WW
The Blind School Training and education center for Visually Impaired.
Undergraduate B.ArchThesis By Disha Patel Guided By Prof. Dhruma Bhavsar Venus Institute of Design and Architecture
The Blind School
Training and education center for visually impaired
1.Proposal 1.1. Scope Of The Project - My scope of the project will be basically designing a low energy campus for the visual ly imaired community which enhance the value of the user group. - India has largest blind population. To explore the ways in which the design could be made barrier free. - To study of senses used by the visually impaired. - Understand the environment in sensory stimulation such as texture, smell, sound, shapes, sizes.
1.2 Aim - Aim of the project is to design a centre to impart training and skill upgradation of visually imaired youth geared towards employment , and to help them in their effort to attain self-reliance and improve the quality of there living. - Aim of the project is to study and explore the accessibility of blind and visual impaired people to public private spaces. -Address all the senses through the use of architectural design in order to enable a visually impaired person to accurately comprehend their environment and gain comfort from it. - To educate the blind people so as to make them independent.
1.3 Objective - To identify the life cycle & problems faced by the visual impaired people & To explore different strategies by incorporating the new technology, material & resources to a design. - It will be a centre in which the person of age group of 05 - 25 years can be a part of and they will get trained to live the life without external support. - A centre where the person will learn to use his multi-senses more accurately to benefit his life in future. -Perception of architecture for the blind and how senses contribute to it. To study how a built environment can be made more accessible and hospitable to the visual impaired people.
1.4 Limitation - This proposal focuses on the visual impaired people only. - The location is in the dense urban area in ahmedabad so there is some limitations towards this community. - I will be limiting my research to public and private buildings and environment. And their pedestrian movement through its site and surrounding. 2
Disha Patel | 163571050010
Venus Institute of Design and Architecture
33
The Blind School
Training and education center for visually impaired
1.5 Research Questions
1.7. Scale Of Project
-What is the most effective way to enhance the value of building in visually impaired community?
- The project will be campus level. - The project will evolve on a horizontal scale rather than vertical scale.
1.6 Research Methodology
1.8. Project Brief
Research Of Thesis Literature Study
Case Studies
Site Analysis
Back Ground Studies
- To propose a vocational training & healthcare centre for an organization whose primary objective is to empowerment of visually impaired individuals. - A centre that will approve the living standards of Blind and low vision people.
Analysis Data Background
Site Synthesis
Initial Design
Regulations & Standards
Information Synthesis Design Approach Building Identity
Detail Design
Technical Services
Special Studies
Building Typology
Architectural Innovation
Architectural Design Solution Building Identity
Design Synthesis Design Solution Conclusion
4
Disha Patel | 163571050010
Venus Institute of Design and Architecture
55
Site Analysis Introduction
05 02
The Blind School
Training and education center for visually impaired
2. Introduction
Handicap refers to social and environmental factors and results in disadvantage in areas such as education, employment, leisure and recreation.
Word blind creates a negative sense, sense of loss.
2.1.1. Types Of Disability ?
Most important sense for human body is visual perception so, while they lack of sense of seeing other sense like hearing, feel, touch, and smell needs to fill its place.
The term “disability” broadly describes an impairment in a person’s ability to function, caused by changes in various subsystems of the body, or to mental health.
India is the second most populous country in the world and home to over 20 per cent of the world’s blind population. Unfortunately, it is also home to the largest number of blind children in any one country. Most of population without access to basic healthcare services — most of whom live either in rural India or urban slums.
The degree of disability may range from mild to moderate, severe, or profound. A person may also have multiple disabilities.
Education is a sure and tried instrument that always served a country well in its struggle for development. With a country like having a population of about 100 crores, the development of human resources through a properly organized program of education remains the most challenging task at this time.
Visual Disability, Physical Disability, hearing impairment, olfactory and gustatory impairment, somatosensory impairment, balance disorder, intellectual disability, mental health and emotional disability, development disability, non-visible disabilities
To make the visually impaired people self-sufficient the society needs to provide them with proper educational and training and create the environment that improves the perception of space that develops their sensory skills. TOPIC: Unseen institute Sub topic: Institution building for blind students Brief: This project will provide an institute for the development of visual impaired people and make them self-sufficient.
2.1. What is Disability ? Disability is the consequence of an impairment that may be physical, cognitive, mental, sensory, emotional, developmental, or some combination of these. a disability may be present from birth, or occur during a person’s lifetime.
Figure 2.1 : Vectors of disabled persons
Many types of disabilities, such as those that affect a person’s. Although “people with disabilities” sometimes refers to a single population, this is actually a diverse group of people with a wide range of needs. Two people with the same type of disability can be affected in very different ways. Some disabilities may be hidden or not easy to see. vision Impairment, deaf or hard of hearing, mental health conditions, intellectual disability, acquired brain injury.autism spectrum disorder, physical disability all are different levels of disability.
An individual may also qualify as disabled if he/she has had an impairment in the past or is seen as disabled based on a personal or group standard or norm. Such impairments may include physical, sensory, and cognitive or developmental disabilities. World Health Organization typology of impairment, disability and handicap impairment can be understood as follows : Impairment denotes limitation of one or more basic components of the auditory system - the eye, auditory nerve and auditory centre in the brain. disability refers to the lack, loss or reduction of the ability to perform certain tasks such as listening, using the telephone and communicate. 8
Disha Patel | 163571050010
Figure 2.2 : disabled population by type of disability
As per Census 2011, in India, out of the 121 Cr population, about 2.68 Cr persons are ‘disabled’ which is 2.21% of the total population. Venus Institute of Design and Architecture
99
The Blind School
Training and education center for visually impaired
Figure 2.3 : Education status of disabled persons ( % )
Figure 2.6. : World wide ratio of Visually Impaired compare to India
If there is no change in the current trend of blindness, the number of blind persons in India would increase to 24.1 million (95% CI: 19.7-28.4) in 2010, and to 31.6 million (95% Cl: 26.436.9) in 2020.
Figure 2.4 : residence of disabled persons ( % )
2.2. Demography
Figure 2.7 . : World, Indian, Ahmedabad scenario of Visually imapired
2.3. Blindeness Statistics In India
Figure 2.5. : World map ratio
This estimate was later extrapolated to the 1996 world population (45 million blind), and to the projected 2020 world population (76 million), indicating a twofold increase in the magnitude of visual impairment in the world by 2020. 10
Disha Patel | 163571050010
India has one the largest blind populations in the world with around 13 million blind people. It is said that one out of every three blind people in the world lives in India. There are around 2 million blind children in India. There are 30,000 new cases of blindness every year. Glaucoma is the largest cause of blindness in India, currently affecting more than 4.5 million people. Venus Institute of Design and Architecture
11 11
The Blind School
Training and education center for visually impaired
2.6. Right Of Person With Disability ACT,2011
2.4. Causes Of Blindness
This bill seeks to replace the existing ‘person with disability act, 1995’, with attempt to bring India in line with the 21st century understanding of the rights person with disability (UNCRPD, 2123, p. 12)(UNCRPD) ratified by india. This new bill focuses on the inclusive model of education for students with various disability and not special school where a student’s stay and also gets educated. This new model shifts the charitable model of education for the disable to a priority mode where they get equal quality of education. education personal security health
employment independent living
access to justice access to information.
Figure 2.7 . : World, Indian, Ahmedabad scenario of Visually imapired
-Uncorrected refractive errors. Uncorrected refractive errors, such as myopia, hyperopia or astigmatism, can all cause severe visual impairment. -Cataracts are the clouding of the lens of your eye, which is normally clear. Most cataracts develop slowly over time, causing symptoms such as blurry vision -Age-related macular degeneration. -Glaucoma is a disease that damages your eye’s optic nerve. It usually happens when fluid builds up and increases pressure inside the eye. -Diabetic retinopathy.
2.5. WHO Defination
Figure 2.9. . : Acts for Visually imapired
2.7. Ngos and private sectors in ahmedabad Goverment of india ministry of social justice & empowerment department of empowerment of the persons with disabilities says that ngos and private sector focusing on vocational training , skill development and employment.
Figure 2.8 . : Who defination of Visually imapired
12
Disha Patel | 163571050010
Venus Institute of Design and Architecture
13 13
The Blind School
Training and education center for visually impaired
Figure 2.10. : Who defination of Visually imapired
2.7. Human Senses Our senses are our gateway to the world. There are five main senses in human body vision, hearing, smell, taste and touch. Eyes are the most important sense of person. 85% of human activity is coordinated through visual perception and if a person is visually impaired then the other senses need to fill its place. Smell - important as it allows us to pick up scents which can help us in hunting or mating. It also helps to keep us safe if we smell sulphur for example in our food as we then are deterred from eating it as it is not safe. It is also important as it effects our sense of taste. Taste -important as it aids digestion and helps figure out whether something is good to eat or not. Touch -important as it allows us to detect heat to protect us from getting too hot so it helps to prevent burns or our body from overheating which effects our metabolism and internal processes, detecting cold helps prevent us from freezing to death as well as keeping us at an optimal temperature to keep our biological processes going, detecting pain helps to advert us from getting hurt or wounded which can result in infection then death. Hearing -important as it is one of the main senses we use to communicate to other humans (and some animals e.g. dogs) vocally, it helps us to tell if other humans are in trouble.
Figure 2.11. : Human senses
We understand buildings through our senses. Although the five basic senses are often studied as individual systems covering visual, auditory, taste–smell, orientation and the haptic sensations, there is interplay between the senses.
Figure 2.11. : Human senses
14
Disha Patel | 163571050010
Venus Institute of Design and Architecture
15 15
The Blind School
Training and education center for visually impaired
Case Study 16
03 Disha Patel | 163571050010
Venus Institute of Design and Architecture
17 17
The Blind School
Training and education center for visually impaired
3.1. Hazelwood School, Glasgow Designed by Alan Dunlop Architects
3.1.2. Site Context The school located in quiet residential area on the edge of Bellahouston park and the dumbreck conservation area. The building is conceived in natural free flowing from and through the site respecting it’s exiting landscape of lime tree and beech trees. The building formed around lime tree.
Figure 3.1. : Site context
The planning of the school is combination of arrangements like having a common entrance place and dispersion into respective areas along corridors. The school contains eleven (11) classrooms in a single story structure, providing nursery through secondary education.
Figure 3.1. : Site Intro
3.1.1. Introduction Hazelwood School caters 60 students with multiple disabilities, aged from 2 to 19. Each student has a combination of two or more of the following impairments : visual impairment, hearing impairment, mobility or cognitive impairment.
The distinctive curving interior spine meets the complex demands for an intuitive way finding system.
The design focused on creating a safe, stimulating environment for both pupils and staff. The design is aimed at eliminating any institutional aspects and avoiding conventional or standard details, creating a bespoke design that incorporates visual, sound and tactile clues.
Figure 3.2. : Planning
3.1.3. Spatial Hierarchy of Institute
The school is set within a landscaped green adjacent to Bellahouston Park in Glasgow, it is surrounded by mature lime trees with three beech trees in the centre. The building snakes through the site, curving around the existing trees, creating a series of small garden spaces, and maximising the potential for more intimate external teaching environments.
Figure 3.3. : Classrooms
18
Disha Patel | 163571050010
Venus Institute of Design and Architecture
Figure 3.3. : Storages
19 19
The Blind School
Training and education center for visually impaired
3.1.4. Photographes
Figure 3.5. : Services
Figure 3.6. : Staf Room
Figure 3.7. : Pool, Gym
Figure 3.8. : Administration
Figure 3.9. : Foyer , Circulation
Figure 3.10. : Common Activities
The curved form of the building reduces the visual scale of the main circulation spaces and helps remove the institutional feel that a single long corridor might create. The unique sensory “trail rail wall” weaves throughout the school and enables children to practice mobility and orientation skills. The trail rail wall is clad in cork, and has a warm feel, it provides signifiers or tactile cues to assist children with orientation and navigation through the school. Within two weeks of exposure to the trail wall system, they were successfully moving around the building independently. The Architect also creates junction, to train the students better. Corridors are designed as streets, which also assist with orientation and mobility.
20
Disha Patel | 163571050010
Venus Institute of Design and Architecture
21 21
The Blind School
Training and education center for visually impaired
3.2. Blind Intitute, Mexico Designed by Mauricio Rocha Architects
In contrast to the abstract exterior, the internal facade of the boundary wall creates banks that change shape, height, and orientation, thus creating various courtyards.
3.2.1. Introduction The Centre for the Blind and Visually Impaired was created as part of a program by the Mexico City government to provide services to one of the most disadvantaged and highly-populated areas of the city; Iztapalapa is the district with the largest visually impaired population in the Mexican capital.
Figure 3.11. : Center Plaza of School
The 14,000 sqm complex is on corner plot bordered by two avenues. A blind wall encircles the complex on its four sides and acts as an acoustic barrier as well as a retaining wall/blank to hold the earth moved from neighboring wasteland areas.
Figure 3.14. : Admin Area of school
The first filter is the building that houses the administrative offices, cafeteria, and utility area. The second consists of two parallel lines of buildings organized symmetrically along a central plaza. These buildings contain a store, a sound and touch gallery and five arts and crafts workshops. The third filter has the classrooms facing the gardens and the most private courtyards. Perpendicular to the entrance, a series ofdouble-height volumes house the library, gymnasium-auditorium, and swimming pool.
Figure 3.12. : Wall Texture
3.2.2. Planning Figure 3.15. : North Section of School
Figure 3.16. : Entry To Classroom
Figure 3.17. : Back side of Clasroom
Figure 3.13. : Planning Of School
22
Disha Patel | 163571050010
Venus Institute of Design and Architecture
23 23
The Blind School
Training and education center for visually impaired
3.2.3. Construction
Figure 3.18. : Space Between Tow Classroom
Figure 3.19. : Space Between Classrooms
The buildings are rectangular prisms, based on concrete frames and flat roofs. Each group explores different spatial and structural relationships, making each space identifiable for the user and varying size, light intensity and weight of materials : concrete, tepetate bricks, steel, and glass. A blind wall encircles the complex on its four sides and acts as an acoustic barrier as well as a retaining wall/blank to hold the earth moved from neighboring wasteland areas. Horizontal and vertical lines in the concrete at hand height offer tactile clues to identify each building. In contrast to the abstract exterior, the internal facade of the boundary wall creates banks that change shape, height, & orientation.
Six types of fragrant plants and flowers in the perimeter gardens act as constant sensors to help orientate users within the complex.
Figure 3.20. : Sketch of different type of Wall Texture
24
Figure 3.21. : Sketch of Wall Texture
Disha Patel | 163571050010
Venus Institute of Design and Architecture
25 25
The Blind School
Training and education center for visually impaired
3.5. Classroom Makeover for the Blind Designed by Creative Crewsv
3.3.1. Photographes
The main aim for the programme is to equip all students with fundamental skills for future livelihoods beyond the school’s gate. The school enrolls pupils with varying degrees of visual impairment, and abilities thus the facility needs to be flexible.
Figure 3.22. : Sensory Classroom
Architects Area Year Location
: : : :
Inside the room, all six surfaces are designed to be interacted with. Children moves through the four walls as they progress through the curriculum nurturing their senses.
Creative Crews 48 m² 2018 PATTAYA, THAILAND
Figure 3.24. : Fundamental Of Sensory Classroom
Figure 3.23. : Fundamental Of Sensory Classroom
26
Disha Patel | 163571050010
Venus Institute of Design and Architecture
27 27
The Blind School
Training and education center for visually impaired
3.4. House for Blind , Italy Designed by So & So Studio
The designers elected to implement a natural process of adjustment and wayfinding for the vision impaired woman to navigate her new space . For a blind homeowner, the process of learning a new environment is vital to not only the function of the space but to the daily life within that home.
Figure 3.29. : floor patterns
Architects aimed to find the perfect balance of textures to guide the end user of the home between program elements using an embedded map system.
So from day one, the overarching theme of the project grew out of a simple glyphic language. Figure 3.25. : Rear view of house
Realized through thorough material selections of stone and porcelain. Architects aimed to find the perfect balance of textures to guide the end user of the home between program elements using an embedded map system.
Figure 3.30. : internal movement throughout the house
3.4.1. Planning The first step in the design was to orient the spaces around a singular corridor spine, minimizing any potential maze effect and ensure efficient movement throughout the house. At the three main points of the central path, the entrances are located, giving access from the garage, the front door and the back patio. The central hallway connects the two main spaces, the bedroom and kitchen, Figure 3.26. : Layout of the house
Through the entire house, with nodes along the way for the guest room, bathroom and living room a glyphic alphabet of simple rules in the floor of the house. In using a textured stone tile within the floor pattern, program nodes are accentuated and a system of way-finding has been activated. This ensured an intuitive organization of the home and helped to ease the transition of daily activities between her two houses; old and new.
Figure 3.27. : : View of dining and kitchen
28
Figure 3.28. : View of Flooring
Disha Patel | 163571050010
Venus Institute of Design and Architecture
29 29
The Blind School
Training and education center for visually impaired
3.5. Andhjan Mandal Vastrapur
3.5.1. Spatial Orientation School
The school is spread in 9200 sq.m of area. All the activities are arranged around a central courtyard. The central open space acts as a buffer between the students and the adult activities. But it is typically work as a parking space. The school building, hostels, dining are clubbed together. The other activities like library and administration, Physiotherapy and computer classes and the workshops are spread and located in different buildings. The dormitories and the dining for the students have been placed farthest from the main entrance for maximum privacy and connected with school block.
Figure 3.31. : Bpa context map
Figure 3.32. : building center Open space
BPA is located in vastrapur area , opposite to the indian institute of management. Blind people’s association was formed by a group of blind people in 1954 as a recreational club. Today it is a professional organization which believes in providing equal opportunities to all categories of people with disabilities. Blind people’s association consistent with the philosophy, it works for providing education, employment opportunities, equal rights and quality life for them.
Figure 3.33. : : Settlement layout of bpa
30
Disha Patel | 163571050010
Venus Institute of Design and Architecture
31 31
The Blind School
Training and education center for visually impaired
3.5.1 Classrooms
3.5.3. Dormitory
The classroom is 3.5 x 4.5 mt. And has inadequate circulation space after furniture is placed. Inadequate ventilation in the classrooms as the windows opening in remain permanently shut. There is no space for the teachers table and a narrow aisle between desks. The classroom have overhead storage which is quite unreachable by the students. The layout is such that spill over of the activities to the open is not possible.
The dormitories are located on the first floor above the workshops. The dormitories house 280 boys and have about 15 - 20 students in one room, which results into congested situation. The beds are bunk beds and are made of mild steel.
Figure 3.34. :Plan & section of classrooms
3.5.2. Openings
Figure 3.36. : Plan and section of dormitory
Windows : The windows are all side hung glass windows, but are not custom made. The windows placed in corridors cannot be opened for the fear of hurting. Doors : The doors are single shutter wooden doors, and are of a contrasting colour compared to the finish of the corridor walls for easy recognition by partially sighted. There are braille singages on the door and walls to understand the space.
3.5.4. Braille press Braille press is in administration block. around 40,000 braille books were prined there. The library is on the second floor above the administration which causes inconvenience. There is no reading room attached to the library. reading room is in studio block which is inconvenience to axis.
Figure 3.35. : Views of openings
32
Figure 3.37. : Views of dormitory
Figure 3.38. : Views of press
Disha Patel | 163571050010
Venus Institute of Design and Architecture
33 33
The Blind School
Training and education center for visually impaired
3.5.5. Multiple Purpose Hall The hall is used for, assembly and other school functions, plays etc. It is located on the first floor above the classrooms The circulation space inbetween rows is less and is difficult to pass. The assembly hall is well lit and ventilated. There is a ramp provided for easy circulation through classrooms and assembly.
Figure 3.41. : Views of corridors
3.5.8.Toilet The toilets are placed at the far end of the corridors near the dining room. The toilets are well lit but ventilation is not proper. There is no use of special fixtures or friendly fixtures or finishes and workshops toilets are in very poor condition and it is below staircase area which is not sufficient.
Figure 3.39. : : Views of multi-purpose hall
3.5.6. Dining Area The dining room is located on the ground floor near the workshops. The furniture is designed so as to facilitate movement and avoid injury. Each student can reach his seat without disturbing the other. it is also near to the hostel and school.
Figure 3.41. : Views of toilets
3.5.9. Staircase The staircase is placed between the 2 blocks in a closed cabin from 3 sides to avoid injury.
Figure 3.40. : Views of dining area
3.5.7. Corridors The corridors are flanked by classes on one side and the other is open and is hence well lit. The other side is lined with pillars and benches to avoid the falling off and marking the end of the corridor. There are no special devices or tactile clues to help in the movement. 34
Disha Patel | 163571050010
The balusters are open and placed on each step which can cause injury by slipping of the foot from the step. Common staircase hence becomes overloaded at peak hours.The spiral is staircase placed in the studio block. Figure 3.41. : Views of Stair
Venus Institute of Design and Architecture
35 35
The Blind School
Training and education center for visually impaired
3.6. Prakash blind school gandhinagar Designed by Anand Sonecha
Figure 3.48. : Planning
Figure 3.42. : first step experience of building
Figure 3.43. : To stage
Figure 3.49. : Elevation
3.6.1. Personal Experience Of Building With Blindfold Figure 3.44. : Braille language experience with the student
Figure 3.45. : Openings
Figure 3.46. : Feel the texture of lobby area
Figure 3.47. : Openings
I have already decided what I was going to study by going there. But most of all I have to go there and experience how the blind people feel , especially wanted to know how they would handle the day-to-day process, because they could not see. The construction work of the blind school is still going on, so we went to meet the children of the existing blind school there. I went there and met the blind childrens, with Dean’s permission. I sat with them for a while and trying to Know and try to understand how they face everything, And then we arrived at our site.
36
Disha Patel | 163571050010
Figure 3.50. : Different types texture
Students came to the construction site with Bharaatbhai to check the progress of their new school frequently. They understood about space, wall textures and all the different types of material use their Venus Institute of Design and Architecture
37 37
The Blind School
Training and education center for visually impaired
There was a single storey building but very good spaces were created by Anand Sonecha. I tried to understand the spaces of buildings and the effects of building’s elements.I tried to understand all this. I tried to understand the philosophy and function of the building as well as the spaces, ventilation and shading and lighting effects very well. Despite studying all this, I still don’t know what was missing ,So I decided to try to understand the whole building with blindfolds. There is so much to learn from the experience. I walked around the whole building with blindfolded and realizing what was really missing, Like the height of each steps and the texture of the wall showing me the right direction, And the light from the sky helped me to know where the place is and The size of the doors and windows there and its type helped me to know what that place is. It seemed like I couldn’t see but this building was showing us everything in its own way. What I have experienced and learned from this building that is very helpful tome.
Figure 3.51. : Feel the texture of courtyard area
Figure 3.53. :Different textures guide
Figure 3.56. : Understanding about space
38
Figure 3.52. : Feel the texture of classroom area
Figure 3.54. : Understanding curriculum space
Figure 3.57. : Stairs Area spaces
Figure 3.55. : Openings
Figure 3.58. : Door Texture
Disha Patel | 163571050010
Venus Institute of Design and Architecture
39 39
Site Analysis AREA PROGRAM
05 04
The Blind School
Training and education center for visually impaired
4.3. Boy’s Hostel Block Program
4.1. Admin Block Program
Figure 4.3. : Boy’s Hostel Block
4.4. Girl’s Block Program Figure 4.1. : Admin Block
4.2. School Block Program
Figure 4.4. : Girl’s Hostel Block
4.5. Site Development
Figure 4.5. : Site Development
Figure 4.2. : School Block
42
Disha Patel | 163571050010
Venus Institute of Design and Architecture
43 43
The Blind School
Training and education center for visually impaired
4.7. Hierarchy Of Space
4.6. Amenities
4.7 . Programmatic Analysis
Figure 4.7. : Programmatic Analysis
44
Figure 4.8. : Hierachy Of Space
Disha Patel | 163571050010
Venus Institute of Design and Architecture
45 45
Site Analysis
05
The Blind School
Training and education center for visually impaired
Figure 5.1. : located ahmedabad all ngos
Figure 5.2. : site location with existing building
Area: 12,000 m² Road Connectivity: 4 site Location: NR S.G. HIGHWAY, AHMEDABAD Figure 5.3. : Site Intro
48
Disha Patel | 163571050010
Venus Institute of Design and Architecture
49 49
The Blind School
7.5
9.0
5
RO
AD
34.62
6.93 8.1 6
2
2
9M
.1
47
77.4
W
IT
H
R
O
AD
2
AD
7.5
RO
3
TH
.9
WI
120 200 00 m 0 m sq s it sq exi e are ting a bui lt u p
17
9M
12.
47
TH
RO
WI
41.84
9M
6M
20.5
H
6M
D ROA ITH W 6M
D
ROA
H WIT
IT
6M 71.73WITH ROAD
AD
5
W
9M WITH ROAD
9M W ITH R OA D
D ROA ITH W 6M
Training and education center for visually impaired
22
.71
9M 9M
7 .0 48 AD
RO
W 59. IT 45 H R O AD
H
IT
W 1
7.0
9M AD
O H R
WIT
Figure 5.3. : Contextual Connectivity
50
Figure 5.5. : Site Drawing With exiting Building
Disha Patel | 163571050010
Venus Institute of Design and Architecture
51 51
The Blind School
Training and education center for visually impaired
Figure 5.6. : contextual analysis
Figure 5.7. : photographs of exiting site building
52
Figure 5.8. : photographs of exiting site building
Disha Patel | 163571050010
Venus Institute of Design and Architecture
53 53
The Blind School
Training and education center for visually impaired
DESIGN CONSIDERATIONS 54
Disha Patel | 163571050010
Venus Institute of Design and Architecture
06 55 55
The Blind School
Training and education center for visually impaired
6.1.Design Considration Vision is created in eyes when light rays move form cornea to lens. in similar way visualizations will be created for blind when pepole move from different space of the building.
Figure 6.4. : tactiles
Figure 6.5. : braille language board
Using detectable warning surfaces which have a texture that can be felt under foot or detected by a person Avoid glare and reflection, which are often caused by shinny or glossy surfaces. Figure 6.1. : Texture of Railing
Figure 6.2. : Texture of Stone
Texture: Texture can assist in providing orientation clues about a space. Using materials easily identified in terms of texture. Figure 6.6. : Alvoid Glare
PHYSICAL CLUES (TACTILE / AUDITORY / AROMA)
Colours to avoid using together include: red/black, yellow/grey yellow/white red/green black/violet blue/green
Figure 6.7. :Colour wheel
Figure 6.3. : View of Physical Clues
Place light source in locations to avoid creating shadows. Shadows can create optical illusion.
Figure 6.4. : View of Placing light
56
Figure 6.8. : Contrast Color
Disha Patel | 163571050010
Venus Institute of Design and Architecture
57 57
The Blind School
Training and education center for visually impaired
Figure 6.9. : View of Aroma
Smells can assist in defining a space for visually impaired. Smell may be natural or artificial.
Figure 6.10. : View of Touch
Figure 6.15. : Tactile Pathway
Contrast colors at the pavement for visual impaired . There is Contrast between the wall and the doors
Figure 6.11. : Braille Language Board
Figure 6.16. : contrast of wall and doors
6.2. Signage
The label gives the visually impaired an access to the information of the plant Figure 6.12. : All the signage to guide
Using readily comprehenshible graphic symbols.
Tactile guiding path is required to ensure visualize impaired person familiarize with the road and path and is avoided from the flow of vehicular movement.
Figure 6.13. : understanding Of Space
Clear and easily understandable floor plan. continuity in the path. Figure 6.14. : Handrail of Stairs
On the handrail of the stairs there is a circle to tell them which the floor they are 58
Disha Patel | 163571050010
Figure 6.17. : working drawing of signages
Venus Institute of Design and Architecture
59 59
The Blind School
Training and education center for visually impaired
6.3. Braille & Handrail Design
3. The dimensions of prosthetic devices especially wheelchairs must be considered 4. Due to the fact that many prosthetic devices including canes, wheelchairs braces and crutches are made of hard materials ,materials that show minimum sign of wear and tear should be used
Handrail to ramp or step shall be between 35mm to50mm The top of handrail height shall lie between 850 mm 950mm Handrails should be tubular and its external diameter between 40mm & 50mm Braille and tactile information to be provided on handrail to facilitate low vision people Directional signs to be marked on handrails to
0.90-1.30 Figure 6.20. : Anthropometry
6.5. Design Idea Ideas recognized by feet Ideas Recognized by Touch, Sound & Smell Ideas Recognized by contrast colors Ideas Recognized by borders Use Visual impaired facilities
Figure 6.18. : working drawing of Handrail Design
Figure 6.19. : View Handrail Design
6.4. Anthropometry The primary considerations in the design of school facility serving disabled children or adults focus on four major principles: 1. 2. 60
The range of movement available to most physically disabled people The strength of the physically disabled subject Disha Patel | 163571050010
Venus Institute of Design and Architecture
61 61
The Blind School
Training and education center for visually impaired
CONCEPTUAL 62
Disha Patel | 163571050010
07 Venus Institute of Design and Architecture
63 63
The Blind School
Training and education center for visually impaired
7.1. Conceptual diagrams
Figure 7.6. : Sketch of different types of wall texture
Talking about Texture of the wall , then I have designed it in a such a way that they are different for each and every place in the building such as : school, hostel etc.; by exploring lot of information about how they can recognise with the help of touch
Figure 7.2. : Idea sketch of entry Figure 7.1. : Bubble diagram of spaces
First we will start from entry . So the moment they reached at the entry of the building any drop off transportation, they will reach an information wall.Information wall is an important element in the building which will help them to lead further and it’s provided by all the paths and other info which can help them
Figure 7.7. : Sketch of spaces between hostel block
Coming to the hostel block which I have designed in such a way where one building stands for males and another for females with the court in middle . Court is basically consisted with several activities such as : indoor games , few sports activities and many more .
Figure 7.4. : first idea of planning
Figure 7.3. : Idea sketch of Information Wall
Figure 7.8. : Sketch of sitting area in sensory park
Figure 7.9. : sketch of sensory park Figure 7.5. : Sketch of open vs built space
Right after that I have placed repetition module system in the lobby of building so they can easily find the door . Not only this but they will surely remember particular places or one can say spots in the building that I have designed . 64
Disha Patel | 163571050010
Then I have created sensory park which is helpful to Develop more strong senses of touches, to listen ,to smell .this entire part has been created by landscape,so the formation happened in a way that birds and fruits grown on trees can let help to sharpen the senses . Venus Institute of Design and Architecture
65 65
The Blind School
Training and education center for visually impaired
Figure 7.12. : How the tactile in building
I have tried to designed thi building in a way that they can move freely by not taking guidance of human but the material that used in it.
1.
Figure 7.13. : Conceptual diagram 1
3.
2.
Figure 7.10. : Sketch of furniture features
Furniture of the building has been made and placed in a way that they can easily find it . For example if the sitting portion of chair is outside than the chair is available and if it’s inside then it’s reserved
4.
Figure 7.14. : Conceptual diagram 2
Figure 7.15. : Conceptual diagram 3
5.
Figure 7.11. : Sketch of railing
Staircase in this building is nothing but map for blinders as all the location of the rooms and floors has been written in braille language which can be understand by them . This way they can easily find out location where they want to reach Figure 7.16. : Conceptual diagram 4
66
Disha Patel | 163571050010
Venus Institute of Design and Architecture
Figure 7.17. : Conceptual diagram 5
67 67
The Blind School
Training and education center for visually impaired
7.2. Stage Vise Design Development
Stage 4
Stage 1
Figure 7.21. : Design development stage 4 Figure 7.18. : Design development stage 1
So the first lay out was formatted where there was a single path that connected to each and every modules . To adding in it, there was open space in it
developing several spaces one by one , I have designed those all space which can be used in form of different halls ; examples : an auditorium , disco club , studio and many more .this structure lead to the benefit that can be used as one giant space whenever they need it
Stage 2
Stage 5
Figure 7.19. : Design development stage 2
So it’s a spine centered structure which is connected to every path so they can’t lost everywhere
Stage 3
Figure 7.22. : Design development stage 5
So this was a description that describes my idea, how implemented it and the way layers going to be work for the blind people
Figure 7.20. : Design development stage 3
interior would be connected through singular line but exterior would be different and for that they can chose any spot . Thay do not need to bare the rigid structure 68
Disha Patel | 163571050010
Venus Institute of Design and Architecture
69 69
The Blind School
Training and education center for visually impaired
Final dwawing
FINAL DRAWINGS 70
Disha Patel | 163571050010
08 Venus Institute of Design and Architecture
71 71
Training and education center for visually impaired
Venus Institute of Design and Architecture
72 72
Training and education center for visually impaired
Venus Institute of Design and Architecture
73 73
Training and education center for visually impaired
Venus Institute of Design and Architecture
74 74
Training and education center for visually impaired
Venus Institute of Design and Architecture
75 75
Training and education center for visually impaired
Venus Institute of Design and Architecture
76 76
Training and education center for visually impaired
Venus Institute of Design and Architecture
77 77
Training and education center for visually impaired
Training and education center for visually impaired
Bibliography and References https://contextbd.com/centre-for-blind-children-nsu/ https://www.expresshealthcare.in/public-health/india-is-home-to-over-20-per-cent-of-theworlds-blind-population/417470/ https://www.freepik.com/free-vector/background-with-gears-five-senses_1048636.htm https://www.re-thinkingthefuture.com/rtf-fresh-perspectives/a663-designing-with-theblind-in-mind/ https://archinect.com/features/article/150089669/jacoby-architects-discusses-their-design-for-an-educational-facility-catering-to-the-deaf-and-blind https://www.behance.net/gallery/35398411/MAP-THE-BLIND-(FINAL-BOOK) https://www.archdaily.com/918942/classroom-makeover-for-the-blind-creative-crews Maqbool, Syed Hamdan Hussain, n.d, “Architecture Thesis 2014 / report,” issuu, accessed September 17, 2019. https://issuu.com/ syedhamdanhussainmaqbool/docs/architecture_thesis_2014_-_report http://www.treaty2u.govt.nz/the-treaty-today/the-orakei-claim/ index.htm. https://jacobyarchitects.com/portfolio-item/utah-schools-for-the-deaf-and-the-blind/ https://www.ted.com/talks/chris_downey_design_with_the_blind_in_mind?. http://www.greatbuildings.com/buildings/Moore_House.html. . https://www.archdaily.com/186499/tactilearchitecture-does-it-matter. https://www.afb.org/publications/jvib. https://www.scientificamerican.com/article/how-theblind-draw-2006-09/. https://issuu.com/ syedhamdanhussainmaqbool/docs/architecture_thesis_2014_-_report. https://www.archdaily.com/918942/classroom-makeover-for-the-blind-creative-crews
https://www.redalyc.org/jatsRepo/5521/552157626009/html/index.html Venus Institute of Design and Architecture
78 78
Venus Institute of Design and Architecture
79 79
The Blind School
Disha patel
pateldisha8699@gmail.com
80
Disha Patel | 163571050010