DOMANTAY THESIS 1-Final Requirements

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018

Proposed Preschool to Secondary Special

School:

“A Center for Learning and Care for the Deaf

and Mute Community”

ARCHITECTURE DEPARTMENT

School of Architecture, Industrial Design, and the Built Environment

Mapua Institute of Technology

Presented by:

Domantay, Liezl Angelie P.

2010180018

Arch. Junar Pakingan Tablan


Adviser

Part 1: The Problem and Its Background

Chapter 1.1: General Overview

Introduction

Every child who is born in this world has the right to education. However, everyone

is not born with the same capabilities and resources as the others; some are more

intellectual while some better in sports, there are those who are rich and there are

the less fortunate ones, and of course, there are also those who have deficiencies or

the differently – abled people. In order to overcome these differences, proper

education and guidance must be given corresponding to the needs of each person.

A well designed Preschool to Secondary Special School with Rehabilitation and

Workshop Center for the Deaf and Mute would greatly help the deaf and mute

community in developing their learning skills since they do not possess vocabulary

knowledge as compared to the normal child to understand the language. This would

guide them such that they would not remain far behind the normal students not

only in school but as well in obtaining job opportunities in the future.

In the Philippines, sadly, not much school had been dedicated for the development

and proper guidance of the deaf and mute community. There are some, however,

the tuition is either too high or the facilities available is not enough.

Background of the Study

As of 2010, of the 92.1 million household population in the Philippines, 1,443,000

persons or 1.57% are with disability, and at least 120,000 of those are deaf. Not to

mention, more than one quarter or 27.9% of the population fell below the poverty

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018line in the first semester of 2012 (according to the data from the National Statistics

Coordination Board). We can say that two of the many reasons of poverty is due to

the rapid population growth and high unemployment rate. Education, as we all know

is a vital part of life. Unable to have any form of education would only lead several

problems in one’s life including unemployment which would eventually lead to

poverty. For the deaf and mute community, many schools that offer special

education are available, however, not all can afford to enroll in these exclusive

schools. And as for the available public school, tendencies are it is overcrowded, not

enough facilities, and no room for each student, therefore making the learning

process not effective at all.

Statement of the Problem

Schools across the Philippines had been really overcrowded and therefore are no

longer conducive and effective for learning. This goes for both the Special Education

Schools and regular schools. The provision of this school would help in

accommodating the growing number of students (deaf and mute) enrolling every

year. There must be adequate number of classrooms, books, and other facilities for

each student, especially for those who can’t afford to enroll in expensive private

schools. Aside from that, facilities for the proper guidance and learning of these

students are also lacking. By providing spaces for rehabilitation (counseling) and

different workshops, these students will be given a chance to express their selves

and communicate with each other through different forms of art and body

movement, as well as to develop skills in communication despite their deficiencies.

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018The primary purpose of this study is to design a preschool to secondary school with

additional spaces for rehabilitation and workshops that would cater to the deaf and

mute students. More specifically, it attempts to address the following questions:

1. What facilities and additional spaces in the present schools for the deaf and

mute should be added to make learning more effective and efficient for these

students?

2. What kind of design or environment must be incorporated in the school to

make the overall atmosphere suitable for learning and at the same time

inspire and encourage the students to do well in school?

3. What factors should be considered in order to make the classrooms

comfortable for learning?

4. And lastly, what innovations could the researcher provide for the

improvement of the learning environment as well as the learning process

itself of these students?

Project Goals, Objectives and Strategies

The goal of this study is to design a learning environment most perfectly fit for the

needs of the deaf and mute community. It aims to provide additional spaces and

facilities necessary for a more effective learning atmosphere for these students.

Also to provide an affordable, yet, still of suitable environment for education since

the school to be designed is dedicated especially for those who couldn’t afford to

enrol in expensive special schools. And lastly, this study also aims to accommodate

the growing number of students, deaf and mute, enrolling every school year.

Significance of the Study

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018As we all know, here in the Philippines, not much attention had been given for the

development of a school dedicated for the learning and growth of the deaf and

mute community. There are some, however, most of them are too expensive or

some facilities are still lacking. Another factor that must also be considered is the

growth in the number of students enrolling every year most especially in public

schools.

Thus, this study would be beneficial for the deaf and mute community, especially

for those coming from low – income family classification. And, by making these

students more productive and efficient in school - therefore making better citizens

for the future, this study would also then benefit the country as a whole.

Scope and Limitation

The study will only be limited to the architectural problems involved for the design

of a special school with rehabilitation and workshop centers dedicated for the deaf

and mute. It shall focus on an innovative approach for the planning and designing of

the said school and the additional spaces and facilities within its perimeters.

Assumptions

The researcher assumes that a well – designed and well – planned school for the

deaf and mute would bring about benefits for the education/learning process of the

special student as well as for his future. Based on this assumption, proper analysis

and data gathering, and design process must be followed in order to come up with

the best solution for the presented architectural problem.


Conceptual Framework

Analyze the gathered data

Interview and conduct Surveys

Case Study

Methodologies

Analyze the Problems with the Present similar

structures

Come up with new ideas for the design and plans of

the structure

Research, Gather Data

Proposed Preschool to Secondary Special School with Rehabilitation and Workshop

Center for the Deaf and Mute


Definition of Terms

1. Deaf – lacking the power of hearing or having impaired hearing

2. Mute – unable to speak

3. Rehabilitation – refers to a process by which persons readapt to society

after acquiring impairment

4. Habilitation – is a process by which persons born with impairments learn life

skills

5. Special School – school designed for children with special educational needs

6. Inclusive School – an educational experience where every child shares in all

facets of ongoing education that will meet his/her unique needs


Chapter 1.2: Review of Related Literature and Studies

Related Literature

In an article written by Amanda Milam-Porteous (2008), she had mentioned that

there is a huge range of situations that one would need to consider when designing

a school building for the deaf. The building could develop into its full potential if the

design team collaborates with the deaf community about its functionality.

In another article by John Dickinson (2012), deaf people inhabit a highly visual

world. He mentioned that his works frequently focuses on “de-institutionalizing” so

externally, the facility should be open and inviting, instead of a boxy institutional

space, and should clearly communicate the highly visual nature of the activities

inside. The building should establish its own strong visual identity.

According to Kevin Knight (2012), education essentially includes the process of

encouraging, strengthening, and guiding the faculties, whether of mind or body, so

as to make them fit and ready instruments for the work they have to do; and, where

the need exists, it must include, moreover, the awakening for the first time into

activity and usefulness of some faculty which, but for the awakening, might remain

forever dormant. As regards intellectual development, the deaf individual is the

http://www.newadvent.org/cathen/08066a.htm

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018most handicapped of the afflicted class. The term "deaf and dumb", so frequently

applied to that class of individuals who neither hear nor speak, is becoming

obsolete among the educators of the deaf, as it implies a radical defect in both the

auditory and the vocal organism. Persons who are born deaf, or who lose their

hearing at a very early age, are unable to speak, although their vocal organs may

be unimpaired. They become dumb because, being deprived of hearing, they are

unable to imitate the sounds which constitute speech. To correct the error involved

in the term dumb, it is customary to speak of human beings who do not hear and

speak as deaf-mutes, a term which implies that they are silent, but

not necessarily incapable of speaking.

Related Studies

Local

Southeast Asian Institute for the Deaf – Miriam College

The First Total Communication School in the Philippines

Miriam College-Southeast Asian Institute for the Deaf (MC-SAID) is dedicated to the

total development of each deaf child who comes under her care and direction. They

believe that within each child who is deaf lies the same potential for future growth

that is inherent in all children.

MC-SAID provides an environment which will nurture and render fruitful the talents

and creativity which we believe each child possesses.

Programs:

Integrated Family Communication and Education Program

http://www.newadvent.org/cathen/09580c.htm




o Sign language classes in three curriculum levels: beginners,

intermediate and advance are offered to parents, siblings, guardians

and caregivers of students. Seminars on topics such as Reading,

Communication, Discipline, Emotional Quotient and the like are also

provided to the parents.

Deaf Awareness Program

o The Program is directed to friends of the deaf and the community in

general. It has for its objective the fostering of awareness and

understanding by the different members of the community of deaf

people and the challenges brought about by their disability. Deaf

awareness seminars and sign language classes are provided to the

different members of the community.

Figure 1.2.A

Interaction Program

o Interaction with other deaf communities as well as society at large

through outreach programs and interaction with different schools are


part of the yearly activities of MC-SAID. The favored location of MC-

SAID in a regular College campus provides an excellent atmosphere

that promotes the ideal physical, social and academic integration of

the students with their hearing peers at the elementary, secondary

and college levels within the school campus and from different schools

that surround MC- SAID.

Figure 1.2.A

Co-curricular Program

o To ensure a wholistic development for its learners, MC-SAID provides

activities that are designed to meet the needs of and stimulate

interests expressed by the students. As much as possible, these

activities cover a wide range of abilities; ensuring equal opportunities

for all students to participate in such programs. Regular club meetings

once a week are always a welcome break from the daily grind of

classroom instruction. These clubs include dance and theater, sports

and arts and crafts.

Speech and Auditory Program


o Speech and Auditory Training Program is a special learning area

wherein students are provided with opportunities to develop, enhance

and maximize their capabilities in oral communication.

Figure 1.2.C

Guidance and Counseling Program

o Schools everywhere are trying their best to meet the ever increasing

needs of children and the expectations of today’s society. Educators

and parents are challenged to educate all students at an ever-higher

level of literacy to meet the demands of an internationally competitive,

technological marketplace. However, our students also have to

contend with some issues that may arise from their disability. As a

response, the school provides for programs that would ensure that

students are emotionally cared for.

Tutorial Program

o The school believes that it is the duty of the parents to supervise their

children in their school work. However, if parents feel the need for

additional help, the school offers tutorial assistance to its students on

all subject areas.

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018School of Deaf Education and Applied Studies (SDEAS) De La Salle –

College of Saint Benilde

The school strives to be a leader in learner-centered Deaf education. With various

programs and services, it ensures that equal access to opportunities and the

diverse needs of its students and professionals are addressed.

Aside from academics, SDEAS provides holistic services for its students through its

support centers in deaf esteem and formation as well as in partnership and in

development

Foreign

Deyang School for Deaf & Intellectually Disabled Children/ China

Southwest Architectural Design and Research Institute Corp. Ltd


Figure 1.2.D

Architects: China Southwest Architectural Design and Research Institute Corp. Ltd

Location: Deyang, Sichuan, China

Architect In Charge: Liu Yi

Design Team: Tang Minghao, Yang Jing, Huang Wei, Tang Rongping, Zou Min, Hu Dajian, Yao Yuan

Area: 7998.0 sqm

From the architect. Deyang School for Deaf & Intellectually Disabled Children is a

charitable educational institution, recruiting children with talking and hearing

disabilities or mentally retarded pupils. The school includes teaching, sports and

accommodation facilities.

Figure 1.2.E

‘Home’ is as the prototype of the design, expressing the special concerns for the

children on campus. By dividing the campus into small-scaled sloped-roof different-

sized buildings around a central courtyard, they form a miniature village. The rooms

in each building are oriented towards the atrium that following the relationship of

‘Rooms’-‘atrium’-‘courtyard’ to create multi-level interactions between private and

public spaces, which not only respect the pupils mental needs but also their activity

routines. The ideas of sloped roofs and square windows are originally from

http://www.archdaily.com/tag/deyang/

http://www.xnjz.com/

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018children’s drawings, which refers to their imaginations of homes that expressing the

warmths and belonging from their hearts.

Figure 1.2.F

The atriums, courtyards, as well as the different-sized windows provide various

opportunities for those special children to explore the world from different heights,

inspiring them enhance the interactions with each other and discover the

surrounding world together, which helps developing intelligence better. Architecture

is becoming the tool of education.


Figure 1.2.G

Karen Schauwers, Steven Gillis, Kristin Daemers, Carina De Beukelaer,

Geert De Ceular, Marjan Yperman, and Paul J. Govaerts (2004). Normal

Hearing and Language Development in a Deaf – Born Child.

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018Deaf-mutism has always existed. It is a communication disorder that is caused by a

severe congenital hearing impairment, which is almost always located in the

cochlea (the inner ear). The prevalence of such profound deafness in the Western

world is approximately 1 per 2,000 newborns (1-4). The condition leads to extensive

psychological, emotional, and social harm, and in many cultures deaf-mute children

and adults have been considered outcasts and treated as such. Even today, deaf-

born children still face many problems at different levels, despite the many efforts

to support them and to include them in the hearing society.

Chapter 1.3 Research Methodologies

Research Design


For the study, the research method utilized by the proponent was by conducting a

case study by visiting and investigating existing schools for the deaf and mute. It

involved interviewing some students and faculty members. Existing facilities related

to the said study were analysed, observed and some of its users were interviewed

as well. Aside from that, data from the reliable internet sources were used to gather

more data useful for the study. Survey forms were also distributed to different

parents of children who are deaf and mute. Descriptive method was also used by

the researcher since the data gathered and analysed were systematically described

in the study.

Case Study 1: Philippine Institute for the Deaf

The Philippine Institute for the Deaf (PID) is a private special school funded by the

Sergia G. Esguerra Memorial Foundation (SEMFI). It aims to help children with

hearing impairment, or those who are hard of hearing, to learn to speak and listen.

Most of these children come from families who can’t afford to enrol their children in

expensive special private schools.

The programs/facilities offered in the school include:

o Speech – Language Therapy

Speech correction teachers provide daily speech and language

therapy to all of the children at SEMFI.

Speech correction teachers incorporate classroom thematic

units into therapy activities.


Figures 1.3.A-B: Thematic Classroom Units

Speech and language evaluations are conducted quarterly (four

times a year) to document progress and facilitate goal

development.

Speech therapy, aural habilitation, and academic tutoring are

available to current or former PID students, and also to those

enrolled in other schools.

Services are provided through their speech and hearing

department – the speech lab, a one-on-one speech clinic.

o Family Counselling and Training (guidance)

PID parent-professional-infant program called “sound

beginnings” is an early intervention designed for families with

infants or children (1-3 years old) who have been newly

diagnosed as having a hearing loss.

Through sound beginnings, these young children are provided

with the educational foundation preparing them for the formal

classroom environment when enrolled in PID preschool program

o Audiological Services (speech)


The hearing clinician at PID provides daily aural habilitation

therapy to their day school children.

They assess each child’s auditory skills and derive goals

designed to further develop their listening skills.

They offer other services such as complete audiological

assessment, otoscopy, hearing aid fitting and/or cochlear

implant referrals and hearing aid troubleshooting.

Free hearing screenings are offered to the public once a year

o Other Services (guidance)

In addition to their classroom teaching, PID offers other special

programs and services that are designed to help their current

students, former students, and the community. They offer

mainstream consultation services, professional outreach and

hearing screenings.

o Preschool and Grade School Programs

The PID day school offers preschool classes for 2 – 6 years old

and grade school for children ages 7-14 years.

Classes are offered on a full-time basis, five days per week,

preschool is from 7:20 am to 11:00 am and grade school is from

7:20 – 2:00 pm.

The children in these classes participate in a conventional

preschool & grade school curriculum prescribed by DepEd, with

“hands-on” experiences designed to promote the development

of social, cognitive, perceptual, motor, and language skills.


All children at PID receive the added benefit of individual and

group therapy sessions to develop/correct and further enhance

their development of speech, language and listening skills.

o High School Program

The ISP day school program offers classes for children ages 12-

30 years. Its year – round school provides academic classes for

the junior high (grades 8-11) and senior high (grade 12) on a full

time basis, 5 times per week, from 7:30 am – 3:30 am.

They follow the prescribed DepEd curriculum for secondary

education, with particular focus on speech and communication

skills.

Aside from these programs, the school also has the Miracle theatre, which allows

the students to perform on stage and dance, sing, and do things that highlight their

speaking abilities.

This school, instead of teaching sign language, discourages it and promotes lip

reading and speech to communicate with the normal people.



FIGURE 1.3.G: Showing the Science Lab FIGURE 1.3.H: Wall Painting Activity (in

front of the play ground)

FIGURE 1.3.I: Grade school

room

Case Study 2: Mandaue City Central Integrated SPED School

The Mandaue city central integrated sped school is located along Catalino Ll. Ouano

St., Centro Mandaue City. It belongs to the Central District. Housed in a 16-room

building complex, the center provides education to special children classified into:

Intellectually disabled, hearing impaired, and visually handicapped.


FIGURE 1.3.J: High School Classroom

FIGURE 1.3.K:

Hallway

FIGURE 1.3.L: Computer Room

FIGURE 1.3.M

This area usually serves as the quadrangle or gym of the students (since they do not have a covered

gym)

FIGURE 1.3.N

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018This school doesn’t have many facilities for the deaf and mute students. They

practice sign-language for the students, unlike PID which focuses more on teaching

speech as the medium of communication of the students.

Based upon the observation through the site visits conducted, the following

behavioural pattern was observed.

STUDENTS

FACULTY MEMBERS

ADMINISTRATION DEPARTMENT

Population and Sampling

Preschool to secondary special education schools, specifically the ones dedicated

for deaf and mute students are the main population that would be studied by the

researcher. The mode of sampling chosen for the study is random or non - quota

sampling.

Research Instruments

The tools and instruments used in gathering data were through observations and

Interviews. In the observation, by visiting similar structures, the use and flow of the

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018spaces were identified, present facilities were determined, as well as the lacking or

insufficient facilities. As for the interview, some students (deaf and mute) were

interviewed and asked for their opinion in the design and arrangement of the

spaces in their school relating to its effectiveness in their studies. They were also

asked for what certain spaces, facilities should be added. Some available faculty

members were asked the same questions too. Another instrument utilized was

through questionnaires.

Chapter 1.4 Summary of Findings and Analysis

Presentation of Collected Data

In this part of the study, the data gathered by conducting a case study is

summarized and analysed and is discussed in a more systematic manner.

Based on the collected data, the following are the spaces used for the observed

schools for the deaf and mute:

ROOMS

Classrooms (1.40 sq. m. per place – based on the DepEd Educational

facilities Manual)

o Preschool - desirable number of students per classroom is 25

o Grade School - desirable number of students per classroom

is 45


o High School - desirable number of students per classroom is 50 –

55

Music Room

Common Toilets

o Male

o Female

Canteen

o Preschool & Grade School

o High School

Science Lab

Library

Gym

AVR/ Multi – Purpose Rooms

Additional Facilities

o Speech Laboratory

o Hearing Clinic - for the audiological services (speech)

o Sound Beginnings Session Room – for the family counselling and

training (guidance)

o Consultation Room – mainstream consultation services (guidance)

Waiting Areas (to be picked-up by school bus or parents)

CLINIC and HEALTH SERVICES

PLAYGROUND

FACULTY

Faculty Room

o Preschool – Grade school


o High School

Guidance Counsellor

Conference Room

Eating Area

Toilets

ADMINISTRATION

Information

Admissions

Accounting

Alumni Centre

Eating Area

Toilets

SECURITY AREAS

MAINTENANCE, ELECTRICAL, MECHANICAL

PARKING AREAS

Interview Result

Name: Ma. Delia Q. Miñoza

Occupation: Principal (Mandaue City Central Integrated SPED School)

Results:

Q: What are the available programs for the hearing impaired students offered by

the school?

A: Aside from the self-contained class, the school offers vocational skills

training like:

Haircutting for men Culinary


Carpentry

ICT

Cultural (Dancing)

Electricity

Garments

Cosmetology

Handicrafts

Mug & T-shirt

printing

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018Q: What are the difficulties/ problems encountered in teaching the hearing

impaired?

A: Attitude towards studies and assigned tasks. They also have poor

retention due to their two disabilities (problem in hearing and speech).

Q: What are the facilities present in the school for the hearing impaired?

A: Computers, laptop, LCD projector, computer printer, TV set, radio/cassette

player, and materials & equipment for the different vocational skills training

Q: Are the facilities enough and sufficient?

A: No.

Q: What kind of design or environment must be incorporated in the school to make

the overall atmosphere suitable for learning and at the same time inspire and

encourage the hearing impaired students to do well in school?

A: A standard classroom wherein they can move freely and with wooden floor

for them to detect sound vibration. They can hear through vibrations.

Name: Jenny Tesio Garciano (Deaf – Mute)

Occupation: Student (Mandaue City Central Integrated SPED

School)

Results:

She is one of the few students asked regarding the efficiency of the available

facilities and spaces in their school. According to her, “our school teaches us how to

communicate well with each other (to their fellow deaf and mute students).

However, lip-reading and how to speak (speech proficiency) is not being taught here

so much.” Also, she mentioned that the school is very clean and orderly, but better

designs should be added to inspire the students to study and work harder in school.


Name: Lorelei Domantay (Deaf)

Occupation: Student (Mandaue City Central Integrated SPED

School)

Results:

Just like Jenny Garciano (the first interviewee), she said that this school doesn’t

have much facilities for the speech development program of the students. Also,

there was no gym allotted, only an open space behind the school. For her, the

school should have a center where all the students (all high school levels) could

come together to do certain activities that would help encourage them to

communicate with one another.

Survey Results

73%

27%

73% of the respondents said that the school their children are enrolled in utilizes sign laguage as a means of commu-

nication

Sign Language Speaking & Lip Reading

CHART 1.4.A: Showing the results of Question 2 (check appendix B for reference)


9%

91%

91% of the respondents prefer speaking and lip reading for their children

Sign Language Speaking & Lip Reading

CHART 1.4.B: Showing the results of Question 3 (check appendix B for reference)

11%

16%

21%43%

9%

Only 11% of the respondents think that their child's school has adequate facilities

Strongly agree Agree Not sureDisagree Strongly disagree

CHART 1.4.C: Showing the results of Question 5 (check appendix B for reference)


15%

27%

8%

43%

7%

Almost half of the respondents thinks that the design of their child's school does not encourage and promote learning


CHART 1.4.D: Showing the results of Question 6 (check appendix B for reference)

26%

53%

19%

2%

More than half of the respondents answered that the design of the school of their children promotes safety and well-be-

ing


CHART 1.4.E: Showing the results of Question 7 (check appendix B for reference)


6%

21%

27%

43%

3%

43% of the respondents answered that the plan and design of the school of their child doesn't fit the needs of their child

as well as the other hearing impaired


CHART 1.4.F: Showing the results of Question 8 (check appendix B for reference)

Presentation of the Collected Data: Strengths, Weaknesses, Opportunities,

and Threats (SWOT)

Based on the result of the interviews, case study, and observations, the following

strengths, weaknesses, opportunities, and threats could be derived.

Analyses on the Strengths of the Facility:

The following are the strengths or positive impact of the project:

There would be more facilities available for the education of deaf and mute

community

o This would open new doors, new opportunities for these students

especially for their future

o Better training and education would be passed on to them


o This will help and encourage them overcome their differences with the

normal people in terms of their communication skills

Promotion of a pleasant learning environment

o As it had been mentioned, these students, due to their inability to

hear, are highly visual. Taking that in mind, the design must encourage

these students to do well and work hard in school.

o At the same time, the design must also keep them in the mood and

should be interesting to look at

Promotion of green architecture design for a well – ventilated school

Promotion of health and safety

o Area for clinic services would be provided

o Visual symbols for safety purposes would be all over the campus

Rooms would be designed specifically for the hearing impaired users

o Unlike in the present schools, wherein most rooms are designed like

any ordinary room, four walls – rectangular in form, this study would

focus on designing specific rooms based on the needs of the users

(hearing impaired students)

There would be an adequate space for each student in the classroom

o Standards, desirable area per student and teacher to student ratio

would be used in the design of each room

Analyses on the Weaknesses of the Facility

The following are the weaknesses of the project


There are already a lot of schools present for the deaf and mute

o As of now, there are already a lot of these schools all around the

Philippines. However, most of them aren’t really designed for these

kinds of students and lack the facilities needed. Yet, Filipino families

still tend to attend these schools for economic reasons.

Tuition Fee might be costly

Analyses on the Opportunities of the Facilities

The school’s facilities would be able to accommodate more students knowing

that every year there is an increase in the number of deaf and mute students

enrolling

Opportunity to provide these special children a better future and become

more productive citizens through good education and proper guidance

o Through proper guidance, with the right facilities, better persons could

be created

o The learning environment has a great impact on the studies of a

person as well as on what kind of person he/she becomes after

graduation

Opportunity to train these students to be confident and not be afraid to

compete with normal people

Analyses on the Threats of the Facility

Natural and man-made factors that could destroy the design of the facility

Hazardous threats (like air pollution, etc.) – dependent on the chosen site

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018Need Analysis

In this part, the needs in order to fulfil the study are analysed and stated. The

following are the needs of the facility:

Proposed spaces and design that will catch the attention of the students and

their parents and encourage them to pick this school.

Safety signs and symbols

o This will guide the students on what to do and where to go in case of

emergencies

Flexible spaces that utilises changes in school equipment

Spaces for future expansion of the area

o As we know, every year the population grows, we should always be

ready for it.

Modern yet with a touch of be “at home” feeling design approach of the

façade as well as the overall design of the structure.

o The school must adapt with the technological changes happening right

now, yet, at the same, one must never forget that schools are like the

second home of every child. It should make the children feel at home

and comfortable at school.

Green Design

o A well ventilated learning environment must be provided to help

encourage students study harder; as we all know, students are more

productive in cooler temperatures than when exposed to heat

(classroom activities only)


o Planters should be available, open spaces like parks and gardens too.

This will make the students appreciate the nature and learn to respect

it knowing its importance.

Open and enclosed spaces for physical activities

Well – planned drop-off and pick-up area, as well as waiting sheds for the

students

Additional spaces/areas designated for clubs/organizations (theatre, sports,

and arts and crafts)

Chapter 1.5 Conclusions and Recommendations

After collecting and analysing the data which were presented, the proponent

concludes that there is indeed a need for such facility here in the Philippines. It

would benefit the deaf and mute community, as well as the whole country in

general by providing opportunities for the specially-abled students, specifically the

hearing impaired and mute, to promote their knowledge, talent, and competency in

the different aspects of life.

Knowing that there are already many schools built for the same purpose, the

proponent must see to it that the design and development of the project must

address the problems encountered in the present schools and have new ideas and

innovations that would make the school unique and effective, and in end,

encourage parents to enrol their children in the school.

Part 2: Research Focus

Chapter 2.1 Rationale

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018The focus of this study is to provide a design and an architectural innovation that

would bring about the best possible solution to the architectural problems present

in the available school for the deaf and mute within the Philippines. It was the

chosen field of study because although there are organizations, both in the private

and government sectors, dedicated for the welfare and growth of the deaf and mute

community, there is still a notable lack in the facilities and attention provided for

them within the country most especially in the schools. Many schools offered special

education for these students; however, they fail to maximize the full learning

potential of these students due to the inappropriate design and inadequate

facilities.

In a more global sense, an architect from the New York, Arch. John Dickinson, who

has a hearing impairment himself, designed an educational facility based on the

needs of the deaf and mute community. Becoming deaf from spinal meningitis at 2

years old, it didn’t stop him from getting a degree in architecture and he even

turned out to be a successful one. He has worked on many projects for hearing –

impaired and special – needs users, but this specific emphasis has not limited

business opportunities for their firm. Here in the Philippines, however, rarely had

any hearing impaired or specially-abled been recognized for such achievements.

This should be a wake-up call for us that it is time for us to give attention to their

needs. Overall, this study is conducted because the proponent believes that quality

education could be communicated through architecture.

Chapter 2.2 Principles and Relevance to the Project

Deaf Space Principles

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018A connection with another

person is the core idea of

Deaf Space.

The deaf have greater

need for unobstructed

views. Columns and

physical obstructions get

in the way of

communication.

Thoughtful placed

skylights can serve as an

impetus and intuitive

guide for movement.

Plain crosswalks are

inferior to color coded,

textured, and well-

organized crosswalks,

having thoughtful

orientation to points of

interest in the vicinity.

With increasing number of

communicating people,

the group shape tends to

take the geometry of a

circle. Settings having

sharp corners are

cumbersome for deaf

people.

Corners should be opened

for the visual access by

soft transitions. This is a

safety matter-blind

corners can cause

collisions.

The opening of doors

should not obstruct the

movement of people

walking in corridors.

A school disconnected

from its community by

fences or barriers tend to

isolate students – might

make them feel

imprisoned. If possible

connectivity, openness

and access to the

surroundings is desirable,

adding cohesiveness to

the environment within

and without the school.

Stairs can be an

obstruction for

conversation; a ramp

serves as a guide.

Intentionally framed views

will connect the viewer

from inside to outside and

from space to space,

maximizing the visual

sense and cohesiveness of

the structure.

Chairs should be equipped

with rollers and low

handrests, allowing users

more movement, comfort

and convenience

Buildings should be

oriented in their site with

thoughtful relationships to

traffic paths moving

among the buildings and

to logical points offsite.

Footpaths are main traffic

arteries for children, and

without attention to them,

the building could become

disengaged from the site.

Pathways for

communication need to be

wide. Deaf people face

Adding visual sense to

items commonly of

auditory nature only (e.g.

Obstructions in paths of

pedestrian circulation are

to be avoided whenever

A thoughtful classroom for

the deaf incorporates

ample visual aids so that

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018cumbersome and

potentially dangerous

situations when carrying

on a conversation on a

narrow sidewalk.

adding flashing light to a

sound of bell) allows the

device to be effective for

everyone.

possible. Borders can and

should be indicated by

textures and colors in the

pavement.

these can take on a higher

burden of the means of

communication from the

usual mix. Visual

communication will serve

the hearing and deaf

equally well.

Reflections extend the

sensory reach.

Transparent doors are

best when appropriate; if

the door obstructs views

at least a small viewing

port is most welcome.

Contrasts between light

and dark and colors are a

great aid to the deaf in

visualizing signing. Those

who must maximize their

signing visibility (i.e.

interpreters signing before

large groups of deaf)

thoughtfully choose

clothing color that will

make their hands stand

out.

A traditional linear

arrangement of seating

severely restricts visual

access among students. A

circular, flowing seating

arrangement allows

everyone to see and

communicate with

everyone else.

A collective way of being

prevails in the deaf

community; creating an

environment that is more

of a community is

essential.

Railings should never

become visual

obstructions; glass

railings, balustrades with

ample visual openings are

available in any style to

meet the need.

Placing of landings at right

angles of orientation will

allow the deaf to more

easily communicate while

they are at some

distances from each other

and using the stairs

Traditional hallway corners

are not optimal for the

deaf. Rounded corners are

better, and perhaps the

best arrangement consists

of transparent corners,

allowing visual clues and

opening up lines of sight

and distribution of light,

while not losing floor area

to the corridors.

Harsh lighting, abrupt

transitions to dark/uneven

lighting are not welcome

Transparent elevators are

most welcome and can

provide a special benefit


to anyone and create

extra problems for the

deaf, particularly those

living with Usher

Syndrome. Great care

must be taken to create

soft, pleasant illumination.

Use of natural lighting is

desirable.

to the deaf who can

communicate from inside

the elevator to those

without, a possibility not

afforded to those who

cannot sign.

TABLE 2.2.1: Deaf Space Principles. Adapted from a material in Bauman 2010 and Byrd & Consoli

2007.

Design Principles of John Dickinson, AIA

1. De-Institutionalize Deafness

“Most schools for the deaf and the blind built between the 1800s and 1970s

were designed to look like mental hospitals, because they were often under

the aupices of the state agencies. My work frequently focuses on de-

institutionalizing these places. Externally, the facility should be open and

inviting, instead of a boxy institutional space, and should clearly

communicate the highly visual nature of the activities inside. The building

should establish its own strong visual identity. Inside, excessive brightness,

improper lighting, or glare can lead to eye fatigue, difficulty seeing materials

or screens, difficulty distinguishing between materials and the background,

diminished physical productivity, and unwanted physical discomfort.”

2. Merging Education and Residential Architecture


The idea is for a design that the deaf, blind, and other special–needs students

can feel they are going to school and going homes, without feeling barriers

around them. Interventions include wider corridors so students can walk side-

by-side and communicate with each other easily, and classrooms designed so

that students can see each other at all times when they raise their hands and

answer questions.

3. New Urbanism’s Special-Need Benefits

The vision for the design of the campus includes mixed-use residential and

retail areas, shops along the street, and open spaces. This helps to

deinstitutionalize the campus and make it feel more like a traditional

neighbourhood.

Chapter 2.3 Application to the Project

Design Concept & Innovation

Aside from the design guidelines and principles, the proponent would be using wood

for the flooring of most of the classrooms. According to Maria Delia Q. Miñoza,

principal of Mandaue City Integrated SPED School, standard classrooms should have

adequate space wherein students could move freely with wooden floor for them to

detect sound vibration, they can hear through vibrations. A study by Dr. Dean

Shibata proved that the experience of deaf people have when ‘feeling’ music is

similar to the experience other people have when hearing music. And that the

perception of the musical vibrations by the deaf is likely every bit as real as the

equivalent sounds, since they are ultimately processed in the same part of the

brain. He also said that, “Vibrational information has essentially the same features

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018as sound information – so it makes sense that in the deaf, one modality may replace

the other modality in the same processing area of the brain. It’s the nature of the

information, not the modality of the information that seems to be important to the

developing brain.”

Functional Space Requirements

Whatever the design of the building is, the school must have a suitable

allocation of space to various functional areas. Proper allocation of spaces and

adequate room sizes are a must. When these spatial requirements are followed, the

full potential of the school’s function could be maximized therefore, quality learning

would be delivered to the students.

Visibility, Lighting, and Building Orientation

Ideally, the school should be oriented to the sun to maximize the natural day

lighting potential, minimize morning and late afternoon glare from the sun on the

west and south skies, and prevent excessive solar heating on the south side of the

buildings. Necessary lengths of sunshades, cantilevers, and window placement and

heights to take best advantage of natural light must be followed. The building

orientation would greatly affect the students’ comfort while inside the school. and

as we all know, comfort plays a big role in a student’s attention, listening, and

learning span.

Deaf Principles & New Urbanism

The following principles should be applied to the design of the school:

Physical definition of public spaces for shared use


Seamless linking of an individual architectural project to its

surroundings, transcending style

Reinforce safety but not at expense of accessibility and openness

Architectural consistency with local climate, topography, history, and

building practice

Encourage walking and neighbour interaction

Buildings should provide inhabitants with a clear sense of location,

weather, and time; natural heating and cooling are preferred

FIGURE 2.2.1: Influences Informing

Deaf School Design adapted from a thesis of Katrina A. Tsymbal.

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018Part 3: Site Identification and Analysis

Chapter 3.1 Site Selection Process

Criteria for Selection

The proposed preschool to secondary special school for the deaf and mute must be

located in a province where it will be most beneficial for the people living there. The

number of deaf and mute students within the community and number of the already

available schools and facilities for them would greatly affect the site selection

process. Since no available source could provide the exact count for the number of

hearing impaired and mute within a region, the proponent based the population

count according to the 2010 Census of Population and Housing (2010 CPH); Region

IV-A had the highest number of PWD at 193 thousand, followed by the NCR with 167

thousand, and then Region III with 139 thousand. The following criteria would be

used to evaluate which region would be the best location for the project:

1. Population of deaf and mute students – it is important that the site will be

located in a province with a large number of users to maximize the possible

number of beneficiaries of the said project.

2. Number of schools already available within the area – areas that are without

or with less available schools and facilities for the deaf and mute would likely

be a better location for the project.

3. Climate – Macro climate of the province

4. Resistance to natural hazards – this includes the following:

a. Typhoon and flooding

b. Earthquakes

c. Volcanic Activity


5. Links to transport networks

TABLE 3.1.A

MACRO SITE RATING – REGIONAL LEVEL

SITE CRITERIA

REGIONAL

REGION IV-A

CALABARZON

NATIONAL

CAPITAL REGION

REGION III

CENTRAL

LUZON

POPULATION 10 9 8

SCHOOLS AVAILABLE 8 8 8

MACRO CLIMATE 8 9 8

RESISTANCE FROM TYPHOON &

FLOODING

9 8 8

DISTANCE FROM VOLCANIC

ACTIVITY

7 10 8

DISTANCE FROM FAULT LINES 9 9 7

LINKS TO TRANSPORT NETWORKS 8 10 7

TOTAL 59 63 54

AS SHOWN IN TABLE 3.1.A: The Region of NCR tallied the highest rating among the three.

Rating reference: 10 – highly desirable, 1 – least desirable

Among the cities of NCR, Quezon City is the most populous area in the region

making up 23.3% of the total regional population. It has links to several transport

networks and the land use zoning is comprised majority of residential units and

some small to big scale commercial structures which makes it the most suitable

area for the project. The traffic within the area is usually just light to moderate

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018traffic, unlike in the other parts of NCR (Manila, Makati, Paranaque, etc.) which

usually have heavy flow of traffic especially on rush hours.

TABLE 3.1.B

MACRO SITE RATING – PROVINCIAL LEVEL

SITE CRITERIA

PROVINCIAL

DISTRICT

1

DISTRICT

2

DISTRICT

3

POPULATION 6 9 5


MACRO CLIMATE 8 8 8

RESISTANCE FROM TYPHOON &

FLOODING

8 8 8


ACTIVITY

8 8 8



TOTAL 55 56 53

TABLE 3.1.C

MACRO SITE RATING – PROVINCIAL LEVEL

SITE CRITERIA

PROVINCIAL

DISTRICT

4

DISTRICT

5

DISTRICT

6

POPULATION 7 8 8


MACRO CLIMATE 8 8 8

RESISTANCE FROM TYPHOON & 8 8 8


FLOODING


ACTIVITY

8 8 8



TOTAL 56 57 56

AS SHOWN IN TABLE 3.1.B-C: District 5 tallied the highest rating among the three.

District 5 of the city of Quezon in the National Capital Region (NCR) tallied the

highest rating and will therefore be the site for the project.

Site Selection Criteria

In determining the strategic location of the proposed facility, the researcher

established the following factors as the criteria for the micro site selection:

1. Natural Factors

a. Site Topography – The physical features of the site including the

geography, slope, soil –type, and vegetation should allow the

buildability of the structure.

b. Site Area – The size of the site should be adequate to meet the

programmatic space requirements for the proposed project. The

site are ahould also provide room for building expansion and/or

activity use expansion.

2. Cultural Factors

a. Land use and Zoning – Local planning departments classify the

areas according to the specific land use and occupancy.


b. Accessibility

c. Distance from the houses of the beneficiaries

d. Freedom from air and noise pollution

e. Proximity to other schools of the same type

3. Aesthetic Factors

a. Site Visibility – The site location must be easily seen and situated in

an area wherein the building can attract users.

Site Option Description

Site Option 1

FIGURE 3.1.A: Site Option 1

Location: Barangay Fairview, Quezon City, Metro Manila

Total Land Area: 9,800 sq. m.

Lot Type: Corner Lot

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018The first site option is along Regalado Avenue and Lyric Street. The site is

surrounded by residential buildings and different small scale commercial units. A

church and hospital is also located right across the Regalado Avenue. Jeepneys,

tricycle are easily accessible from this are.

Site Option 2

FIGURE 3.1.B: Site Option 2

Location: Barangay Novaliches, Quezon City, Metro Manila


Lot Type: Corner Lot abutting 3 or more streets

The second site is near the Republic Avenue. It can be accessed through 3 minor

roads. It is surrounded by residential units at every side of the site.


Site Option 3

FIGURE 3.1.C: Site Option 3

Location: Barangay Fairview, Quezon City, Metro Manila


Lot Type: Corner Lot

The third site is also just near the Regalado Avenue. However, it can only be

accessed through a minor road intersecting Regalado.

TABLE 3.1.D

MICRO SITE PLANNING – PROVINCIAL LEVEL

SITE CRITERIA OPTION OPTION OPTION


1 2 3

TOPOGRAPHY 9 8 7

SITE AREA/ DIMENSION 8 9 7

ORIENTATION 9 8 8

ZONING 9 7 8

ACCESSIBILITY 10 9 8

DISTANCE FROM THE

RESIDENTIAL UNITS

9 10 9

FREEDOM FROM POLLUTION 8 7 8

SITE VISIBILITY 9 8 7

TOTAL 71 66 62

AS SHOWN IN TABLE 3.1.B-D: Site 1 tallied the highest rating among the three and will shall be the

site for the project.

Chapter 3.2 Site Evaluation and Analysis

The Macro Setting


FIGURE 3.2.A: The Macro Setting

The location of the proposed site is in the National Capital Region, specifically within

the city of Quezon, 5th district.

Geographical Background

Also known as Metro Manila, NCR is located at 14°40' N 121°3 E, situated on an

isthmus bound by Laguna de Bay to the south-east and Manila Bay to the west. The

metropolitan area lies on a wide flood plain composed mainly of alluvial soil

deposits. The area is bounded by Bulacan to the north, Rizal to the east, Laguna to

the south and Cavite to the southwest. The swampy isthmus on which the

western metropolitan area partly lies has an average elevation of 10 meters. The

http://en.wikipedia.org/wiki/Metropolitan_area

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018eastern area lies on a ridge gradually rising towards the foothills of the Sierra Madre

and overlooks the Marikina River valley, which is part swamp. It has a total area of

638.55 km2 (246.55 sq. mi.), and a total population of 11,855,975 as of 2010.

Demographic Profile

Metro Manila has a registered population of 11,855,975 people. Among which, 167

thousand are recorded to have disability. According to the Census results of 2000,

since it has not been included in the 2010 census, 12,431 people from the NCR are

with total deafness, partial deafness, hard of hearing and have an oral defect. The

ages of these people range from under 1 – over 80 years old; ages ranging from 5-9

and 10-14 having the highest number of people with these disabilities.

FIGURE 3.2.B: Showing the household population and persons with disability of NCR: Philippines,

2010

http://en.wikipedia.org/wiki/Marikina_River


FIGURE 3.2.C: Showing the no. of disabled persons by type of disability, sex, and age group of NCR:

Philippines, 2010

Economic Profile

Metro Manila is the financial, commercial and industrial center of the Philippines. It

accounts for 33% of the Philipines’ GDP. It has a third of the country’s band offices

but over two thirds of its deposits. In Quezon city, its commercial center is in Cubao

where many shopping malls and the Aurora Tower can be found. Quezon city is also

home to the Philippines’ major broadcasting networkds. Television companies such

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018as ABS-CBN, RPN, GMA NETWORK, INC TV, UNTV, NET 25, PTV, and IBC all have

their headquarters in Quezon City.

Climate

Quezon City features a tropical monsoon climate, with warm weather and dry and

wet seasons.

FIGURE 3.2.D: Climate Data for Quezon City from the weatherbase

The Micro Setting

FIGURE 3.2.D: 1.5 KM RADIUSGOOD SHEPHERD CHUCH

FEU MEDICAL CENTER, ALONG REGALADO AVE.

COMMONWEALTH AVENUE

PROPOSED PROJECT SITE

BARANGAY FAIVIEW, DISTRICT 5, QUEZON CITY

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018The site is situated within Barangay Fairview, withing the 5th district of Quezon City.

It is specifically located along the Regalado Avenue. It has an easy access to the

Commonwealth Avenue which is the main road network linking district 5 to the

other districts. The site location is near residential areas as shown in figure 3.2.D.

FEU Medical Center and Good Shepherd church are also just near the site. The site

has a good visibility due to the fact that it is along Regalado Avenue which is one of

the major roads within the area. However, traffic congestion, the lot can also be

accessed through a minor road which is the Lyric Street.

Chapter 3.3 Site Development Options

Road Networks and Transportation

FIGURE 3.2.E

The site can be accessed through 2 roads, the Regalado Avenue (Major road) and

Lyric Street (Minor road). The main entry would be through the Lyric road, to avoid

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018traffic congestion along the Regalado Avenue. Jeepneys pass by Regalado Avenue

while tricycles can pass by the Lyric Street.

Sun Path Analysis

FIGURE 3.2.E

Wind Path Analysis

FIGURE 3.2.F

Site Pictures

6:00 AM

9:00 AM

12:00 NN

HABAGAT

SOUTHWEST WIND

AMIHAN

NORTHEAST WIND


FIGURE 3.2.F

FIGURE 3.2.F


FIGURE 3.2.F: Showing Regalado Avenue

Site Computation – Institutional Building

Total Land Area (TLA) = 9,688 square meters

Allowable Maximum Building Footprint (AMBF)

AMBF = TLA –TOSL = 9,688 sq. m. - = 4,844 sq. m. = 4,844 sq. m.

Maximum Allowable Impervious Surface Area (ISA)

ISA = 20% of TLA = 9,688 x 0.2 = 1,937.60 sq. m.

Unpaved Surface Area (USA)

USA = 30% of TLA = 9,688 x 0.3 = 2,906.40 sq. m.

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018Total Open Space within Lot (TOSL)

TOSL = ISA + USA = 2, 906.40 sq. m. + 1, 937.60 sq. m. = 4,844 sq. m.

Maximum Allowable Percentage of Site Occupancy (PSO)

PSO = AMBF / TLA = 4, 844/9, 688 = 50% of TLA (4, 844 sq. m.)

Maximum Allowable Construction Area (MACA)

MACA = PSO + ISA = 4, 844 sq. m. + 1,937.60 sq. m. = 6, 781.60 sq. m.

Table 3.2.A

Site Potential and Computation

TOTAL LAND AREA (TLA) 9,688 SQ. M.

ALLOWABLE MAXIMUM BUILDING FOOTPRINT (AMBF) 4,844 SQ. M.

MAXIMUM ALLOWABLE IMPERVIOUS SURFACE AREA (ISA) 1,937.60 SQ. M.

UNPAVED SURFAE AREA (USA) 2,906.40 SQ. M.

TOTAL OPEN SPACE WITHIN LOT (TOSL) 4,844 SQ. M.

MAXIMUM ALLOWABLE PERCENTAGE OF SITE OCCUPANCY

(PSO)

4,844 SQ. M.

MAXIMUM ALLOWABLE CONSTRUCTION AREA (MACA) 6,781.60 SQ. M.

Table 3.2.A

Site Development Options

CANTEENPRESCHOOL-

ELEMENTARY


FIGURE 3.2.G: Site Development Option 1

FIGURE 3.2.H: Site Development Option 2

PARKING

PICK-UP/DROP-OFF WAITING AREAS

CANTEEN

GYM

ADMIN. BLDG.

PRESCHOOL-

ELEMENTARY

HIGHSCHOOL

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018Live Record of the site from the Assessor’s Office of Quezon City Hall (TCT

to follow)

FIGURE 3.2.G: Site 1


FIGURE 3.2.H: Site 2


FIGURE 3.2.I: Site 3

APPENDIX A

Typhoon Vulnerability Maps of the different areas of the Philippines


Mapping Philippine Vulnerability to Environmental Disasters

Mapping Philippine Vulnerability to Environmental Disasters


APPENDIX B

Questionnaire

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community”Domantay, Liezl Angelie P.2010180018Name: Age:

Address: Phone:

Name of child/children with hearing impairment: Age

(child):

School enrolled in:

1. How long has he/she been studying in this school? ________________

2. Does your child’s school encourage sign language or speaking as means of

communication? _______________

3. Which do you prefer? Sign language or speaking & lip reading?

4. Why did you choose this school for your child/children? _________________Please rate the following from 1-5; 1-Strongly disagree, 2-Disagree, 3-Not sure, 4-Agree, 5-Strongly

Agree

5. Do you think the school has

adequate facilities to ensure the

maximum learning potential of

your child?

6. Does the school’s design and

environment encourage students

to do well in school?

7. Does the design promote safety

and well-being?

8. Do you think the plan and design

of the school fits the needs of your

child as well as of the other

hearing impaired students?


9. In your own opinion, what other design, additional spaces should be added to

fully supply the needs of your child and encourage him/her to reach her

maximum learning capacity in school?

Thank you!

Documents

DOMANTAY THESIS 1-Final Requirements