Design For Me Too! (School Environment for the Visually Impaired Students)

DESIGN FOR ME TOO !

School Environment for the Visually Impaired Students Prabu Alagappen

SCHOOL ENVIRONMENT FOR THE VISUALLY IMPAIRED STUDENTS Prabu Alagappen Ar Chan Wai Lai

Master of Architecture Faculty of Built Environment & Surveying Universiti Teknologi Malaysia Architectural Book Publication

Published in Malaysia in 2019 by Universiti Teknologi Malaysia 81310 Johor Bahru, Johor, Malaysia. http://www.utm.my/

This book has been submitted to the Center of Studies for Architecture, Faculty of Built Environment & Surveying, Universiti Teknologi Malaysia to fulfill the requirement of MBES2176 Design Thesis Dissertation course.

Copyright Š 2019 by Prabu Alagappen

All rights reserved. Apart from any fair dealing the purpose of private study, research, criticism or review as permitted under the Copyright Act, no part of this book may be used or reproduced in any manner whatsoever without written permission of the publisher and writer, except in the case of brief quotations embodied in critical articles or reviews.

For information contact: Prabu Alagappen MBE171077 Master in Architecture Faculty of Built Environment & Surveying Universiti Teknologi Malaysia

Book cover design by Prabu Alagappen Software used: Microsoft Word, Adobe Photoshop & Adobe InDesign Book Size: B5, Font: Century Gothic, 16pt & 12pt

First Edition: January 2020

Acknowledgement In the process of preparing this dissertation, meeting with the number of peoples who have helped in contributing the sources and information needed for this dissertation to be completed has been done. First of all, my greatest appreciation to my supervisor Ar Chan Wai Lai for the guidance and advice she has given me to understand and prepare the correct topic needed to be written since the beginning. I am also very thankful to my co-supervisor Prof. Dr. Syed Iskandar Ariffin on his support and timeless checking towards the formats for me to get this dissertation correctly. Without their continued guidance and counsel, this dissertation would not have been as what it is today.

Greatest appreciation also to the other lecturers in the Urban Renaissance Work Base as they have also guided me with their critics and ideas to overcome the design attributes and strategies needed to complete this dissertation. Recognition and thankfulness to all my fellow friends in Universiti Teknologi Malaysia – Faculty of Built Environment & Surveying, to the higher management personnel from the Malaysian Association for the Blind (MAB) and also teachers from the visited schools for site visit purposes.

Finally, another greatest appreciation to my parents who have stood by my side whenever I needed them the most and also for their constant love and encouragement.

Prabu Alagappen Universiti Teknologi Malaysia

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Abstract Universal design was introduced to give equal opportunities for everyone in terms of design attributes. It also allows the disabled peoples to experience the built environment, the function of spaces and basic daily life activities. This opportunity must be provided or accessible to the disabled community since they are young, especially for the visually impaired peoples. The startups are much better to be introduced during the school days as school is the place and environment where a person can prepare themselves for the outer world challenges. Through the education process, visually impaired students can learn and experience the special needs for them in the built environment which will help them later in the outer environment. To enhance the special needs and the social and emotional development of a visually impaired community, this study focuses on the design strategies needed in a school environment focusing towards the classroom design specially designed for the visually impaired students. Exploration of the architectural elements basically on multisensory architecture is done and utilized to provide a safer and comfortable learning environment for the students. A design is proposed with all the findings and studied elements to illustrate a classroom design for the visually impaired students. This study concludes that a simple modification towards the existing classroom layout with design considerations is able to provide significant improvement.

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Abstrak Rekabentuk sejagat (Universal Design) telah diperkenalkan untuk mewujudkan situasi dan juga peluang yang sama rata kepada semua orang tidak mengira keupayaan seseroang itu. Rekabentuk sejagat memberi peluang kepada orang kurang upaya untuk mengalami persekitaraan binaan, menggunakan ruang yang sedia ada dengan sempurna dan melakukan aktiviti-akjtiviti harian yang asas dengan mudah. Di samping itu, peluang ini haruslah disediakan kepada golongan masyarakat kurang upaya sejak mereka kecil lagi, terutamanya kepada golongan orang buta. Permulaan ini amat bagus diperkenalkan pada waktu persekolahan kerana sekolah merupakan suatu persekitaraan yang boleh menyediakan diri pelajar untuk menghadapai cabaran hidup di luar kawasan sekolah. Melalui proses pendidikan di sekolah, pelajar golongan buta dapat mempelajari keperluan khusus untuk mereka di luar Kawasan sekolah, dimana ini juga akan membantu mereka bersedia untuk menggunakan kemudahan di kawasan persekitaran luar sekolah. Bagi meningkatkan keperluan khas ini dan meningkatkan perkembangan emosi dan social komuniti orang buta, kajian ini memberi perhatian pada strategi-strategi reka bentukyang diperlukan dalam sesebuah persekitana sekolah yang dirancang khas untuk golongan pelajar buta.

Kajian pada asas seni bina khususnya berkaitan dengan deria dipelajari dan digunakan untuk menyediakan persekitaran pembelajaran yang lebih selamat dan selesa untuk pelajar golongan buta. Sebuah rekabentuk diajukan bersamaan dengan semua penemuan dan unsur-unsur yang telah dipelajari untuk merekabentuk sebuah bilik darjah bagi pelajar buta. Kajian ini menyimpulkan bahawa satu pengubahsuaian yang mudah kepada bilik darjah yang sedia ada dengan pertimbangan penambahan rekabentuk mampu menyediakan kemajuan yang ketara.

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Table of Content Acknowledgment i Abstract ii Abstrak iii Table of Content 1-2 List of Figures 3 List of Tables 4

1 2 3

Introduction

Background Study 7-8 Problem Statement 9 Research Aim 11 Research Question 11 Research Objective 11 Scope of the Study 12 Research Methodology 12 Theoretical Framework 13

Literature Review Introduction 17 Gap in Literature 17

Definition of Visually Impaired 17-18

Statistics of Visually Impaired in Malaysia 19-21

Psychological View and Characteristics of School Student 22-23 Social Issues 24 Architectural Issues 24 Theory Approach 24

- Social Theory

- Architectural Theory Chapter Summary 25

Research Methodology Introduction 29 Research Design 29 Research Procedure 29-30 - Data Collection Procedure

- Data Analysis Procedure

- Data Interpretation Chapter Summary 32

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4 5 6

Findings & Analysis Introduction 35

Content Analysis from Site Visit 35-36

- Site Visit

Content Analysis from Interview Session 37

Content Analysis from Case Study 37-48

- Case Study 1

- Case Study 2 Chapter Summary 49

Design Strategies Design Strategies Approach 53-56 - Accessibility

- Interactive Spaces

- Sensory Garden

Design Installation for Visually Impaired Occupants 57

Multisensory Architecture

58-59

- Architecture and the Senses

- Design Guidelines derived from

Multisensory Architecture

Classroom Design for Visually Impaired Students 60-62

Comfortable Environment for Visually Impaired Occupants 63 Chapter Summary 63

Conclusion & Recommendations Introduction 67 Conclusion 67-68

- Research Objective 1

- Research Objective 2

- Research Objective 3 Limitations 68 Recommendations 68 References 69-71 Appendix Interview Session 72-74

- Interview Session Details

- Interview Question and Answers Design Thesis Presentation Board 75-92

- Design Studies

- Action Plan

- Section & Elevations

- Exploded Perspectives

- Sectional Perspective

- Exterior Perspective 2

List of Tables Table 2.1 Registration of PWD’s by category of disabilities, 2017 Table 2.2 Registration of PWD’s by Age Group

all over Malaysia, 2017 Table 2.3 Number of New Registration of

PWD’s by state, 2017 Table 5.1 Design Guidelines derived from the Multisensory Architecture

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19 20 21 59

List of Figures Figure 1.1 Theoretical Framework 13 Figure 2.1 Percentage of Registration of PWD’s by 19

category of disabilities, 2017 Figure 3.1 Research Procedure for Dissertation 31 Figure 4.1 Sekolah Kebangsaan Pendidikan Khas, 35

Princess Elizabeth, Johor Figure 4.2 Facilities and Issues in the Princess Elizabeth School 36 Figure 4.3 Perkins School for the Blind (Old Block), 38 Watertown, Massachusetts Figure 4.4 Grouseback Center, Perkins School for the Blind 39-40

(Old Block), Watertown, Massachusetts Figure 4.5 Floor Plan of Perkins School for the Blind 41 (Old Block) Figure 4.6 Floor Plan of Perkins School for the Blind 42 (New Block) Figure 4.7 Design Approaches of the Perkins School 43-44

for the Blind (New Block) Figure 4.8 School for the Blind & Visually Impaired, Austin 45-46 Figure 4.9 Braille Map of School for the Blind & Visually 47 Impaired, Austin Figure 4.10 Design Approaches of School for the 47

Blind & Visually Impaired, Austin Figure 4.11 Design Approaches of School for the 48

Blind & Visually Impaired, Austin Figure 5.1 Floor Plan of Perkins School for the Blind (Old Block) 54 Figure 5.2 Interactive spaces with multi-functional usage 55 Figure 5.3 Sensory Garden 56 Figure 5.4 Texture Pathway and Tactile Pavement 57 Figure 5.5 Braille Handrail 57 Figure 5.6 Braille Building Map 57 Figure 5.7 Bright Colored Walls for Study Area 57 Figure 5.8: Multisensory Architecture Experience 59

at Plinthos Pavilion Figure 5.9 Classroom Environment for Visually Impaired 61

and Blind Students Figure 5.10 Classroom Layout 61 Figure 5.11 Sensor Glass Sliding Entrance Door 62 Figure 5.12 Table Designed for Visually Impaired and 62 Blind Students

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CHAPTER 1 Introduction

Background Study Problem Statement Research Aim Research Question Research Objective Scope of the Study Research Methodology Theoretical Framework

Introduction The built environment and spaces created by humans has its barriers towards certain communities, especially for the disabled ones. The design of the built environment focuses much on the situation for a normal person without considering for the peoples with disabilities, for example, a pavement which has different levels or even staircases has limits on the accessibility of some disabled communities. This situation creates a physical barrier for those such as wheelchair users or visually impaired and blind peoples when they interact with the built environment.

To look deeper, the school environment for visually impaired students is much more to be concerned, as this is the environment they grew up learning and getting used to facing the challenges in the outer world.

Mostly the special schools in Malaysia lack in terms of facilities for these visually impaired students. This creates a problem in terms of comfortability and safety for the students while they undergo the learning process in the class or the school compound.

Blind Engineer Develops A ‘Smart Cane’ That Uses Google Maps To Assist Blind People Navigate Image Source: https://greenlemon.me/blind-engineer-develops-a-smart-cane-that-uses-google-maps-to-assistblind-people-navigate/

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Since the spaces reflect human activity most of the time, the issue of disability in our society has been much affected by the accessibility into space itself. The disabled community’s needs are not addressed well when it comes to the design of a built environment. Even though there are standards and guidelines such as Universal Design, the application is done very less or just a portion of the guidelines are followed and designed for the sake of getting the approvals from the authorities.

Focusing more on visual impairment and blindness disability, this category of disability suffers the challenges more when the built environment is not friendly towards them. Generally, the spatial planning in a built environment do considers the need of visually impaired and blind communities which is the application of the tactile pavement in order helping their movement in the designed built environment, but more application of friendly design is needed to be done by the designers to help the visually impaired and blind community to use and enjoy the built environment.

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Problem Statement People with physical impairments face obvious challenges in accessing space.

However, people with visual impairment face more difficulties than peoples with physical impairments because the main sense of sight is unavailable for them in this situation which is very important for a mobility process. A totally normal person can still fall or trip over on a well-designed pavement or walkways and just imagine how it would be for a person without the vision handles this situation with just a stick. Visually impaired or blind peoples typically rely on the sensory that they can get with, to access themselves into space and this is already considered as a huge task for them.

When the situation is turned into the lifestyle of the younger visually impaired communities, they face more problems especially during the school days. The special design attributes that needed to be provided in the learning environment are missing. This also happens because most of the school which provides classes for the disabled students are combine with the normal school due to less disable student intakes in certain states. This situation ends with the school providing classrooms or other learning spaces that are being shared by the normal students.

The basic universal design is merely being implemented for the visually impaired student’s accessibility purposes but this alone doesn’t fully help the students to navigate themselves and use the spaces as everyone does.

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3 Blind students cramped in one table due to less tables provided in a fullpacked classroom Image Source: https://www.hindustantimes.com/chandigarh/chandigarh-a-car-rally-to-embolden-visually-impaired-students/story-GgoIukkXLLNdhmLv2K7xMP.html

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Research Aim This research aims to study and understand the type of design strategies that are suitable, comfortable and needed for the visually impaired and blind students in a learning environment such as school classrooms.

Research Question

Research Objective

Research questions to be answered in this research are as follows: -

Research objectives to be achieved in these studies are as follows: -

i) What are the needs and environment needed by the visually impaired and blind students in a school classroom environment?

i) To understand the needs and environment needed by the visually impaired and blind students in a school classroom environment.

ii) What are the senses and strategies that needed to be focused to create a comfortable environment for the visually impaired and blind students during their learning processes?

ii) To derive the senses and strategies needed in a built environment for the visually impaired and blind community during their learning processes.

iii) How to design and establish an architectural solution which will benefit the visually impaired and the blind students in the classroom and other learning environment?

Blind students under the Perkins International Academy Program Image Source: https://www.perkins.org/international

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iii) To establish the design ideas of architectural solutions that will benefit the visually impaired and blind students in their classroom and other learning environments.

Scope of Study The study will focus on the design standards and guidelines which needed to be followed to design an accessible and comfortable built environment of learning spaces such as a school classroom for the visually impaired students.

This study will provide the design strategies that are needed to be looked after and considered in achieving a suitable built environment which will increase the quality of life of the visually impaired and blind students.

Research Methodology This research aims to study and understand the type of design strategies that are suitable, comfortable and needed for the visually impaired and blind students in a learning environment such as school classrooms. Thus, the research methodology helps in identifying the focus and the direction of the research.

Data collection was done first to identify the research gap by studying the struggles and needs of visually impaired people in going through daily life activities. Data collection is divided into 2 categories which are the primary data collection and secondary data collection.

Primary data collection focuses on the interview sessions done with related personnel and site visits. The secondary data collection focuses on journals, newspaper articles, guidelines, case studies, and other internet source-based data. With all gathered information and data, design strategies are finalized and synthesized to achieve the targeted objectives.

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Theoretical Framework

Issue The suitable and comfortable learning environment for the visually impaired students in schools

Research Aim The aim of this research is to study and understand the type of design strategies which is suitable, comfortable and needed for the visually impaired and blind students in a learning environment such as school

Research Aim i) To understand the needs and environment needed by the visually impaired and blind students in a school classroom environment. ii) To derive the senses and strategies needed in a built environment for the visually impaired and blind community during their learning processes. iii) To establish the design ideas of architectural solution that will benefit the visually impaired and blind students in their classroom and other learning environment.

Research Methodology

Data Collection Primary i) Intreview ii) Site visit Secondary i) Literature Review ii) Case Study

Findings Design strategies for the visually impaired students in school environment

Conclusion & Recommendation Figure 1.1: Theoretical Framework

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Data Analysis Data Analysis i) Content Analysis ii) Qualitative Analysis iii) Quantitative Analysis

Blindness Fact #1 Rates of blindness will double by 2020.

In the United States alone, more than 1.1 million are legally blind and an additional 50,000 people lose their sight each year. The visually impaired, including those who are blind, total more than 3.6 million Americans.

Info Source: https://www.preventblindness.org/5blinding-facts-you-should-know-0

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CHAPTER 2 Literature Review

Introduction Gap in Literature

Definition of Visually Impaired

Statistics of Visually Impaired in Malaysia

Psychological View & Characteristics of School Student Social Issues Architectural Issues Theory Approach

- Social Theory

- Architectural Theory Chapter Summary

Introduction

Gap In Literature

In both special education school and regular national school systems, statistically there are many visually impaired students enrolled for the basic education program. Some of the problems these students face daily are the inadequacy of special facilities, especially in terms of circulation aspects. In many schools, especially for integrated schools, there are no ramps or guide railings to encourage comfortable mobility in the school compound. An environment with well-provided facilities for the visually impaired does give an impact on their social well-being. Due to no facilities to move around in the studying environment, many students or their parents tend to drop out of their children from getting an education in school environments. This could deeply affect the students in terms of lack of self-confident among themselves, they become support-less and be left out from the basic education system.

The start-up on the Special Education system was done during the pre-independent years. Since then the school for special students has been established only for primary school students. Since then there have been very few schools established in several states and this has created a situation of traveling far from other states which don’t offer this facility.

To overcome this situation, the new Integrated Special Education System was brought out where the special classes are combined with the National School which already existed in many states. By doing this the facility can reach many students throughout the nation. Based on the case study done, there have been several special classes being held in National School which is provided some basic facilities for disabled students.

Malaysian Blind Students using the Al-Quran Braille at Darul Quran, Selangor Image Source: https://www.penangkini.com/2017/06/orang-buta-di-malaysia-gigih-hafal-al.html

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The data of national eye survey 1996 revealed that the prevalence of blindness and low vision in Malaysia was 0.29% and 2.44% respectively Image Source: https://www.thestar.com.my/metro/community/2015/04/03/free-eye-checkup-for-welfare-homeschildren Info Source: http://www.ghrnet.org/index.php/IJOR/article/view/2068/2425

Definition of Visually Impaired According to the Centers for Disease Control and Prevention (CDC), visual impairment is the condition of a person who is lacking or has lost their vision.

Correction can’t be done or corrected to a “normal level” for the eyesight of a visually impaired person. In short, functional limitation of the vision system is the visual impairment. This can also be explained as a situation conditions are as follows:

• Blindness is the situation of unable to see fully • Loss of visual acuity which disables the person to see clearly • Loss of visual field which reduces the width of vision area coverage without eye movement • Photophobia, which disallows a person to look at the light or any light source • Diplopia, which creates a double vision situation • Visual distortion • A visual problem in term of difficulties of perception

The common cause of visual impairment is due to uncorrected refractive errors, cataracts, and glaucoma. The main cause of people falling into blindness condition is because of cataracts. Apart from cataracts, there is also another case that is caused by disorders such as diabetic retinopathy, childhood blindness, infections and also age-related macular degenerations.

World Health Organization (WHO) identified and estimated that about 80% is preventable or able to be cured through treatments. This can be done through vision rehabilitations and also through assistive devices.

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Statistics of Visually Impaired Peoples in Malaysia According to the official annual statistics report from the Department of Social Welfare (JKMM, 2017), about 450,000 peoples in Malaysia are registered disabled peoples in the year of 2017. As per the recent statistics created by the Department of Social Welfare, the current population of disabled peoples, especially the blind peoples have reached about 40,000 persons all over the nation aged from below 6 years till 60 years and above.

Table 2.1: Registration of PWD’s by category of disabilities, 2017 Source: Department of Social Welfare (JKMM, 2017)

Figure 2.1: Percentage of Registration of PWD’s by category of disabilities, 2017 Source: Department of Social Welfare Malaysia (JKMM, 2017)

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Table 2.2: Registration of PWD’s by age group all over Malaysia, 2017 (Highlighted area shows the age group of school students) Source: Department of Social Welfare Malaysia (JKMM, 2017)

Evnthough statistically the visually impaired population is increasing, the skill of learning using braille is being forgotten

Image Source: https://www.sinarharian.com.my/article/64590/EDISI/Terengganu/Kemahiran-bacaan-Braille-makin-membimbangkan

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Table 2.3: Number of New Registration of PWD’s by state, 2017 Source: Department of Social Welfare Malaysia (JKMM, 2017)

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Psychological View and Characteristics of a School Student A reference to Erik Erikson’s theory of psychosocial stages was made to research the actions, mental perception, and characteristics of a child between the ages of 7 and 18 (the behavior of primary and secondary school students).

As a psychiatrist and psychoanalyst, Erik Erikson developed a psychoanalytic theory of psychosocial development that involves the eight stages of human development from childhood to adulthood. As the study is primarily for school students from 7 to 18 years of age (primary and secondary school students), attention was given to stages 4 and 5.

• Stage 4 Psychosocial Crisis of Industry vs. Inferiority

(aged from 5 till 12)

- Children must learn to read and write, to measure and to

do their works at this age. This stage is the start of the

self-esteem of the kid. We tend to feel the need for

recognition and develop a sense of pride in their works and achievements.

- At this point, encouraging and strengthening them as they

feel industrious and begin to feel confident about

everything, they do is crucial. If they are unable to do it, the

feeling of inferiority may grow. Performance must

contribute to the virtue of competence at this level.

Info Source: Simply Psychology, Erik Erikson, by Saul McLeod, 2017

Image Source: https://www.verywellmind.com/industry-versus-inferiority-2795736

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• Stage 5 Identity vs. Role Confusion

(aged from 12 till 18)

- They are in pursuit of a sense of self and personal identity in

this age of teenagers. This is the most critical part of the

transition from childhood to adolescence.

- They become more confident at this point, start their

planning and looking for their future in terms of job,

marriage, family and so on. Failure in this time can lead to

confusion of identity or position. Performance must

contribute to the virtue of fidelity at this stage.

Comparing the psychosocial development briefed in stages 4 and 5 with visually impaired students, the level of struggle increases. To allow a visually impaired student to go through a normal learning process, many learning methods and also portable devices have been invented to simplify the process of learning in a classroom. Along with this process of learning and portable devices, the addition of design strategies should be included in this where a fully comfortable and safe learning environment can be provided for the visually impaired students.

Info Source: Simply Psychology, Erik Erikson, by Saul McLeod, 2017

Image Source: https://thedevelopingchild.wordpress.com/2013/06/21/physical-development/

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Soical Issue

Thory Approach

Social issues that can be detected are the lacking of community engagement of public people with the blind community. This happens because the facilities provided for the blind community such as schools and sensory gardens are not shared with public peoples and this creates a separation in the community merging process.

Social Theory

Architectural Issue The architectural related issues that can be taken into consideration is the lacking of facilities for academic for the blind student community.

Existing blind schools have only been prioritizing and focus on academic studies more rather than towards the special facility needed. There are also limited spaces for the blind community to interact and share with the public in terms of academic and social engagement.

Existing of some of the provided facilities only focuses on the usage for the blind community and no consideration for the sharing of public involvement in it. Furthermore, the lack of universal design implementation and its focus on the building especially for the blind community is also one of the other issues that have been studied. Most of the services offered in the building do not reflect on the ergonomic value for the disabled community

• Sense of Community – A feeling of belonging to a group of people in which the members of the big group contribute to each other. In this sense of community, a mutual engagement process can be seen. The idea is closely related to the blind community because every visually impaired person often depends on each other because of their connection to each other.

• Sense of Learning – to create a sense of learning environment where learners can easily accommodate and know, understand the system, and practice a product full of the learning process.

Architectural Theory • Theory of Way-Finding – the concept of having a built environment that is easily accessible and able to move in the building without any trouble for the visually impaired peoples.

For this purpose, the universal design is created for the convenience of people with disabilities. The way-finding is improved in this principal so that visually impaired people can make full use of the building without any distractions • Theory of Accessibility – Contrary to the way-finding principle, accessibility should be given priority in measures to promote equal opportunities for disabled persons.

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Chapter Summary The theories and studies referred proven the importance of introducing the design attributes for a learning environment. It also helps and contributes in identifying the design strategies needed for the visually impaired students. The summary of this chapter is to briefly discuss the background studies and problems being faced by this special student’s community. Along with that, issues and also theories were proposed out derived from the research questions and objectives given in chapter 1.

The next chapter will be discussing more towards the research methodology on how the flow of the study is done.

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Blindness Fact #2 Half of all blindness is preventable.

90% of blindness caused by diabetic retinopathy is preventable.

Blindness caused by glaucoma and macular degeneration is also preventable. Vision screenings and full eye exams help detect eye diseases while they are still treatable, therefore stopping or altogether avoiding vision loss Info Source: https://www.preventblindness.org/5blinding-facts-you-should-know-0

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CHAPTER 3

Research Methodology

Introduction Research Design Research Procedure - Data Collection Procedure

- Data Analysis Procedure

- Data Interpretation

Chapter Summary

Introduction

Research Design

Following the research aim and research objective, the best-suited methodology to fulfill this research is based on content analysis, qualitative analysis, and quantitative analysis.

The research design theory is linked to the development of the entire research study’s different stages and the sequence of the different design steps. Research structure is important because it is the element that needed to begin the research.

Qualitative analysis is more towards the explorative of research consisting of analyzing multiple sources, observation, and comparisons.

According to Sridhar (2010) through the research methodology, the problems and issues in the research are handled according to the steps and procedures that are discussed further in the chapter.

This methodology aims to explain how the studies were done and conducted, how the data are obtained and analyzed for getting the right information.

It allows the researcher to decide what is the appropriate content and structure needed. The purpose of the research methodology is to find the answer to the research questions and also to achieve the research goals.

Research Procedure Research procedures serve as a manual for detailing the steps of the research conducted from the method of data collection, data analysis, and data interpretation process. The information is obtained from respondents of the primary data collection.

Image Source: https://www.scienceabc.com/eyeopeners/why-do-blind-people-wear-dark-glasses.html

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Data Collection Procedure All the data are collected in the method of qualitative and quantitative. Based on the primary data collection, Firstly an interview session is carried out with the Accessibility Senior Executive & Advisor of Malaysian Association for the Blind (MAB), Puan Siti Huraizah tupon appointment. The interview session was mainly structured with question and answer method, where the questions are prepared earlier before the interview session. Apart from that, recommendations and advice were also included in the session by Puan Siti Huraizah for a better understanding of the needs of the visually impaired community in terms of architectural aspects. In the suggestion section, usage of Malaysian Standards (MS 1184: 2014 – Universal design and accessibility in the built environment – Code of practice) is also recommended to be used.

Secondly, the Site visit was done to one of the sole special schools for disabled students in Johor – Sekolah Kebangsaan Pendidikan Khas, Princess Elizabeth.

Observation of how the learning process, mobility, and other school activities by the visually impaired students are done. The observation was also done towards the facilities provided in the school and a small conversation session with the teachers on how the learning process is conducted in a classroom is done. The secondary data collection is mainly done through the reading process from journals, newspaper articles, guidelines, case studies, and other internet-based sourced-data.

Data Analysis Procedure Data are to be collected and recorded in any form of structure. Analyzing the data collected can be combined with research questions and research goals to achieve the studies’ main target. Based on the analysis and findings from the primary and secondary data collection, the conclusion will be made.

Data Interpretation The data collected from the study will follow the data analysis, the next step will be followed by the data interpretation. Interpretation offers a conceptual definition according to Cooper & Emory (1995), which can act as a reference to further the research work. Interpretation through data allows the researcher to have a thorough knowledge of the result obtained.

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Stage 1

Defining Issue & Problems Generating Research Objectives Identify Research Scopes

Stage 4

Stage 3

Stage 2

Data Collection

Primary Data Collection

Secondary Data Collection

Interview

Literature Review

Puan Siti Huraizah Accessibility Senior Executive & Advisor of Malaysian Association for the Blind (MAB)

Journals, Newspaper Articles, Guidelines & Internet

Site Visit

Case Study

Sekolah Kebangsaan Pendidikan Khas Princess Elizabeth, Johor

School for Blind in Malaysia and in Foreign Countries

sourced-data

Data Analysis

Content Analysis

Qualitative Analysis

Quanitative Analysis

Findings

Design Strategies Figure 3.1: Research Procedure for Dissertation

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Chapter Summary The research method serves as a guidance for all researchers as it helps in creating the correct flow and structure of the study. Data colletion helps in furthering the studies deeper and helps the reasercher to develop their findings which results in getting the solution for the problems stated.

Data collection was done through qualitative and quantitative methods where it covers the literature reviews and case studies. The next chapter shows the findings (case studies) on the facilities and challenges in the learning environment for the visually impaired along with the analysis.

Blindness Fact #3 1 in 4 school children has a serious vision problem.

Only 22% of preschool children receive vision screenings in the United States. Healthy vision is crucial because an estimated 80% of learning is visual during early childhood. Many vision disorders such as refractive errors and amblyopia have no outward signs or symptoms and can become permanent if not treated early.

Info Source: https://www.preventblindness.org/5blinding-facts-you-should-know-0

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CHAPTER 4 Findings & Analysis

Introduction

Content Analysis from Site Visit

- Site Visit

Content Analysis from Interview Session

Content Analysis from Case Study

- Case Study 1

- Case Study 2

Chapter Summary

Introduction Certain approaches used to formulate a development approach have been utilized across numerous case studies consisting of concise and informative forms. In addition to using several sources of evidence to discuss the subject more widely under situational circumstances, the multiple case studies are to be approached (Robert, 1993).

Content Analysis from Site Visit Site Visit – Sekolah Kebangsaan Pendidikan Khas Princess Elizabeth, Johor The first school focused on special education was established in1954. A primary school with hostel facilities for visually impaired students throughout the country which was designed and built by a local architect. The school’s architecture follows the old building by-law provision that does not expressly meet the needs of the visually impaired students who need special facilities. The school is currently enrolled with around 70 students and the condition of the school is still not completely supported by the student’s needs.

Figure 4.1: Sekolah Kebangsaan Pendidikan Khas Princess Elizabeth, Johor (Office Block) 35

Uncovered Pond - Safety Issue

Yellow Guiding Line - Facility

Packed Arrangement - Issue

Messy Layout - Issue

User Unfriendly Spaces - Issue

High Gradient Ramp - Issue

Figure 4.2: Facilities and Issues in the Princess Elizabeth School

The school leads to quite issues apart from all the facilities offered. The school is constructed on different levels resulting in many staircases where it causes a difficult situation for the students to ascend and pass through around the buildings. There was also no tactile pavement other than the hallway of the school library and the toilet is not disabled user-friendly.

Several gratings protect the perimeter drains and there are many drops from the floor space to the corridor. The emergency exits are not clear for the hostel blocks and some are fully blocked with cupboards leaving only one door accessible. Unused landscaped ponds at the front of the office block building are not covered or barricaded. The classroom layout is messy and different from all other rooms.

There is also no simple flow in the classroom. Many corridor walls (protruding with many other elements) are not flushed evenly. Many facilities such as the ramps are built in an unsafe gradient where students can trip and fall. For now, 36 the student’s safety is being looked after by the teachers themselves.

Content Analysis from Interview Session An interview session was held on 6th March 2018 with Puan Siti Huraizah, the Accessibility Senior Executive & Advisor of Malaysian Association for the Blind (MAB). An appointment was done through phone calls and dates were set-up based on the officer’s availability. Official letter for the interview session was prepared and endorsed by the previous Pre-Thesis Supervisor, Dr. Alice Sabrina.

Question asked were based on the challenges faced by the students observed in Sekolah Kebangsaan Pendidikan Khas Princess Elizabeth, Johor. Respond from the officer was more towards the comfortability and also the perspective of public towards this visually impaired community. The question asked in the interview session is attached in the appendix section.

Content Analysis from Case Study Case Study 1 – Perkins School for the Blind, Watertown, USA Designed by architect R.J. Clipston Surgis. The architecture of the school is based on the theme of a family cottage. This is done primarily to recreate the family environment concept and to help teach independent living skills to the students. Students tend to learn the skills faster and easier with the learning environment more towards a family setting type. The type of programs provided in this school includes children’s programs, public school facilities, and residential programs.

In this school’s overall design, several elements are enhanced to provide the students here with a good circulation flow. Project techniques like using right-angled corners in this building give students flexibility in turning just in 90 degrees about the condition of the building.

The use of equidistant corridors is used so that the students can easily identify the difference between the spaces and the staircase are recommended at the end of the corridors. The plan of the entire building is turned into a parallel design with symmetry design with this style. This is done mainly to make it easier for the students to walk and map in their minds with the program. The school was able to teach the students about the flow in the building by themselves with these designs and facilities provided. It allows them in the school to be autonomous.

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Figure 4.3: Perkins School for the Blind (Old Block), Watertown, Massachusetts Source: https://www.perkins.org/history/places/buildings

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The new block is done by Architect R.J, while the old blocks are designed

by Architect Clipston Surgis. In the same building, there are additional new blocks by GSC Architects. Most of the new blocks are incorporated with the use of modern technologies.

The entire blocks are well equipped with tactile pavements, auditory and visual signals.

It also has multiple uses of different floor textured surfaces that help users to show directions and locations. Usage of audible signals at major space levels so that they can recognize the positions they are at whenever a user passes by.

Other than that, in this new block design, where the use of lights is based on sensors, the use of lighting has been carefully considered. The amount of natural light entering the building is measured and balanced with additional artificial lighting. This gives a space the perfect amount of light that is required.

Figure 4.4: Grouseback Center, Perkins School for the Blind (Old Block), Watertown, Massachusetts Source: ings

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https://www.perkins.org/history/places/build-

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Figure 4.5: Floor Plan of Perkins School for the Blind (Old Block)

Source: Samuel P. Hayes Research Library, Perkins School for the Blind, Watertown, MA

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Figure 4.6: Floor Plan of Perkins School for the Blind (New Block)

Source: Samuel P. Hayes Research Library, Perkins School for the Blind, Watertown, MA

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Large windows, bright colors applied on walls with huge signages, spaces with controllable lighting systems, right angled spaces and with well arranged furniture and circulation spaces Figure 4.7: Design approaches of Perkins School for the Blind (New Block) Source: https://www.perkins.org/about/visit/buildings

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Case Study 2 – School for the Blind & Visually Impaired, Austin, Texas, USA Designed by the Architects of the GUND Partnership. Essentially this school is a mix of elementary and secondary school students aged from 6 to 17. Previously, the building had an old design in which it was recently renovated to help users navigate and use the building safely and incorporate some new design strategies.

The school primarily focuses on the color used in their spaces due to numerous visually impaired students in the B2 and above group (capable of seeing marginally with the aid of ambient lights and capable of detecting bright colors).

For simple indications by users, most of the walls of important spaces are lit in bright colors.

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Even the floors are lit in dark colors, helping users perceive changes I the variations in spatial composition. This school also focuses on the philosophy of how to navigate, where this idea is extended to an easy way-finding experience throughout the entire building.

This is done in different textures and colors on the pathways. There are a lot of outdoor spaces in this school as well. This is done to ensure that the students have the same experience both inside and outside the classroom. In bad weather conditions, most outdoor spaces are well protected.

To enable the students to know the floor plan flow, a braille map is given at focal points where the students can remember the map by touching and seeing the space positions. It helps them to locate the places that they are going to.

Figure 4.8: School for the Blind & Visually Impaired, Austin Source: https://guerra.com/guerraprojects/texas-school-for-the-blind-and-visually-impaired-campus-texas/

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Figure 4.9: Braille Map of School for the Blind & Visually Impaired, Austin Source: https://guerra.com/guerraprojects/texas-school-for-the-blind-and-visually-impaired-campus-texas/

Figure 4.10: Design approaches of School for the Blind & Visually Impaired, Austin 47

Source: http://www.gscarchitects.com/GSCwork/tsbvi

Bright colors applied on walls, spaces with controllable lighting systems, different textures on the floor and Braille maps at circulation points for easy navigation Figure 4.11: Design approaches of School for the Blind & Visually Impaired, Austin Source: http://www.gscarchitects.com/GSCwork/tsbvi

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Chapter Summary Based on the site visit, interview session and the case study done, there is a potential of designing an environment for the visually impaired and blind specifically in learning environment of a classroom. With all the methods of data collection used above, the elements that needed to be focused is able to be derived and convert it into the design strategies needed in order to design the learning environment.

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Blindness Fact #4 Diabetics are 25x more likely to become blind.

Diabetic retinopathy is the leading cause of blindness for working-aged adults. The longer you have diabetes, the greater your risk of developing diabetic retinopathy. High blood pressure and poor control of blood sugar levels also increase your risk of blindness.

Info Source: https://www.preventblindness.org/5blinding-facts-you-should-know-0

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5

5

CHAPTER 5 Design Strategies

Design Strategies Approach - Accessibility

- Interactive Spaces

- Sensory Garden

Design Installation for Visually Impaired Occupants

Multisensory Architecture

- Architecture and the Senses

- Design Guidelines derived from

Multisensory Architecture

Classroom Design for Visually Impaired Students

Comfortable Environment for Visually Impaired Occupants Chapter Summary

Design Strategy Approach Design strategy acts as the reference to start a design process of implementation. By figuring out the strategies needed, research and studies can be made to strengthen the strategies and along with that, it can be used as a guideline to follow throughout the designing process. Design strategies can be approached through the case studies done by recording the similarities found in different case studies.

Accessibility Building designed for visually impaired people must be given importance to the accessibility aspects. This element helps the visually impaired peoples to access the building without facing any problem (Design, W. E. B.,2018). Some of the accessibility aspects and strategies found and used in the case studies are as follows: • Usage of right angles in building orientation. Right angles allow visually impaired to make turn easily without thinking how much the turning given in a corridor junction. This limits them to only turn left and right on a 90-degree angle. If the building has a corridor junction with different angles and without any indications, they might not know on what scale to turn around and they also might hit on the nearby wall • Straight and Equidistant Corridors. Equidistant conditions allow visually impaired students to remember the location of the start and endpoint through the corridor and also on the corridor intersection. This allows them to remember the corridor situation faster • Stairs at the edge of corridors. By placing stairs at the edge of corridors, this allows the spaces in-between are not disturbed and eases the visually impaired to find the staircase location.

• Spaces arranged in a well manner. Scattered spaces can create a troubling situation for the visually impaired to find the location. It also requires more additional navigation and indication ideas to be proposed for the clear accessibility of the visually impaired peoples.

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Figure 5.1: Floor Plan of Perkins School for the Blind (Old Block) which shows right-angled and equidistant corridors along with staircases situated at the end of the corridors Source: Samuel P. Hayes Research Library, Perkins School for the Blind, Watertown, MA

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Interactive Spaces Interactive spaces allow the user to make it multi-functional. For visually impaired peoples, it is more recommended to have interactive spaces rather than closed packed small rooms for learning purposes. This will create a less interesting situation of learning environment for them. Some of the interactive spaces introduced in the case studies are as follows: • Covered exterior spaces. It is good to have visually impaired students outside where they can feel and sense the weather in the surrounding. This could lift their spirit in learning processes.

• Outdoor activity spaces. Playgrounds, sitting areas, playing areas are best to be situated at the exterior for more freedom outside closed rooms.

• Sports facility with community engagement. Involving visually impaired students into sports helps them to concentrate more on whatever they are doing and also helps them to exercise and take care of their health.

•bGardening spaces. Help visually impaired students to be close to nature.

• Talent development spaces. By providing spaces where they can express and showcase their talents, it helps them to be confident.

Figure 5.2: Interactive spaces with multi-functional usage 55

Source: https://www.funsocialstudies.com/creating-interactive-learning-spaces-with-rapid-authoring-tools. htm

Figure 5.3: Sensory garden with different colored flowers and small games for children Source: https://gardenpicsandtips.com/category/flowersand-gardens/

Figure 5.3: Sensory garden with different colored flowers and small games for children Source: https://gardenpicsandtips.com/category/flowersand-gardens/

Sensory Garden The sensory garden is a special garden designed to stimulate all senses possessed by humans. This type of garden is very recommended for disabled peoples and also children. In some places, the sensory garden is used as a learning spot, to learn about plants. • Stimulating sensory. The sensory garden has portions of plants well-arranged according to the senses we have. For example, for the sense of smell, different fragrance flowers will be placed to stimulate our sense of smell and use it for learning purposes. • Gardening spaces. It can also be used as a gardening space where interaction among others can happen.

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Design Installation for Visually Impaired Occupants Textured Pathway – the textured pathway comes with 2 lanes (to come and go), where it has a similar design of tactile pavement points indicating the direction of flow, it also comes with different textured points (indicating reach of a space, nearby seating area, reaching an intersection point, reaching a nearby braille handrail, etc.)

Braille Handrail – proposed mostly in front of the entrance of major spaces, where it gives information about the condition of the space to be entered. Also used at staircases.

Figure 5.4: Textured Pathways and Tactile Pavements Source: https://www.123rf.com/stock-photo/blind_ lane.html?sti=of98e5yecpxk6kqhqp|&mediapopup=119063617

Braille Building Map – proposed at all entrance of spaces, where it shows the layout of the spaces which are about to be entered. This helps them to get to know the layout on their own and easy to be remembered

Figure 5.5: Braille Handrail Source: https://press.ikidane-nippon.com/en/a00005/

Figure 5.6: Braille Building Map

Source: https://www.citylab.com/design/2015/01/making-better-maps-for-the-blind/384495/

Bright colored paints – Bright colored are painted in spaces where this helps the B3 and B3 category visually impaired students to notify the obstacles and location easily

Source:

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Figure 5.7: Bright Colored Walls

https://hkbu.libguides.com/c. php?g=62413&p=401642

Audible Signals – proposed at open areas inside the building. Indicating the time, which space are you at, what are the nearby other spaces in a low tone.

Multisensory Architecture Apart from providing a design for spaces, architecture is also able to deliver the feelings and pleasure elements for the users. Most of the buildings style or the architectural elements focuses on the usage or function of the space where the interaction with the user is mainly towards the activity done in that particular designed space. Through multisensory architecture, the connection between the user and the space can be established more deeper through senses. (Sona, C. N., & Nair, S., 2014) Architecture and the Senses There are 5 main senses – sense of touch, hearing, sight, smell and taste. In addition, into these, there are also other senses which can be considered into the usage for multisensory architecture (temperature, pain, kinesthetic, etc) Touch Sensory – The tactile experience. The surrounding texture is very vast and it helps to determine the material, the smooth and roughness and the hot and coldness of a surface. Tactile cues are one of the greatest aids for the visually impaired and blind peoples as this helps them to indicate or identify on what they are touching. The only sensory which has direct connection between the world and the body.

Hearing Sensory – The auditory experience. Sound Is very omnidirectional, where the sound is able to direct the character of the space through its distributions. Most of the buildings nowadays goes with sound absorbent creating a silent blank situation.

Sight Sensory – The sight experience. Architecture basically has been pleasing the eyes most of the time or it is purposely designed to please the eyes of the users. Vision helps to stimulate other senses in our body where pleasing the design through eye is actually helps to stimulate other sense too.

Smell Sensory – The olfactory experience. Smell plays well with the memory, where a person can be brought back into times or space with the smell sensory. This can be used as a element to identify the identity too.

Taste Sensory – The oral experience. The taste sensory doesn’t much helps in the world of architecture, but colors are able to delicate details on generating oral sensations.

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Design Guidelines derived from Multisensory Architecture

Table 5.1: Design Guidelines derived from Multisensory Architecture

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Figure 5.8: Multisensory Architecture Experience at Plinthos Pavilion

Image Source: http://blendconcepts.com/2015/04/multi-sensory-experience-of-plinthos-pavilion/

Classroom Design for Visually Impaired Students Arrangement of the classroom interior need to be given a full consideration and actions of rearranging the classroom interior is encouraged to bring in an improved interior and learning environment. Considerations of lighting, proximity and access is needed even though it could be challenging. (Mwakyeja, B. M., 2013). A well-arranged and organized classroom will create a situation of independence in term of navigation where this helps the visually impaired students to independently move around the classroom, locate things to be used and use the spaces they needed without any worry.

Preparing and designing a classroom for the visually impaired need to be considered on certain rules where (Willings, C.,2019): i.

ii. iii. iv. v. vi. vii. viii. ix.

Avoid excessive furniture’s which will crowd up the classroom and block the walkways Separation of Activity Area and Learning Area need to be defined Arrangement off furniture must provide clear traffic paths.

Consideration on wheelchair users for the traffic paths.

Arrangements of shelves must be below the shoulder height.

Promoting labelling system for easy locate and literacy Good contrast of furniture, walls and floor Usage of different materials for floors and walls for tactile cues Create landmark spaces in order to create mobility skills

Image Source: https://www.perkins.org/school/public

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Figure 5.9 shows an example of classroom designed for visually impaired primary school students

Figure 5.9: Classroom Environment for Visually Impaired and Blind Students

Figure 5.10 shows an example of classroom layout which can be used for discussion session and normal learning session

(a) Discussion Layout

(b) Learning Layout

Figure 5.10: Classroom Layout 61 i

Figure 5.11 shows an example of sensor glass sliding entrance door proposed for the classroom. The sensor allows the door to be opened without the user to hold on it and warns if there is any other user on the opposite side of the door.

Figure 5.12 shows an example of table design suitable for visually impaired and blind users to use. With the placement of braille machine, the table space needed is more for other braille books and for workspace. Proposed length of table is 1.4 m.

Figure 5.11: Sensor Glass Sliding Entrance Door

The height of the table is adjustable and movable with the provided wheel.

Figure 5.12: Sensor Glass Sliding Entrance Door 62 i

Comfortable Environment for Visually Impaired Students Spaces designed must include the factors of comfortable and also safe for not only normal users but also for the disabled community. Elements of environmental design that is need to fulfill the factors of comfortable and safety is as follows: Lighting – Direct daylighting need to be avoided for visually impaired users as this can create uncomfortable glare situations to them.

Furniture – Arrangement of furniture is good to be done in a small group where this action allows visually impaired peoples to converse it easily.

Color – usage of contrast and bright color is recommended to make it easy to locate.

Installation – Installation of grab bars (with braille) along the hallway will be an added element of safety apart from the tactile pavements.

Signage – placement of signages should be at eye levels and with bigger fonts.

Addition of braille signages is also important

Chapter Summary Data collection done in the previous chapter allows the design consideration to be applied into the strategies. With that, a design attributes are able to be developed and transformed into a layout. Addition of all the other elements from the case studies allows the design strategies to be complete. It creates and identifies the parameters that are needed to create the learning environment as hat mentioned in the research objective number 2.

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Blindness Fact #5 Smoking causes blindness.

Studies show a strong link between smoking and development of Age-Related Macular Degeneration (AMD). AMD is a condition that primarily affects the part of the retina responsible for sharp central vision. AMD is one of the leading causes of blindness in older adults and has no cure. Studies from the American Journal of Ophthalmology found that smokers are 2.5 times more likely to develop AMD. Info Source: https://www.preventblindness.org/5blinding-facts-you-should-know-0

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6

6

CHAPTER 6

Conclusion & Recommendations

Introduction Conclusion

- Research Objective 1

- Research Objective 2

- Research Objective 3 Limitations

Recommendations

Introduction

Research Objective 1

Chapter 6 brings in the conclusion of the complete dissertation research that responds to the goal and aim previously stated in Chapter 1. Limitations and also the recommendations will be also discussed in this chapter.

To understand the needs and environment needed by the visually impaired and blind students in a school classroom environment.

Conclusion The aims of this research are to study and understand the type of design strategies that are suitable, comfortable and needed for the visually impaired and blind students in a learning environment such as school classrooms. Conclusions were done in-relation to the research objective as stated below: i.

To understand the needs and

environment needed by the

visually impaired and blind

students in a school classroom environment. ii.

To derive the senses and

strategies needed in a built

environment for the visually

impaired and blind

community during their

learning processes. iii.

To establish the design ideas of

architectural solutions that will

benefit the visually impaired

and blind students in their

classroom and other

learning environments.

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Understanding the required environment for the visually impaired students was the crucial part in this research. Through the interview session and the site visit, the knowledge on the needed environment became clear from the observations done.

With the observation and the explanations received, understanding and implementation on the multisensory architecture became important.

Research Objective 2

Research Objective 3

To derive the senses and strategies needed in a built environment for the visually impaired and blind community during their learning processes.

To establish the design ideas of architectural solutions that will benefit the visually impaired and blind students in their classroom and other learning environments.

Throughout the study, the main and the most sensory used by a visually impaired and blind person is the touch sensory. The touch sensory helps them the most in identifying, learning and mobilizing with the daily activities. The other sensory also plays an important role, such as the hearing, smell and sight sensory, but the touch sensory plays the major role in guiding them. With the understanding of this, the design strategies were given priority to all sensory consideration into the design attributes especially for the touch sensory.

With the study of multisensory architecture and understanding the needs of the specific environment needed by the visually impaired students, the classroom environment is able to be established in term of architectural solutions. Application of multisensory architecture along with the design guidelines prepared for disable peoples (visually impaired and blind) helps to design spaces and environments much better.

Limitation In the process of carrying out the site visit to various special schools to understand and study the design strategies and learning process, there is a time limitation for the observation and survey study. The scope of the learning aspects and architectural solution for the visually impaired can be a very broad study that will consume more time. The conducted site visit was done near the university area due to travel constraints.

Recommendation Future studies need to also include the behavioral aspects which will influence the learning process of visually impaired students, as this can change the pattern of the design strategies to be proposed. Studies on integrating the learning environment with other programs are also recommended which will help to create a new typology of the school environment and facilitates the visually impaired students in many different aspects.

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References American Foundation for the Blind. (2019). Learning About Blindness: Interacting with a Person Who Is Blind or Visually Impaired in the Workforce. 1–6. Retrieved from http://www. afb.org/info/for-employers/visual-impairment-and-your-current-workforce/learning-about-blindness/345 Architecture, A. (2019). DESIGN FOR THE BLIND : ARCHITECTURE FOR THE VISUALLY IMPAIRED. 1–5.

Design, C. (2019). 9/27/2019 DeafSpace – Gallaudet University (). 303(202), 1–7.

Design, W. E. B. (2018). Accessibility Basics : Designing for Visual Impairment.

Dischinger, M. (2000). Designing for all senses accessible spaces for visually impaired citizens. In Doktorsavhandlingar vid Chalmers Tekniska Hogskola.

Editors, A. (2019). 5 Architectural Spaces Designed to Stimulate Your Senses. 1–12.

Foundation, A., Us, A., & Loss, V. (2018). Design for Visually Impaired and Blind People. 1–6.

Foundation, A., Us, A., & Loss, V. (2018). People with Low Vision. 1–6.

Hodge, S. R., Murata, N. M., Block, M. E., Lieberman, L. J., & Lieberman, L. J. (2019). Teaching Students with Visual Impairments. Case Studies in Adapted Physical Education, 140–142. https://doi.org/10.4324/9780367824488-32 Ketua, K. A., Pendidikan, P., Penglihatan, K. U., Fizikal, K. U., Pembelajaran, M., Pertuturan, K. U., … Sosial, S. (n.d.). No Title.

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Mwakyeja, B. M. (2013). Teaching Students with Visual Impairments in Inclusive Classrooms A Case Study of One Secondary School in. 112. Retrieved from https://www.duo.uio. no/bitstream/handle/10852/36642/MasterxsxThesis.pdf?sequence=1 NASET. (2005). Characteristics of children with learning disabilities. NASET LD Report, 3, 1–26.

National Institute of Building Sciences. (2015). Design Guidelines for the Visual Environment. (May), 78. Retrieved from https://c.ymcdn.com/sites/www.nibs.org/resource/resmgr/ LVDC/LVDP_Guidelines_052815.pdf Pow, C. P. (2000). “Sense and sensibility”: Social-spatial experiences of the visually-impaired in Singapore. Singapore Journal of Tropical Geography, 21(2), 166–182. https://doi. org/10.1111/1467-9493.00073 Sona, C. N., & Nair, S. (2014). Understanding Multisensory Architecture. (August), 30–35.

Standard, D. of M. (2014). Malaysian Standard 2565:2014.

Stiff, R. E. (2004). Life as a visually impaired doctor. Bmj, 329(7457), s15–s16. https://doi.org/10.1136/bmj.329.7457.s15 Susan Carney, Susan; Engbretson, Connie; Scammell, Karen; Sheppard, V. (2003). Teaching Students with Visual Impairments Writer-Developers. Saskatchewan Learning, 126.

Retrieved from http://www.sasked.gov.sk.ca/k/pecs/se/ publications.html Theart, C., & Technology, I. (n.d.). Sensory Architecture _ Beyond Appearances.

Thorne, B. (2019). The rise of buildings for the deaf and blind.

1–8.

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Variability, R., & Using, S. (2015). Current World Environment.

9, 1–15.

Willings, C. (2019). Classroom Design Tips for Students who are Blind or Visually Impaired-Teaching Students with Visual Impairments Classroom Design Tips. Retrieved from https:// www.teachingvisuallyimpaired.com/classroom-design-tips. html# Youth Services. (2009). A handbook on learning disabilities designed by integra staff. Integra, 1–33. Retrieved from https://www.childdevelop.ca/sites/default/files/files/WAM LD handbook.pdf

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Appendix Interview Session Interview Session Details Interviewed Officer – Puan Siti Huraizah (Accessibility Senior Executive & Advisor of Malaysian Association for the Blind (MAB) Date – 6th March 2018 (11:00 am) Venue – Kompleks MAB, Jalan TEBING, Off, Jalan Tun Sambanthan 4, Brickfields, 50470 Kuala Lumpur Interview Questions and Answers Q1 – What are the main problems (in term of architectural) faced by the Malaysian Visually impaired and blind peoples?

“Even though the facilities/amenities are well provided (in Kuala Lumpur city), it is not continued thoroughly till the suburban area and most of it is being vandalized.”

Q2 – Is there any provided guidelines or acts that need to be referred for disable people’s projects?

“Yes, the MS1184:2014. It is the Malaysian Standard for the Universal Design and Accesibility in the Built Environment – Code of Practice. An amendment was done in 2017 too” Q3 – What are the syllabus provided for the visually impaired and blind students in Malaysia?

“Under the list of core syllabus provided for Kurikulam Standard Sekolah Rendah (KSSR) Pendidikan Khas Ketidakupayaan Penglihatan for Primary School Students, there are: Malaya Language, English Language, Mathematics, Science, Pendidikan Islam and Moral, Sports Activities, Arts, History, Design & Technology and Individual Basic Skills for Visual Impairment” 72

Q4 – Do Visually impaired and blind students in Malaysia go through the same education process and examination as prepared for the normal students (UPSR, PT3 & SPM)?

“Yes, with the addition of braille class and the exams papers are specially made of braille papers” Q5 – What is the latest statistics on the visually impaired and blind students’ enrolment into school?

“You may refer for the most of the latest statistics through the Department of Welfare Malaysia Website” Q6 – Is the enrolment of visually impaired and blind students in sports is getting good support?

“We already have enrollments of blind adults in the football sports who have already reached till the level of international achievements. With them being in this position, it gives a motivational support for the younger visually impaired and blind students to enroll themselves in various available visual impairments friendly sports in the nation” Q7 – Does the needs and requirements of para athletes in Malaysia is given into considerations?

“There have been ups and downs on the support that we get from the government where in some cases we don’t get full sponsorship for attending international level sports, with such situations we fully expect the help from NGO’s and from our own disable society” Q8 – What types of sports facilities that has been provided for the para athletes of Malaysia.

“For now, mainly football has been the most famous one.

Swimming, archery, goalball, and tenpin bowling is being participated too”

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Q9 – Is the combination of school academic program and sports program in the same facility encouraged?

“For me, I would say yes, because most of the time, the training session for sports for certain school which don’t have fields have to travel themselves to any nearby sports complex for trainings and so on. If there is a combined facility, time could be saved and the system could be more or less as the Bukit Jalil Sports School. With this idea we may also get more para athletes joining into more different sports” Question 6 to 9 in the interview session is followed along with the enrolment of visually impaired students in sports, following the thesis title in proposing a sports school for the visually impaired and blind students.

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Design Thesis Proposal of a combined facility, Sports School for the Visually Impaired and Blind, was done for the Vidsually Imapired and Blinds School Students (Primary and Secondary) in Malaysia. Site selected at EduCity Nusajaya Johor.

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76

77

78

79 i

80 i

Action Plan 81 i

Action Plan (continued) 82 i

Section A-A

Section B-B

North-East Elevation

83 i

North-West Elevation

Exploded Perspective

84 i

85

Sectional Perspective

86

Goalball Court Perspective

87

Public Square Perspective

88

North-West Perspective

89

Connecting Bridge Perspective

90

Front Entrance Perspective

91

Sensory Garden Perspective

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Wakaf with Ramp Perspective

Master of Architecture Faculty of Built Environment & Surveying Universiti Teknologi Malaysia Architectural Book Publication