit further from the site and towards Abu Dhabi’s island, specifically in Al Rawdah Zone, one can see the famous leaning tower, Capital Gate, and Zayed Sports City. On the other side of the site, towards the mainland, landmarks like Khalifa University, Abu Dhabi University, Al Forsan Village, Abu Dhabi Golf Club, Zayed University, and Abu Dhabi International Airport. An important landmark, especially to a special education school project, is Zayed Higher Organization for People of Determination. The ZHO was found in 2004 to provide special centers and clubs aimed at rehabilitation. Their services include vocational and therapeutic rehabilitation in addition to family counselling, speech therapy, physiotherapy and sports.

3. SITE ANALYSIS

3.7. LANDMARKS & LAND-USE

3.8. ARCHITECTURAL LANGUAGE & VIEWS

FIGURE 52. LAND USE

The site is mainly surrounded by residential buildings. This is shown by the light orange color in the diagram above. The brown plots are for the two embassies of Mexico and Kyrgyz Republic in addition to the Abu Dhabi center of statistics. In dark green, the Emirates Academy for Identity and Citizenship is located to the south of the site. There are two mosques near the site. One is modern, the New Mosque, and one resembles the Dome of the Rock Mosque in Palestine, Bani Hashim Mosque. On the West of the site, located at the waterfront, one can find The Shangri-La Hotel,The Souq Qaryat Al Beri, and Fairmont Bab Al Bahr. To the South of the site, Al Qanah project, 2.4 Sqkm, can be found, connecting the two shores with a promising retail and entertainment project. The project will include facilities like The National Aquarium, The Bridge Wellness and Lifestyle Hub, Cinemacity Al Qana, Pixel eSports, gaming hub and dining.

3. SITE ANALYSIS

3.8. ARCHITECTURAL LANGUAGE & VIEWS

3. SITE ANALYSIS

3.9. PLAN 2030 | HEIGHTS & POPULATION FIGURE 53. HEIGHT & POPULATION

FIGURE 55. SITE UTILITIES

According to plan 2030 by the Urban Planning Council, Al Maqta area is expected to have a population of 25,000. The height limit is kept to 20 meters maximum. This is around five floors high. As shown in the diagram below, the site is surrounded by low-rise buildings that are mainly 12 and 8 meters high. Few buildings are one floor high. Shangri-la, The Souq , and Fairmont Bab Al Bahr are at the maximum height of 20 meters, around 5 floors high.

FIGURE 54. SITE HEIGHTS

3.11. OPPORTUNITIES & CONSTRAINTS

3.10. INFRASTRUCTURE

1. Quiet, peaceful, and safe for students. This is important as special students tend to get overwhelmed more easily by noise and crowd.

1. Site is accessible from two sides. This limits the entrance location.

2. Due to low surrounding heights, a good breeze is expected from Nov. to Apr. from the third floor and upwards.

2. Low surrounding heights mean no shade on site throughout the year.

3. The site is flat and almost rectangular as preferred by ADEK’s Design Manual for schools.

3. No views especially on the backside. Landscape needs to create views and buffer zone.

After analyzing the utilities within the site boundaries, it is shown that most of the utilities are clustered near the northern edge of the site. An electricity box is located near Qubesi residential complex. The other utilities include 3 Etisalat, 2 Du, 2 network outlets, 2 stormwater, one water and 2 sewage manholes.

3. SITE ANALYSIS

USER FEEDBACK

04.

4.1. METHODOLOGY Two main interviews were carried out for the sake of further understanding special education in UAE. The first interview was with Ms. Michelle Chioccolla from Mohamed Bin Rashid (MBR) Centre (NECC-AD). The second interview was with Mr. Mosab Almasadeh from Al Razi School in Dubai.

4.2. INTERVIEWS 4.2.1. MS. MICHELLE CHIOCCOLA Ms. Michelle did her Bachelor’s degree at Salem State College, majoring in Elementary Education. Ms. Michelle also has a Masters Degree in from Simmons College in Severe Special Needs. In 2004, she started working as an Academic Specialist in The New England Centre for Children. She also worked as a Practicum Supervisor at Simmons College, a Lead Therapist at NECC, and a Clinical Director at Hamad Centre for Special Needs. Currently, Ms. Michelle is working as a Family and Community Relations Facilitator at Mohamed Bin Rashid Centre for Special Education operated by NECC.

Ms. Michelle started the interview with a tour around the centre. She showed all the spaces in the main building and the second building, explained the function of each, and provided beneficial advice. After the tour, we had a valuable discussion while talking about the interview questions, see Appendix A. She welcomed questions, pictures and included Adapted Physical Education, APE, teachers in the interview while showing me around the gym. Her input added value to this research especially in the programming, chapter 6.

OBSERVATIONS & NOTES: - Older students do cross-fit during their APE session. - Gym has two holes in the floor used to turn it into a volleyball court. - Curtains suspended from the ceiling are used in the gym to separate it into three zones during events. - APE teachers recommended having floor trampolines. - Card access is used for doors since some students tend to leave the room. All doors open automatically during emergency. - The pool has shallow and deep ends. Some students use their small kayaks there. - The pool cannot accommodate children in wheelchair. - Swimming, hippo therapy, any change in 4. USER FEEDBACK

environment results in social interaction and improves autonomy. - GF for Preschool, 1F & 2F for Secondary, and 3F for Staff. - 3F has conference rooms for staff training. - Meeting rooms have operable partitions to extend space when needed. Walls are used as white boards for brainstorming. - Vocational rooms have 3D printers to teach students. They also learn mail sorting, copying, binding, and shredding. - Younger classes need edible reinforcement. Classes send a list and older students prepare the order from the reinforcement storage and deliver it to the class. - Older students also work in the uniform room, learning to stock shelves, arrange, and

hand uniforms. - Students move from their designated classes to another room only during Islam and APE classes. - Classrooms use interactive boards in addition to white boards. - A class is provided with a storage room and an observation room to observe a student’s behavior without adding a new person to his/ her environment. These rooms are also used as offices by the classroom teacher. - One room was set as an apartment with sofa, bed, laundry, ironing board, kitchenette. - Nurse rooms are separated by a door and a waiting area away from other spaces. The place is set up like a clinic to teach students how to behave at a doctor’s office. Students are taken to the nurse room for ear checking, blood pressure, even when they are not sick to practice for when they go with their parents to outside clinics. - A small library for all grades. Older students sort books and practice library skills. - Floors are color coded. Students move between floors using big elevators with access cards with teachers. There are stairs but students aren’t encouraged to use them for safety reasons. FIGURE 56. Main Building Entrance | MBR Centre

- Students arrive at two gates. One at the main building. The other at the second building. - The second building was initially built as accommodation but was later used as extra classrooms for preschool students. - Cafeteria has a separate room for staff. Acoustic panels are used on its walls. - Students come to cafeteria in groups to limit the noise level. - Cafeteria has access to the outdoor area, playground, and the second building. - A water fountain exists in the outdoor area but is not used as it used to distract students. - Classrooms have small windows to observe the inside from the corridor. Doors also have glazing. - Wall edges are curved and rubber corners are added for safety. - Artwork must be attached well to the wall with nails since students move a lot and touch it. It used to fall before using nails. - Parents room has plants, TV, and is a calm space. Parents come to discuss with teachers their child’s condition every month. - Outdoor courts don’t exist in the centre but were encouraged by Ms. Michelle. - Circulation turns and goes back to the start point, the entrance. FIGURE 57. Second Building Entrance

FIGURE 58. Suspended Curtain Separators

FIGURE 59. Climbing Wall

FIGURE 60. Clear Instructions

FIGURE 70. Outside the Cafeteria

FIGURE 71. 2nd Building Reception

FIGURE 72. Playground

FIGURE 61. 3F Offices

FIGURE 62. Staff Meeting Room

FIGURE 63. Staff Conference Room

FIGURE 73. 2nd Building Offices

FIGURE 74. Library

FIGURE 75. Library view 2

FIGURE 64. Vocational Room

FIGURE 65. 3D Printing

FIGURE 66. Reinforcement Store

FIGURE 76. Soft Playroom

FIGURE 77. Soft Playroom 2

FIGURE 78. Mobility Room | Fritted Glass

FIGURE 67. Observation Room

FIGURE 68. Class Storage

FIGURE 69. Personal Cubbies in Class

FIGURE 79. 2nd Building Food Area

FIGURE 80. Classroom Zoomed

FIGURE 81. Classroom | Door with Glazing

4. USER FEEDBACK

4.2.2. MR. MOSAB AL MASADEH Mr. Mosab majored in Special Education in his Bachelor’s degree at Irbid National University. He continued his Masters in Special Education at Yarmouk University. Mr. Mosab worked as a Special Education Specialist in Bahrain, Oman, Abu Dhabi, Al Ain, and Dubai. He is currently working as a Special Education teacher in a general school, Al Razi school.

Ms. Mosab was kind enough to answer the interview questions over a video call. He spoke about special education in general schools in UAE. He also explained the different characteristics of students with the four disabilities that this research covers. See Appendix B for the full interview.

NOTES:

- The project can cater for more than one disability but then divide the school into more manageable sections. - General classroom has a max of 4 special students. - The number of teachers in class depends on the students’ level of disability. If the level is too low, a shadow teacher is needed for assistance. - Special students also join separate classroom sessions. These sessions can be individual or a group of 3 to 4 special students. - The curriculum is a special plan either related to the general class or a whole different plan. - Autism is a developmental disorder that affects behavior. The most obvious characteristic is low social and communication skills. - Down Syndrome is a mental disorder due to an extra chromosome. - Medication and physical activity can alleviate ADHD symptoms. - More teacher training is needed. - Rooms are fully equipped and it’s easy to order any needed tools. - In special schools, teaching is either one-on-one or for a group of maximum 8 students. - Family support and rehabilitation significantly improve a student’s condition.

4. USER FEEDBACK

DATA COLLECTION

05.

5.1. FUNCTIONS LIST

5.2. DATA STANDARDS

Studying the local requirements of the government of Abu Dhabi in regards to educational facilities, in addition to the precedent studies mentioned in chapter 2, a functions list that combines data was generated. Functions taken from the requirements in the Design Manual for Educational Facilities issued in 2013, was helpful for general schools. Adding the extra functions provided in precedent studies helped in making the program specific to special education schools. The table below shows the combined functions list.

CLASSROOMS

TABLE 26. Program List

According to Abu Dhabi’s requirements shown in figure 57, the spe- FIGURE 82. cial programs room is connected to the multipurpose special room Relationship Diagram and to the attached accessible toilet with shower and changing space. The number of students is lower compared to general classrooms. The room is provided with soft seats, rugs, markboard, interactive board, tackboard. Natural light is provided to each room. Figure 56 is showing the relationship between these three rooms. The rest of the layouts are for special classes in special schools. FIGURE 88. FIGURE 84. Mainstream Kindergarten Example SPED Primary (Infrastructure and Facilities Management Division , 2013)

FIGURE 83. SPED Class in Mainstream (Department for children, schools, and families)

(Infrastructure and Facilities Management Division , 2013)

FIGURE 86. SPED Primary

FIGURE 89. Mainstream Primary Example

(Infrastructure and Facilities Management Division , 2013)

FIGURE 85. SPED Secondary (Infrastructure and Facilities Management Division , 2013)

(Department for Education and Employment, 1992)

SPED Classes Requirements by ADEC: FIGURE 87. Movable Walls - Acoustic ceiling 3 m in height min., direct/indirect lighting. - Door to have 30 x 40 cm (min.) view panel. - Windows tinted & insulated low ‘e’ glazing with exterior shading device. - Flexible movable furnishings. (Infrastructure and Facilities Management Division , 2013)

5. DATA COLLECTION

(Neufert, 2002)

(Department for children, schools, and families)

PRECEDENT STUDIES CLASSROOM LAYOUT COMPARISON CASE 2: HAZELWOOD SCHOOL

COMPUTER HUB

CASE 3: CAIRNSFOOT SCHOOL

EDUCATIONAL

1. CLASS 1.1 STORAGE 2. FOCUS ROOM 3. BATHROOM & CHANGING JUNIOR CLASS

JUNIOR CLASS CASE 4: REED ACADEMY

PRESCHOOL CLASS

MIDDLE SCHOOL CLASS

1. CLASS 2. BATHROOM & CHANGING TRANSITION CLASS CASE 5: HOLLYWATER SCHOOL 1. CLASS 1.1 STORAGE 2. BATHROOM & CHANGING

It is required to have accessible bathrooms near the classroom, preferrably directly attached to it. This is to reduce the travel distance of students. It is important to have calm /focus room where a student can rest when feeling overwhelmed and also get specific coaching. It is also important to have storage spaces close to classrooms for resources and equipment.

PRIMARY CLASS 5. DATA COLLECTION

BATHROOMS

LIFE SKILLS ROOM EDUCATIONAL

5. DATA COLLECTION

100

SCIENCE LAB

SNOEZELEN/CALM ROOM, PLAYROOM/SENSORY ROOM EDUCATIONAL

5. DATA COLLECTION

101

EDUCATIONAL

102

ART & MUSIC ROOMS

LIBRARY EDUCATIONAL

5. DATA COLLECTION

103

EDUCATIONAL

104

GYMNASIUM & POOL

OFFICES, PARENTS, MEETING & CONFERENCE ROOMS EDUCATIONAL

5. DATA COLLECTION

105

ADMINISTRATION

106

CAFETERIA

AUDITORIUM FACILITIES

5. DATA COLLECTION

107

FACILITIES

108

PARKING

MEDICAL ROOMS FACILITIES

5. DATA COLLECTION

109

MEDICAL

110

ERGONOMICS, WAYFINDING, BARRIER-FREE

5. DATA COLLECTION

111

112

AREA TABLES

5. DATA COLLECTION

113

114

PROJECT PROGRAMMING

06.

6.1. PROGRAM DESCRIPTION The program is divided into 4 main categories: Educational, Administration, Facilities, and Medical. This division is the same as shown by the 5 precedents studied in chapter 2. As shown in Figure 1, educational, taking around 41%, covers most of the total gross area of the project. Facilities is the second largest category of 12%. Administration is a bit lower at 8.6% and medical is the least at 2.5%.

2. According to Table 27, the total of the selected types of disabilities is 3,633 in Abu Dhabi. To find the approximate capacity of this project. This number was divided by the total number of special education centres in Abu Dhabi (18 centres + this project = 19). The result was 191 students per centre. In AD region, there’s 24.3 pupils/class and 1.9 teachers/class, see appendix E. This ratio is highly reduced for special students. According to ADEC’s Design Manual, the maximum number of students in a special classroom is 8. This was also confirmed by Ms. Michelle, see chapter 4 and interview in appendix A. As a result, the number was approximated to 200 students for a more smooth division. The result was 25 classrooms (200 / 8 = 25).

FIGURE 90. PROGRAM PERCENTAGES

FIGURE 93. CAPACITY CALCULATION

These percentages are very similar to those displayed in the same diagrams for precedents, see figure 64. The only difference is that educational seems larger in the project’s program as it includes the pool and the gymnasium, based on ADEC’s design manual. These functions were under facilities in the precedents. FIGURE 91. PRECEDENTS PROGRAM PERCENTAGES

FIGURE 94. CLASSROOM RELATIONSHIPS

FIGURE 95. CLASSROOMS PERCENTAGES

6.1.1. METHODOLOGY 1. The Abu Dhabi Statistics Centre was emailed, see appendix D, to ask about available numbers of students of determination in Abu Dhabi. The centre’s happiness centre replied on the same day with a detailed excel sheet showing data on education in general and on special education. There are 4,881 special students, 2,578 in public education and 2,303 in private education. Six types of disabilities were selected out of the 10 types provided. This selection was based on the 4 disabilities that this project focuses on: Autism, ADHD, Down Syndrome, and Motor Impairment. TABLE 27. STUDENTS OF DETERMINATION IN AD

FIGURE 92. BAR GRAPH OF TABLE 12

STUDENTS OF DETERMINATION 18-19 IN AD REGION PUBLIC 2,578 PRIVATE 2,303 LEARNING DIFFICULTIES 2,102 PHYSICAL DISABILITIES 704 EMOTIONAL BEHAVIORAL DISORDERS 152 AUTISM SPECTRUM DISORDER 335 INTELLECTUAL DISABILITY & MENTAL IMPAIRMENT 294 MULTIPLE DISABILITIES 46 TOTAL 3,633 *Repetition in numbers due to multiple disabilities

Translated to English (SCAD DEPARTMENT OF EDUCATION & KNOWLEDGE, 2019)

6. PROJECT PROGRAMMING

MULTIPLE 294 INTELLECTUAL & MENTAL 335 AUTISM 152 EMOTIONAL BEHAVIORAL 704 PHYSICAL LEARNING DIFFICULTIES 500

1,000

1,500

2,102

2,000

2,500

117

118

6.1.2. USERS

FIGURE 96. KG1 & KG2 CLASS SKETCH

The school’s capacity is 200 students. According to the classroom capacity calculations, the students are expected to need around 116 teachers for KG and the three cycles. There’s 21 staff members in addition to janitors. The staff is divided into admin and medical staff. Admin has a receptionist, a principal, a vice-principal, 2 secretaries, 4 supervisors, an IT professional, an HR personnel, 3 for finance. Medical staff has a physiotherapist, a doctor, a specialist, a counselor, a speech therapist, and 2 nurses. FIGURE 99. STAFF, TEACHERS & STUDENTS

STAFF TEACHERS Figure 69 is showing the composition of classrooms. KG1 & KG2 have the highest percentage based on Ms. Michelle’s opinion in the interview, see appendix A. She mentioned that younger students need more support and have a higher chance of learning more. Therefore, more classes were provided for younger students. Cycle III has the lowest percentage and that is because students tend to mainstream throughout their school years. This was also confirmed by Ms. Michelle. Figure 70 is showing KG classrooms. These classes are based on one-on-one teaching. As a result, a focus room is not needed since each student has a private ‘cubby’. The private cubbies idea was inspired by the visit to Mohamed Bin Rashid Centre. Each class has an observation room, a bathroom and a resource/ storage room. Resource rooms are not shown in cycle II & III since the class is spacious enough and younger students need it more to store materials. In each class there is one cubby bigger to accomodate students with motor impairment. 6. PROJECT PROGRAMMING

FIGURE 97. CYCLE I CLASS SKETCH

STUDENTS 6.1.3. CALCULATIONS | AUDITORIUM, PARKING & ALCOVES AUDITORIUM: According to ADEK’s Design Manual, a multipurpose/auditorium space can be 1190 Sqm for 600 seats and 4 handicapped seat spaces. This project’s auditorium will have around 250 as a maximum number of users. Based on that, the auditorium was calculated to be around 495 Sqm. PARKING: According to Buellton, California Municipal Code, a day school is required to have 1 parking space per 10 students and 1 per 2 employees. This means 20 parkings for students, 15 regular that can be used by visiting parents, and 5 for handicapped. 137 employees, staff and teachers, means 70 parking spaces. This gives a total of 90 parkings. Normal school busses have a capacity of 60 students. If a bus has around 40 students, around 5 buss parkings are needed. These numbers are similar to precedent study 5 that has the largest area relative to the other precedents.

FIGURE 98. CYCLE II & III CLASS SKETCH

CASE 2 : CASE 3 : CASE 4 : CASE 5 :

AREA = 2,711 AREA = 3,991 AREA = 2,268 AREA = 5,100

39 SPOTS (32 REGULAR & 7 HANDICAPPED) 31 SPOTS (29 REGULAR & 2 HANDICAPPED) 55 SPOTS (53 REGULAR & 2 HANDICAPPED) 88 SPOTS (88 REGULAR & 0 HANDICAPPED)

LEARNING ALCOVES:

FIGURE 100. LEARNING ALCOVES/TRANSITION SPACES

These are transition spaces that can be found in the corridors, outside classrooms, or between different functions in the school. These spaces alleviate students’ problems and gives them space to calm down. Figure 74 is a sketch of a seating alcove that is about 3 Sqm. 119

120

SUBTOTAL NSM % OF GSM ADMINISTRATION

6.2. PROGRAM TABLE

60 1 60 6.2. PROGRAM TABLE | CONTINUED 25 1 25 Admin Reception Principal's Office

TABLE 28. Program NO. OF CLASSROOMS=25 NO. OF STUDENTS = 200 AGE = 4 TO 17 MAX.STUDENTS/CLASS = 8 APPROX. 116 TEACHERS MAX. TEACHERS/CLASS = 8

Classrooms KG1 & KG2 (4 to 6 yrs) CYCLE I (7 to 9 yrs) CYCLE II

(10 to 13 yrs)

CYCLE III (14 to 17 yrs) Resource Room/Storage Focus Rooms Observation Room Computer Hub/ICT Room Soft Playroom Sensory Room

NSM (Sqm) NO. OF UNITS TOTAL NSM (Sqm)% OF GSM NO. OF USERS TYPE

60.49 66.81 45.27 45.27 4.5 8.9 6.25 50 56 25

Life Skills

80 90 Vocational Training 65 Science Lab Learning Alcoves/Transition Areas 3 Snoezelen/calm room 12 Home Set

Art

25 9 6 6 4 15 16 25 1 1 1 1 1 1 6 2

60 10

1 1

50 10 12 50 3 5.28 5.28 6.7 6.7 15

1 1 1 2 8 54 18 12 12 8 4

100 50 15 10 3 10

1 1 1 1 2 2

306 20

1 1

144 Pool Equipment Room/Office 10 Storage- Chemical 10 15 Staff Changing Room Showers,Lockers,Bathrooms 70 2 Janitor's Room SUBTOTAL NSM % OF GSM

1 1 1 2 2 6

Art Room Storage/Prep Room Music Music Room Storage Office Multipurpose/Common Room Staff Bathrooms Students Bathrooms KG1 & KG2 (4 to 6 yrs) CYCLE I

(7 to 9 yrs)

CYCLE II

(10 to 13 yrs)

CYCLE III (14 to 17 yrs) FOR OTHER SPACES

Library

Stacks & Reading Area Audiovisual room Multimedia Storage Office Staff Bathrooms Students Bathrooms

Gymnasium

Multipurpose Gymnasium

Pool

4 20 4 3 3 15 40 12 40 65 10 80 25 20

1 1 1 2 4 2 1 1 4 4 1 1 1 1

150 50 3 3 80 6 495

1 2 2 2 1 1 1

5 20 40

4 4 4

50 15 30 Physiotherapist Room 10 Storage General Doctor's Office 25 Specialist Office 20 Nurse Room 20 Storage - Oxygen Cylinders 5 12 Observation Room Councellor's Office 20 15 Speech & Language Therapy SUBTOTAL NSM % OF GSM

1 1 1 1 1 1 1 1 1 1 1

Bathroom Vice-Principal's Office

FUNCTIONS EDUCATIONAL Educational Spaces

Storage

Hydrotherapy Pool

ADMINISTRATION

60 25 Bathroom 4 20 Vice-Principal's Office Bathroom 4 3 Secretary Station 3 Supervisor Station Staff Bathrooms 15 40 Staff Meeting Room 6. PROJECT Printing & archive PROGRAMMING 12 40 Reception/Transition Space 65 Staff Room Admin Reception

Principal's Office

3,664 41.06%

1 1 1 1 1 2 4 2 1 1 4 4

2,972.52 1397.97 544.41 400.86 271.62 181.08 67.5 142.4 156.25 50 56 25 170 80 90 65 18 24 70 60 10 72 50 10 12 100 24 352.4 95.04 63.36 80.4 53.6 60 201 100 50 15 10 6 20 326 306 20 164 144 10 10 30 140 12 3,664 41.06% 60 25 4 20 4 6 12 30 40 12 160 260

OBSERVATIONS

Bathroom Secretary Station Supervisor Station Staff Bathrooms

200 72 48 48 32 1 TO 2

8 8 8

8 8

E E E E E E E E E E E E E E E O E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E E

Staff Meeting Room

SLOPEDCEILING

Printing & archive Reception/Transition Space Staff Room Parents Room

4 LEARNINGCOMMUNITIES ATTACHEDTOCLASSES ATTACHEDTOCLASSES ATTACHEDTOCLASSES

Conference room Combined Offices Security Room

SUBTOTAL NSM % OF GSM

3.5 SqmPERKINDERG. CHILD KITCHEN/BED/LAUNDRY/LIVING SEWING/CARPENTARY/MARKET

FACILITIES Cafeteria Lunch Area Students Bathrooms Staff Bathrooms

ALLEVIATESPROBLEMS

Janitor's Room Kitchen Storage

Auditorium Prayer

Entrance Lobby Ablution & Bathrooms Prayer Room

SUBTOTAL NSM % OF GSM

1 MALE&1 FEMALE

MEDICAL

1 MALE&1 FEMALE

Mobility Training Room

Storage - Mobility

KITCHEN/LAB/ART/MULTIP.R MIN. 4.5 MHEIGHT

HEIGHT 6.1 mTO7.6 m

TOTAL NSM Circulation 30% OF NSM Structure 15% OF NSM MEP 10% OF NSM TOTAL GSM

BETWEENGYM&POOL BETWEENGYM&POOL

OUTDOOR Sports Field Shaded Playground Shaded Outdoor Learning

1 1 1 1 1 1 1 116

O E E E E O O E E E O E

Car Parking

Employees Students/Parents People of Determination Bus Parking

TOTAL NSM

5,757 1,727 863 576 8,923

4 20 4 6 12 30 40 12 160 260 10 80 25 20 768 8.61%

348 150 100 6 6 80 6 495 260 20 80 160 1,103 12.36% 50 15 30 10 25 20 20 5 12 20 15 222 2.49%

1 1 1 1 1 1 1 116 4 3

200 & 116 & 21

250

1 1 1 1 1 1 1

O E E E E O O E E E O E E E E E

O E E E E E E E E E E

FOREACHCOMMUNITY

FOREACHCOMMUNITY FOREACHCOMMUNITY IT/FINANCE/HR

STUDENTS/TEACHERS/STAFF

MIN. 5 MHEIGHT

E E E E E E E E E E E

% OF GSM 19.35% 9.68% 6.45%

10,000 40 40

1 1 10

13 13 16.5 36

70 15 5 5

10,000 40 400 1187.5 910 195 82.5 180 11,808

OD OD OD OD OD OD OD OD

FOOTBALL&BASKETBALL 1 PER2 CLASSROOMS 1 PER2 EMPLOYEES 1 PER10 STUDENTS 40 STUDENTSPERBUS

FOREACHCOMMUNITY

121 FOREACHCOMMUNITY FOREACHCOMMUNITY

122

6.3. PROXIMITY MATRIX

EDUCATIONAL SPACES

EDUCATIONAL SPACES | CONTINUED

6. PROJECT PROGRAMMING

123

124

6.3. PROXIMITY MATRIX FACILITIES ADMINISTRATION

MEDICAL

6. PROJECT PROGRAMMING

125

126

6. PROJECT PROGRAMMING 127

PRAYER MEDICAL

POOL

GYMNASIUM

CAFETERIA

ADMINISTRATION

LIBRARY

AUDITORIUM

EDUCATIONAL SPACES

6.4. SPACE TYPE & AREA (Sqm)

FIGURE 101. SPACE TYPE

128

CONCEPTUAL DESIGN

07.

7.1. DESIGN OBJECTIVES

FIGURE 103. Sensory Zoning | Functions (Sqm)

The project’s biggest objective is to create spaces that successfully accommodate students with any of the four disabilities: ASD, DS, ADHD, and motor impairment. Each of the diagnoses has specific design considerations. As shown in chapter 1, some of these considerations are common between the four types and some are unique to one type of disability. The challenge is to take these required design features into account and make sure they do not conflict with the needs of students with other disabilities on the same campus. The school is to be a safe space free of pressure and judgment. Creating the right learning environment will help students shift their focus towards learning rather than the surrounding distractions. The main idea behind this project is to provide spaces that help teach students using the way they learn.

IF THEY CAN’T LEARN THE WAY WE TEACH, WE TEACH THE WAY THEY LEARN

7.2. DESIGN RATIONALE 7.2.1. SENSORY ZONING As mentioned earlier in chapter 1, sensory zoning and transition spaces are significantly important for students with ASD. Functions should be divided according to three sensory levels: Low-stimulus, moderate-stimulus, and high-stimulus. Transition spaces should be added in between those levels to make the transition smooth. These spaces alleviate students symptoms as they support predictability. This transition can be through gardens, sensory rooms, and open spaces. It can also be done through altering the ceiling height, changing floor materials or using furniture that highlights separation. Services like kitchen and admin spaces should be separated from students. Low-stimulus functions are where a student is expected to focus. This can include classrooms and speech therapy rooms. High-stimulus functions are where a students needs to be alert like art, music, and gym classes. Moderate-stimulus functions are those that fall in between, based on the sensory level. Figure 102 shows the progression between the different levels in the building and their relation to transition spaces and services. In figure 103, functions in the program table were divided according to the different sensory levels. This will help shape the school’s form according to zoning. Figure 104 is showing the scale of each of these levels compared to each other. FIGURE 102. Sensory Zoning

7. CONCEPTUAL DESIGN

FIGURE 104. Sensory Zoning | Areas (Sqm)

131

132

7.2.2. BIOPHILIC DESIGN The effect of biophilia on students with diagnoses was discussed in chapter 1. Connection to nature can be either as “passive appreciation” or “active participation”. Both were shown to positively influence students conditions and improve their attention level, creativity, and social skills. Figure 105 shows different approaches that apply the concept of biophilia and help achieve tranquility. FIGURE 105. Doses of Nature

FIGURE 107. Conceptual Diagrams

As mentioned in the design rationale, the school is divided into 3 sensory levels with transition spaces and services. These categories are divided on the building’s modular pieces. The volumes and the modular open spaces are interlocking like puzzle pieces. Four tranquility cores serve the volumes by creating a supervised outdoor play, resting and learning areas. ‘Doses of nature’ are achieved over terraces and outdoor learning areas. As shown in diagram 108, the smallest module chosen is 2 x 2 x 4 meters. This is to accommodate children with wheelchairs based on the standards in chapter 5. The number of modules needed for each of the categories to achieve the required area is written on each module. FIGURE 108. Modular Units

7.3. DESIGN CONCEPT | FROM PIECE TO PEACE Students with ASD, DS, ADHD or motor impairment have common feelings. A student with a disability first enters the school feeling disturbed, worried, overwhelmed, and sometimes lonely. These feelings can be due to bad experience in previous schools, inability to communicate and socialize, or confusion with the surroundings. Education is the tool that assists students in achieving peace and freedom of disturbance. A student learning how to deliver a message through speech therapy loses frustration and gains peace of mind. Simply, education, for special students, results in tranquility. The concept is represented by the abstract idea of a puzzle. Random pieces represent the confusion a special student feels before education. Putting the pieces together is the process of adding up the small daily progress of a special student towards the bigger goal, mainstreaming or graduation. Completing the bigger picture made of small puzzle pieces, progress, is what gives the student peace of mind and tranquility. FIGURE 106. Feelings Before & After Education

FIGURE 109. Combined Modules

AREA OF EACH = 64 m² 7. CONCEPTUAL DESIGN

133

134

7.4. MASS DEVELOPMENT FIGURE 110. MASS DEVELOPMENT

7. CONCEPTUAL DESIGN

135

136

7.5. SITE RESPONSE & GRAPHICS FIGURE 111. Site Response & Graphics

7. CONCEPTUAL DESIGN

137

138

FIGURE 112. Conceptual Renders

7. CONCEPTUAL DESIGN

139

140

GRADUATION PROJECT II

08.

7. CONCEPTUAL DESIGN

143

144

BIBLIOGRAPHY

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Down Syndrome Association of Greater St. Louis. (n.d.). Supporting the Student With Down Syndrome in Your Classroom. St. Louis, Missouri, U.S.

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Raymond and Joanne Welsh Bancroft Campus at Mt. Laurel. (n.d.). Retrieved from THE JOURNAL OF THE AMERICAN INSTITUTE OF ARCHITECTS: https://www.architectmagazine. com/project-gallery/raymond-and-joanne-welsh-bancroft-campus-at-mt-laurel

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REED Academy. (n.d.). Retrieved from Archinect: https://archinect.com/wxystudio/project/ reed-academy SCAD DEPARTMENT OF EDUCATION & KNOWLEDGE. (2019). EDUCATION STATISTICS 2018. Abu Dhabi, UAE. Sebambo, K. (2015, November 16). News & Features. Retrieved from Design Indaba: https:// www.designindaba.com/articles/creative-work/these-classrooms-are-designed-help-childrenadhd-focus Shire Pharmaceuticals Limited. (2018). Teaching and Managing Students with ADHD. London, UK. Simulated historical climate & weather data for Abu Dhabi. (n.d.). Retrieved from Meteoblue: https://www.meteoblue.com/en/weather/historyclimate/climatemodelled/abu-dhabi_united-arab-emirates_292968 Special Education Department Ministry of Education in UAE. (n.d.). General Rules for the Provision of Special Education Programs and Services. Abu Dhabi. Taylor, A. F., & Kuo, F. E. (2009). Children With Attention Deficits Concentrate Better After Walk in the Park. Journal of Attention Disorders . The Bancroft Raymond & Joanne Welsh Campus. (n.d.). Retrieved from Bancroft: https://www. bancroft.org/childrens-services/welsh-campus/ Tufvesson, C., & Tufvesson, J. (2009). The building process as a tool towards an all-inclusive school. A Swedish example focusing on children with defined concentration difficulties such as ADHD,autism and Down’s syndrome. J Hous and the Built Environ , 47–66. Ulrike Altenmüller, L. (2017). Designing Schools for Students on the Spectrum. The Design Journal. World Health Organization. (2021, June 1). Autism spectrum disorders. Retrieved from World Health Organization: https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders Yuker, H., Revenson, J., & Frachhia, J. (1968). The Modification of Educational Equipment and Curriculum for Maximum Utilization by Physically Disabled Persons. Zayed Higher Organization for People of Determination. (2020, August 10). About Us. Retrieved from Zayed Higher Organization for People of Determination: https://zho.gov.ae/en/ZHOProfile/ Pages/AboutUs.aspx

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APPENDICES

APPENDIX A

INTERVIEW 1: MS. MICHELLE CHIOCCOLA 1.

5. Is there anything that you see missing in how special students are taught in Abu Dhabi/ UAE? Any recommendations?

What are your job roles in your current position?

I’m working as a Family and Community Relations Facilitator at Mohamed Bin Rashid (MBR) Centre for Special Education operated by the New England Centre for Children. I first started as a class teacher, in Boston, for students with challenging behavior. My role is related to engaging the community, letting them know what we are doing at MBR Centre, working for the Special Olympics, weekend events, and training sessions. We also help companies interested in hiring special students.

2. tic?

Do students go on breaks same time? How many students are in the centre and are all autis-

The centre has around 230 students enrolled, 190 on campus and the rest in general education. The students are from the age of 2 to 18. All on the Autism Spectrum. Students do not all go down to the cafeteria at the same time. This will be very noisy and can overwhelm some of them. They go on breaks in groups at different timings throughout the day. The cafeteria walls have acoustic panels to reduce the noise.

3. Which level (preschool, primary, secondary) has a higher number of students? Which level do you think is the most important to focus on? Here, I believe we have more preschool students than higher grades. Because we have some in the main building’s GF and some in the second building. I think younger grades are the most vital. It is easier to teach everything in early years compared to older ones. A 12 year old student is much harder to teach because he already had 10 years of bad experience with education. He is not as easy to motivate as younger ones. The teacher will have to work on motivation issues before getting to the other basic skills. I also think vocational training is very important. It is good to build it into the environment. For example, the school’s kitchen doesn’t have to be limited to staff only. Students can work there too and help serve peers during the lunch line. They can help print and shred paper. Skills needed in an office environment.

4. From your experience, do you think it is better for a school to focus on one type of disability or to focus on different types?

I think what is missing is the plan for a student after he/she graduates. Most jobs require a bachelor’s degree. As for the classrooms, I would recommend a more cohesive common area in the class. Designated areas for books, artwork, and everything to be labeled clearly. So, a corner for reading, another for art, a third for showing students’ achievements. Not all students want to do art at the same time or read at the same time. Having those corners makes it easy to open and close the corner depending on the students’ needs.

When do students mainstream? based on what criteria/assessment?

It all depends on how ready the student is. A student is never forced to go to general school. It also depends on the student’s expectations and his/her parents. Is the goal to graduate with honors or go to school, have friends, enjoy learning? If a student is too overwhelmed and uncomfortable, we wouldn’t force him/her. High school is challenging even for students without diagnosis. Bullying and criticism cannot be fully avoided. So, if a student spends much time worried about that, it will be difficult to focus on academics.

7. Do you think mainstreaming can be unfair since it makes special students feel left behind? It is not about the child feeling left behind because of other students’ progress. It is because of exclusion. Comments like “ this is too hard you sit here and work on the simple stuff” are the problem. I think the feeling of inclusion is the most important. For example, if the class is working on a difficult chemistry project, giving students with a diagnosis the simple tasks is what matters. For example, counting how many test tubes are needed, distributing papers etc. Any task according to the child’s skill level that can include them in the process.

Can you share an inspirational story about any of your students or their abilities?

There’s many! but if i will talk about one, I remember we had a student in 2008, in our first group. He had self-injury behavior. He couldn’t get words out properly which made him frustrated most of the time. Time passed and this student started winning golf medals in the Special Olympics. He then moved to a general school, independently. He feels included, achieves great marks, and is supposed to graduate this year.

I have been doing this for a long time so I might be more progressive. I think it is fine to include students with different diagnoses in one school. In fact, it is also helpful to include them in mainstream schools, depending on their needs. I also think we cannot differentiate between them based on the diagnosis. There are many factors affecting their condition like family, language exposure, and social situations they have been through. Two people with Down Syndrome are different. However, everybody needs accommodation. All of the students will benefit to some level. They will also benefit from each other because each of them has his/ her different strengths and weaknesses. For example, a child with ADHD cannot focus but is more social and has better communication skills than a child with Autism. Both will learn from each other. Anyways, using one-on-one teaching, the teacher will accommodate the child’s specific needs. I know Autism very well. I have worked with DS, but I don’t know what the conflicts can be. I don’t see a problem having them together.

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154

1. You worked in Abu Dhabi and Dubai, did you notice a difference? What is your current position? I’m currently working as a Special Education Teacher at Al Razi School in Dubai. I have been working as a Special Education Specialist since 2013 in Bahrain, Oman, Abu Dhabi, Al Ain and now in Dubai. Comparing the different Emirates I didn’t see a difference. Everything is provided just the method is different. 2. From your experience, do you think it is better for a school to focus on one type of disability or to focus on different types? Specializing in one disability is nice but I think it depends on the project’s size and the market needs. However, I think it is better to have more than one disability and then divide the school into sections.

APPENDIX C

APPENDIX B

INTERVIEW 2: MR. MOSAB ALMASADEH

ATTEMPTS TO CONTACT ZAYED HIGHER ORGANIZATION FOR POD

Zayed Higher Organization for People of Determination is the largest centre for special people and students in Abu Dhabi. An interview with any of the centre’s staff would have greatly impacted the research. I called the centre asking for permission to visit their campus or to speak to any staff member. However, the customer service asked me to send an email as it is not open for visitors. I emailed the center on but there was no reply. Below is the email sent on November 3rd. Through Linkedin, I contacted staff members who work in the centre and graduated from Abu Dhabi University. Unfortunately, there was no reply.

3. What is your opinion regarding the similarities or differences between students with Autism, students with ADHD and students with Down Syndrome? The differences are very clear starting from the cause of the disability. Autism is a developmental disorder that affects behavior. The most obvious characteristic is low social and communication skills. Students can be low-functioning or high-functioning. Around 5% have high abilities/talents in certain aspects like painting or knowledge of a specific thing. Social isolation is clear and no eye contact. Down Syndrome is a mental disorder due to an extra chromosome (47 instead of 46). The defect is in chromosome number 21. Students with DS can have low intellectual abilities and clear physical characteristics. In my opinion, they are really sweet and fun but they also need support with communication. ADHD can have a genetic cause. The student can either be extra active or has low focus or both. Medication and physical activity can alleviate the symptoms. 4. Can you give an overview of Special Education in a general classroom in UAE? A general classroom has a max of 4 special students. The number of teachers in class depends on the students’ level of disability. If the level is too low, a shadow teacher is needed for assistance. Special students also join separate classroom sessions. These sessions can be individual or a group of 3 to 4 special students. The curriculum is a special plan either related to the general class or a whole different plan. 5. Is there anything that you see missing in how special students are taught in Abu Dhabi/ UAE? Any recommendations? From what I see, all services and equipment is available. UAE is doing an amazing job in this aspect compared to my previous experience. The mistakes I see can be related to understanding the student’s needs or the application of education. I think this is a matter of teacher training. It needs to be clear who from the students can be included and who needs extra support. The special rooms here are fully equipped and I can order whatever I need according to the student’s condition. Although private centres are more attractive to parents, I think both private and public are providing the service needed. In special schools, teaching is either one-on-one or for a group of maximum 8 students. 6. Can you share an inspirational story about any of your students or their abilities? I remember a unique student who changed significantly. The student was autistic but because of family support and rehabilitation, he improved so much that he competes with students in the general class. I spent 2 to 3 years with him. I think the main reason behind his noticeable change was his mother’s support. She was very careful to teach and revise for him. Her attention had a great influence on his condition.

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‫‪APPENDIX E‬‬

‫‪AD STATISTICS CENTRE EXCEL SHEET & EMAIL‬‬

‫اﻟﻤﺼﺪر‪ :‬ﻣﺮﻛﺰ اﻹﺣﺼﺎء ‪ -‬أﺑﻮظﺒﻲ‪ ،‬داﺋﺮة اﻟﺘﻌﻠﯿﻢ واﻟﻤﻌﺮﻓﺔ‬

‫وﻧﻮع اﻟﺘﻌﻠﯿﻢ‪19-2018 ،‬‬ ‫‪ .27‬اﻟﻄﻼب أﺻﺤﺎب اﻟﮭﻤﻢ ﺣﺴﺐ اﻟﻤﻨﻄﻘﺔ‬ ‫‪ .27‬اﻟﻄﻼب أﺻﺤﺎب اﻟﮭﻤﻢ ﺣﺴﺐ اﻟﻤﻨﻄﻘﺔ وﻧﻮع اﻟﺘﻌﻠﯿﻢ‪19-2018 ،‬‬ ‫ﺗﻌﻠﯿﻢ اﻟﻜﺒﺎر واﻟﻤﻨﺎزل اﻟﻤﺠﻤﻮع‬ ‫اﻟﺘﻌﻠﯿﻢ‬ ‫اﻟﺤﻜﻮﻣﻲ‬ ‫اﻟﻤﻨﻄﻘﺔ‬ ‫اﻟﺨﺎصاﻟﻤﺠﻤﻮع‬ ‫اﻟﻜﺒﺎر واﻟﻤﻨﺎزل‬ ‫اﻟﺨﺎص ﺗﻌﻠﯿﻢ‬ ‫اﻟﺘﻌﻠﯿﻢاﻟﺘﻌﻠﯿﻢ‬ ‫اﻟﺘﻌﻠﯿﻢ اﻟﺤﻜﻮﻣﻲ‬ ‫اﻟﻤﻨﻄﻘﺔ‬ ‫‪4,964‬‬ ‫‪2,303 2,578‬‬ ‫‪2,578‬‬ ‫أﺑﻮظﺒﻲ‬ ‫ﻣﻨﻄﻘﺔ‬ ‫‪4,964‬‬ ‫‪83‬‬ ‫‪2,30383‬‬ ‫أﺑﻮظﺒﻲ‬ ‫ﻣﻨﻄﻘﺔ‬ ‫‪2,334‬‬ ‫‪49‬‬ ‫‪476‬‬ ‫‪1,809‬‬ ‫ﻣﻨﻄﻘﺔ اﻟﻌﯿﻦ‬ ‫‪2,334‬‬ ‫‪49373‬‬ ‫‪47612‬‬ ‫اﻟﻌﯿﻦ‬ ‫ﻣﻨﻄﻘﺔ‬ ‫‪43 1,809‬‬ ‫‪318‬‬ ‫اﻟﻈﻔﺮة‬ ‫ﻣﻨﻄﻘﺔ‬ ‫‪7,671‬‬ ‫‪144‬‬ ‫‪2,822 318‬‬ ‫‪4,705‬‬ ‫‪373‬‬ ‫‪12‬‬ ‫‪43‬‬ ‫اﻟﻤﺠﻤﻮع اﻟﻈﻔﺮة‬ ‫ﻣﻨﻄﻘﺔ‬ ‫اﻟﻤﺼﺪر‪ :‬ﻣﺮﻛﺰ اﻹﺣﺼﺎء ‪ -‬أﺑﻮظﺒﻲ‪ ،‬داﺋﺮة اﻟﺘﻌﻠﯿﻢ واﻟﻤﻌﺮﻓﺔ‬ ‫اﻟﻤﺠﻤﻮع‬ ‫‪7,671‬‬ ‫‪144‬‬ ‫‪2,822‬‬ ‫‪4,705‬‬ ‫‪63.2‬‬ ‫‪1.9‬‬ ‫‪36.8‬‬ ‫‪61.3‬‬ ‫أﺑﻮظﺒﻲ‪ ،‬داﺋﺮة‬ ‫اﻹﺣﺼﺎء ‪-‬‬ ‫اﻟﻄﻼبﻣﺮﻛﺰ‬ ‫اﻟﻤﺼﺪر‪:‬‬ ‫واﻟﻤﻌﺮﻓﺔاﻻﻋﺎﻗﺔ و اﻹﻗﻠﯿﻢ‪19-2018 ،‬‬ ‫اﻟﺘﻌﻠﯿﻢ ﺣﺴﺐ ﻧﻮع‬ ‫اﻟﺤﻜﻮﻣﻲ واﻟﺨﺎص‬ ‫ﻓﻲ اﻟﺘﻌﻠﯿﻢ‬ ‫أﺻﺤﺎب اﻟﮭﻤﻢ‬ ‫‪.28‬‬ ‫اﻟﻤﺠﻤﻮع‬ ‫‪36.8‬اﻟﻈﻔﺮة‬ ‫ﻣﻨﻄﻘﺔ‬ ‫ﻣﻨﻄﻘﺔ اﻟﻌﯿﻦ‬ ‫ﻣﻨﻄﻘﺔ أﺑﻮظﺒﻲ‬ ‫ﻧﻮع اﻻﻋﺎﻗﺔ‬ ‫‪63.2‬‬ ‫‪1.9‬‬ ‫‪61.3‬‬ ‫‪3,525‬‬ ‫‪260‬‬ ‫‪1,163‬‬ ‫‪2,102‬‬ ‫ﺻﻌﻮﺑﺎت اﻟﺘﻌﻠﻢ‬ ‫ﺣﺴﺐ ﻧﻮع اﻻﻋﺎﻗﺔ و اﻹﻗﻠﯿﻢ‪19-2018 ،‬‬ ‫اﻟﺘﻌﻠﯿﻢ‬ ‫اﻟﻄﻼب‬ ‫‪.28‬‬ ‫اﻟﺤﻜﻮﻣﻲ واﻟﺨﺎص ‪347‬‬ ‫‪8‬‬ ‫أﺻﺤﺎب اﻟﮭﻤﻢ ﻓﻲ‪129‬‬ ‫‪210‬‬ ‫اﻹﻋﺎﻗﺔ اﻟﺒﺼﺮﻳﺔ‬ ‫ﻣﻨﻄﻘﺔ‪138‬‬ ‫‪246‬‬ ‫اﻹﻋﺎﻗﺔ اﻟﺴﻤﻌﯿﺔ‬ ‫اﻟﻤﺠﻤﻮع‬ ‫أﺑﻮظﺒﻲ ‪14‬ﻣﻨﻄﻘﺔ اﻟﻌﯿﻦ ‪398‬ﻣﻨﻄﻘﺔ اﻟﻈﻔﺮة‬ ‫اﻻﻋﺎﻗﺔ‬ ‫ﻧﻮع‬ ‫‪235 2,102‬‬ ‫واﻟﻜﻼم ‪605‬‬ ‫ﺻﻌﻮﺑﺎتاﻟﻠﻐﺔ‬ ‫اﺿﻄﺮاﺑﺎت‬ ‫‪3,525‬‬ ‫‪260856‬‬ ‫‪1,16316‬‬ ‫اﻟﺘﻌﻠﻢ‬ ‫‪1,043‬‬ ‫‪314‬‬ ‫‪704‬‬ ‫اﻟﺤﺮﻛﯿﺔ‬ ‫اﻹﻋﺎﻗﺔ‬ ‫‪347‬‬ ‫‪8‬‬ ‫‪12925‬‬ ‫‪210‬‬ ‫اﻟﺒﺼﺮﻳﺔ‬ ‫اﻹﻋﺎﻗﺔ‬ ‫‪155‬‬ ‫‪231‬‬ ‫اﻟﻤﺸﻜﻼت اﻟﺼﺤﯿﺔ‬ ‫‪398‬‬ ‫‪14390‬‬ ‫‪138 4‬‬ ‫‪246‬‬ ‫اﻟﺴﻤﻌﯿﺔ‬ ‫اﻹﻋﺎﻗﺔ‬ ‫اﻻﺿﻄﺮاﺑﺎت اﻻﻧﻔﻌﺎﻟﯿﺔ‬

‫‪152‬‬

‫واﻟﻜﻼم‬ ‫اﻟﻠﻐﺔ‬ ‫اﺿﻄﺮاﺑﺎت‬ ‫‪335‬‬ ‫اﺿﻄﺮاﺑﺎت اﻟﺘﻮﺣﺪ‬

‫‪605‬‬

‫‪51‬‬

‫‪80‬‬

‫اﻹﻋﺎﻗﺔ اﻟﺬھﻨﯿﺔ واﻟﻘﺼﻮر‬ ‫اﻹﻋﺎﻗﺔ اﻟﺤﺮﻛﯿﺔ‬ ‫اﻟﻌﻘﻠﻲ‬ ‫‪15‬‬ ‫اﻟﻤﺸﻜﻼت اﻟﺼﺤﯿﺔ‪46‬‬ ‫اﻋﺎﻗﺎت ﻣﺘﻌﺪدة‬ ‫‪2,415‬‬ ‫‪4,925‬‬ ‫اﻟﻤﺠﻤﻮع‬ ‫‪152‬‬ ‫اﻻﻧﻔﻌﺎﻟﯿﺔاﻟﺘﻔﻮق واﻟﻤﻮﻫ�ﺔ‬ ‫اﻻﺿﻄﺮاﺑﺎت ادراﺟﻬﻢ ﺗﺤﺖ‬ ‫*ﺗﻢ اﺳ�ﺜﻨﺎء ‪418‬ﺗﻢ‬ ‫ﻫﻨﺎك ﺗﻜﺮار �� أﻋﺪاد اﻟﻄﻠ�ﺔ ﺣﺴﺐ اﻟﺤﺎﻟﺔ ﻷ�� ﻣﻦ ﻧ�ع إﻋﺎﻗﺔ‬ ‫**‬ ‫‪335‬‬ ‫اﻟﺘﻮﺣﺪ‬ ‫واﻟﻤﻌﺮﻓﺔ‬ ‫اﺿﻄﺮاﺑﺎت اﻟﺘﻌﻠﯿﻢ‬ ‫اﻟﻤﺼﺪر‪ :‬داﺋﺮة‬ ‫‪294‬‬

‫‪704‬‬ ‫‪231‬‬

‫‪135‬‬

‫‪1‬‬

‫‪23511‬‬ ‫‪31414‬‬ ‫‪155 5‬‬

‫‪25443‬‬ ‫‪466‬‬

‫‪1,043‬‬ ‫‪390‬‬

‫‪51‬‬

‫‪1‬‬

‫‪80‬‬

‫‪11‬‬

‫‪426‬‬

‫‪14‬‬

‫‪443‬‬

‫‪5‬‬ ‫‪358‬‬

‫‪66‬‬ ‫‪7,698‬‬

‫‪358‬‬

‫اﻹﻋﺎﻗﺔ اﻟﺬھﻨﯿﺔ واﻟﻘﺼﻮر‬ ‫اﻟﻌﻘﻠﻲ‬ ‫‪15‬‬ ‫‪46‬‬ ‫اﻋﺎﻗﺎت ﻣﺘﻌﺪدة‬ ‫‪2,415‬‬ ‫‪4,925‬‬ ‫اﻟﻤﺠﻤﻮع‬ ‫*ﺗﻢ اﺳ�ﺜﻨﺎء ‪418‬ﺗﻢ ادراﺟﻬﻢ ﺗﺤﺖ اﻟﺘﻔﻮق واﻟﻤﻮﻫ�ﺔ‬ ‫ﻫﻨﺎك ﺗﻜﺮار �� أﻋﺪاد اﻟﻄﻠ�ﺔ ﺣﺴﺐ اﻟﺤﺎﻟﺔ ﻷ�� ﻣﻦ ﻧ�ع إﻋﺎﻗﺔ‬ ‫**‬ ‫اﻟﻤﺼﺪر‪ :‬داﺋﺮة اﻟﺘﻌﻠﯿﻢ واﻟﻤﻌﺮﻓﺔ‬ ‫‪294‬‬

‫‪158‬‬

‫‪157‬‬

‫‪204‬‬

‫‪16426‬‬

‫‪856‬‬

‫‪135‬‬

‫‪7,698‬‬

‫‪204‬‬

‫‪APPENDIX D‬‬

‫‪STATISTICAL YEARBOOK OF AD 2019‬‬

‫‪ .26‬اﻟﻄﻼب أﺻﺤﺎب اﻟﮭﻤﻢ وﺗﻮزﻳﻌﮭﻢ اﻟﻨﺴﺒﻲ ﺣﺴﺐ اﻟﻤﻨﻄﻘﺔ‪ 11-2010 ،‬إﻟﻰ ‪19-2018‬‬ ‫)‪(%‬‬ ‫‪2015-16 2014-15 2013-14‬‬ ‫‪2012-13‬‬ ‫‪2011-12‬‬ ‫‪2010-11‬‬ ‫اﻟﻤﻨﻄﻘﺔ‬ ‫‪100.0‬‬ ‫‪100.0‬‬ ‫‪100.0‬‬ ‫‪100.0‬‬ ‫اﻟﻨﺴﺒﻲ ﺣﺴﺐ اﻟﻤﻨﻄﻘﺔ‪100.0،‬‬ ‫‪100.0‬‬ ‫‪ 11-2010‬إﻟﻰ ‪19-2018‬‬ ‫‪ .26‬اﻟﻄﻼب أﺻﺤﺎب اﻟﮭﻤﻢ وﺗﻮزﻳﻌﮭﻢ‬ ‫)‪(%‬‬ ‫‪45.0‬‬ ‫‪51.5‬‬ ‫‪56.6‬‬ ‫‪62.5‬‬ ‫‪64.3‬‬ ‫‪64.3‬‬ ‫ﻣﻨﻄﻘﺔ أﺑﻮظﺒﻲ‬ ‫‪2018-19 2017-18 2016-17 2015-16 2014-15 2013-14‬‬ ‫‪2012-13‬‬ ‫‪2011-12‬‬ ‫‪2010-11‬‬ ‫اﻟﻤﻨﻄﻘﺔ‬ ‫‪49.9 100.0‬‬ ‫‪44.3100.0 37.0‬‬ ‫‪25.7‬‬ ‫‪31.7‬‬ ‫‪31.7‬‬ ‫اﻟﻌﯿﻦ‬ ‫ﻣﻨﻄﻘﺔ‬ ‫‪100.0‬‬ ‫‪100.0‬‬ ‫‪100.0‬‬ ‫‪100.0‬‬ ‫‪100.0‬‬ ‫‪100.0‬‬ ‫‪100.0‬‬ ‫‪64.74.2 55.0‬‬ ‫‪57.0‬‬ ‫‪45.0‬‬ ‫‪51.5 11.7‬‬ ‫‪56.6‬‬ ‫‪62.5‬‬ ‫‪64.3‬‬ ‫‪64.3‬‬ ‫أﺑﻮظﺒﻲ‬ ‫ﻣﻨﻄﻘﺔ‬ ‫‪5.1‬‬ ‫‪6.4‬‬ ‫‪4.0‬‬ ‫‪4.0‬‬ ‫اﻟﻈﻔﺮة‬ ‫ﻣﻨﻄﻘﺔ‬ ‫‪30.4‬‬ ‫‪39.7‬‬ ‫‪49.9‬‬ ‫‪44.3‬‬ ‫‪37.0‬‬ ‫‪25.7‬‬ ‫‪31.7‬‬ ‫‪31.7‬‬ ‫ﻣﻨﻄﻘﺔ اﻟﻌﯿﻦ‬ ‫‪6,145‬‬ ‫‪8,952‬‬ ‫‪7,30937.7‬‬ ‫‪4,488‬‬ ‫‪3,588‬‬ ‫‪3,586‬‬ ‫أﺑﻮظﺒﻲ‬ ‫إﻣﺎرة‬ ‫‪4.9‬‬ ‫‪5.3‬‬ ‫‪5.3‬‬ ‫‪5.1‬‬ ‫‪4.2‬‬ ‫‪6.4‬‬ ‫‪11.7‬‬ ‫‪4.0‬‬ ‫‪4.0‬‬ ‫ﻣﻨﻄﻘﺔ اﻟﻈﻔﺮة‬ ‫واﻟﻤﻌﺮﻓﺔ‬ ‫‪ 3,586‬أﺑﻮظﺒﻲ‪ ،‬داﺋﺮة‬ ‫ﻣﺮﻛﺰ اﻹﺣﺼﺎء ‪-‬‬ ‫اﻟﻤﺼﺪر‪:‬‬ ‫‪7,671‬‬ ‫‪8,716‬‬ ‫‪7,739‬‬ ‫‪6,145‬‬ ‫‪8,952 7,309‬‬ ‫‪3,588‬اﻟﺘﻌﻠﯿﻢ ‪4,488‬‬ ‫أﺑﻮظﺒﻲ‬ ‫إﻣﺎرة‬

‫‪8 2016-17‬‬ ‫‪0‬‬ ‫‪100.0‬‬ ‫‪0‬‬ ‫‪57.0‬‬ ‫‪7‬‬ ‫‪37.7‬‬ ‫‪3‬‬ ‫‪5.3‬‬ ‫‪6‬‬ ‫‪7,739‬‬

APPENDIX F SKETCHES

Everybody is a Genius.

But If You Judge a Fish by Its Ability to Climb a Tree, It Will Live Its Whole Life Believing that It is Stupid. - Albert Einstein -

163