SCHOOL FOR THE DEAF AND BLIND:DESIGN OF TECHNOLOGY-BASED ENVIRONMENT

A Thesis Presented to the School of Architecture, Industrial Design & the Built Environment

Mapua Institute of Technology

In Partial Fulfillment of the Requirements in Architectural Design 9/ AR200/ AR200F/ AR200S

for the Degree of BACHELOR OF SCIENCE IN ARCHITECTURE

Presented by

De Vera, Kris Ann Figuera2006141506

Architect Junar Pakingan Tablan, uap, MSAEAdviser

December 2014

Abstract

In recent years, we have witnessed rapid social and cultural changes,

phenomenal advances in communication and information technologies within schools.

These factors have contributed to shape the teaching and operating cultures of

schools and created shifts in our expectations of the physical learning environment.

These miniature revolutions have given rise to an urgent need for a new generation

of facilities to cater for 21st century teaching and learning needs.

The Philippine School for the Deaf (PSD), formerly known as the School for the

Deaf and the Blind (SDB) has become the pioneer institution for the handicapped in

the country and to its Asian neighbors. It provides venues that allow its students to

become morally upright, globally competitive and responsive to the demands of a

technologically-advancing world. Conquering hundred years of the school’s existence,

several architectural problems arise: poor accessibility due to spatial design, lack of

emergency devices that promotes safety, classroom design and low capacity to

accommodate numbers of deaf and blind students.

As implemented on the Accessibility Law or Batasang Pambansa 344 of the

Philippines, mobility of disabled persons should be enhanced by requiring certain

buildings, institutions, establishments, and public utilities to install facilities and other

devices. Recognizing the vital importance of disability prevention, rehabilitation and

equalization of opportunities for disabled persons, the goal of this study is to provide

a technology-based learning environment that will contribute to their development

process.

Therefore, the project is to design a new School for the Deaf and Blind as

supported by the government and sponsored by the Hong Kong Shanghai Banking

Corporation that would benefit children with vision and hearing impairments.

Part I: The Problem and Its Background

Chapter I.1: General Overview

Introduction

According to the World Federation of the Deaf (WFD), approximately 66

percent of Deaf people live in developing countries, where authorities are rarely

familiar with their needs and where very few Deaf children have access to

employment and education. Only about 10 percent of the world's Deaf population

receives any education at all, and only one percent receives this education in sign

language - even though the majority of Deaf people worldwide use sign language in

their daily lives. Reflecting this educational disadvantage, unemployment rates are

extremely high in the Deaf community. Many nations even deny basic civil rights to

their Deaf and hard of hearing citizens (i.e., driving, voting, employment options).

Children with disabilities in general and visual disabilities in particular have

very lowest education outcomes. World report on disability by the WHO and WB 2011

reaffirms the fact that less than 10% children with disabilities in general and visual

disabilities in particular have access to quality education. Attitudinal, institutional,

structural, informational, technological barriers coupled with lack of support systems

in the regular schools in order to address the specific needs of children with visual

disabilities have significantly contributed in deprivation of right to education of

children with visual disabilities in the world.

In a country such as Philippines which guarantees maximum self-

realization to all its citizens, children and youth with special needs are provided with

access to educational opportunities that develop their potential and enable them to

become productive members of society. The philosophy, concepts and commitments

required to operationalize these aspirations are embodied in legislation, educational

planning and allied services for all children and youth in general, and for those with

special needs in particular.

Background of the Study

One hundred years ago, the Philippine School for the Deaf (PSD), formerly

known as the School for the Deaf and the Blind (SDB) was established in a small

rented house in Manila. Since then, the school has become the pioneer institution for

the handicapped in the country and to its Asian neighbors.

In June 1923, PSD transferred to a large two-storey and semi-concrete

structure on a lot donated by an anonymous American lady along F.B. Harrison

Boulevard in Ermita (the present site), Manila. Since then, a number of buildings had

been constructed for the diverse educational programs and services of children with

hearing impairment in the country. Starting with only three pupils, PSD now boasts of

634 students coming from the different parts of the country.

Children with hearing impairment who are diagnosed at an early age are given

the opportunity for an intensive “individualized education plan” (IEP) which will equip

them with the skills for formal education, and provide them with the self-help skills

needed for daily living. These skills are carried to further programs, therefore,

increasing their chances for being functional members of society.

The school prides itself with the philosophy that a hearing impaired child has a

communication problem but needs to be educated as an integral part of the learning

world rather that apart from it. Hence, the school provides basic technology like

numerous assistive listening devices and other aids for the unique needs of children

with hearing impairment.

In line with the school’s vision to be the premier service provider for children

with hearing impairment in the country, PSD provides venues that allow its students

to become morally upright, globally competitive and responsive to the demands of a

technologically-advancing world and ensure their integration in the mainstream.

Statement of the Problem

The primary purpose of this study is to determine the physical learning

environment of the Philippine School for the Deaf and Blind and be able to provide a

technology-based design.

More specifically, it will attempt to answer the following questions:

1. What are the necessary spaces required in designing a learning

environment for the deaf and blind?

2. How can the physical environment of the facilities be a contributive factor

to the student’s learning process?

3. What are learning environment problems present in the school that needs

to be provided with solutions and improvements?

4. Which learning environment they prefer most, traditional or technology-

based?

5. What are the improvements and innovations that can be applied to the

design of a technology-based learning environment?

Project Goals, Objectives and Strategies

The primary goal of this project is to provide children with vision and hearing

impairment a technology-based design of learning environment.

It aims to analyze the children’s general condition and their present physical

learning environment, and identify technological advancements or innovations that

help in creating a disabled-friendly environment which promotes accessibility, safety,

and security.

By determining the needs of the users, re-designing and re-conceptualization

of spaces and facilities are the initial steps to improve the traditional learning

experience and transform it into an effective technology-enhanced environment.

Significance of the Study

School for the Deaf and Blind should be a learning environment which

encourages the development of students' strengths and empowers them to become

participating members of the community within the context of their own level of

independence.

This will eventually lead to systematic space planning and innovative

design of a School for the Deaf and Blind. Computer technologies may provide

improved learning environments for many students. Creating supportive learning

environments for all students is as important as accessibility standards. Other

technological approaches should be examined that can make learning appropriate for

each student―those with and without disabilities. The accessibility, security and

safety are the important factors in careful planning of instructional and social spaces

towards an excellent and diverse education for the disabled particularly the main

subject of this study―the deaf and the blind.

The study will help provide a good conceptualization and design of

technology-based learning environment for children with vision and hearing

impairment improving the standards and quality of education. This will also serve as

a basis for researchers of how traditional learning approaches differ from technology-

enhanced approaches on their impacts and contribution to the learning process.

As an architect or designer, it is necessary to understand the relationship

of advanced technology incorporated to space planning to provide an effective design

of a School for the Deaf and Blind, as well as other institutions for disabled persons.

The design architect must be sensitive to computer technologies applicable both to

the classrooms and social spaces throughout the design process: the student’s

current and future needs, and the design implications/costs and alternatives for

various technologies.

Scope and Limitation

The scope of the study will cover the present learning condition of the

separated Philippine School for the Deaf and Philippine School for the Blind, formerly

known as one, the School for the Deaf and the Blind (SDB) located at F.B. Harrison

Boulevard in Ermita, Manila.

Respondents includes: a representative (teacher or faculty staff) from both

schools to answer an interview, visually-impaired students to become part of a group

discussion and hearing impaired students to complete provided surveys.

Assumptions

Traditional learning environment is a convenient way to maintain the

quality of learning process. However, innovations and technological advancements

can be more beneficial in improving the learning environment being able to

contribute to the student’s learning process.

Theoretical Framework

Still, many students consider traditional classrooms a more efficient way of

learning and improving social skills.

The learning atmosphere of the traditional classroom helps them to stay

focused and keeps them motivated; unlike virtual classrooms, where procrastination

can become a common attitude, traditional classrooms preserve a feeling of “now

and here” all through the learning process.

According to Dalton and Hannafin (1988), the highest achievement by

students occurs when both traditional and technology-based approaches are used in

ways that complement each other.

Definition of Terms

Disability is conceptualized as the interaction between barriers and impairments.

Impairments may be physical, cognitive, mental, sensory, emotional, developmental,

or some combination of these.

Vision impairment (or "visual impairment") is vision loss (of a person) to such a

degree as to qualify as an additional support need through a significant limitation of

visual capability resulting from either disease, trauma, or congenital or degenerative

conditions that cannot be corrected by conventional means, such as refractive

correction, medication, or surgery.

Hearing impairment or hard of hearing or deafness refers to conditions in which

individuals are fully or partially unable to detect or perceive at least some

frequencies of sound which can typically be heard by most people.

Traditional learning environment, also known as back-to-basics, conventional

education or customary education, refers to long-established customs found in

schools that society has traditionally deemed appropriate.

Technology-based learning environment. Computer technologies may provide

improved learning environments for many students. Much of the early research

documents the changes in classrooms and teacher and student habits that were

generated by the introduction of computers into learning environments.

Acronyms

PNSB Philippine National School for the Blind

PNSD Philippine National School for the Deaf

Chapter I.2: Review of Related Literature and Studies

I.2.1. Related Literature

Web-based technology has noticeably transformed the learning and teaching

environment. Proponents of online learning have seen that it can be effective in

potentially eliminating barriers while providing increased convenience, flexibility,

currency of material, customized learning, and feedback over a traditional face-to-

face experience (Hackbarth, 1996; Harasim, 1990; Kiser, 1999; Matthews, 1999;

Swan et al., 2000).

Computer learning environments can offer learning experiences that do the

following:

• Motivate students by providing educational experiences that are at the

student’s present level of functioning (Lindsey, 1993) and by providing a

context for the learner that is challenging and stimulates curiosity (Malone,

1981).

• Promote positive attitudes toward learning. Students demonstrate more self-

reliance and move toward independence (Brown, 1989) and regain a sense of

being in control, which may lead to future success (Reiff, Gerber, & Ginsberg,

1992; Capper & Copple, 1985).

• Facilitate cooperative, collaborative, and positive social behavior of students

with disabilities (Dickinson, 1986; Rupe, 1986). Barton and Fuhrmann (1994)

posit that students cooperate and collaborate more readily because of feelings

of greater independence and relief from anxiety.

• Provide active learning experiences to make learning more interesting,

allowing students to attend to reading and read for longer stretches of time

(Bialo & Sivin, 1980; Hecker, Burns, Elkind, Elkind, & Katz, 2002)

According to Debbie Grosser, M.Ed. (2014), providing assistive technology (AT)

to students with disabilities to support them in the general education setting requires

careful consideration of students’ needs and identification of the means by which

these needs will be addressed. It does not necessarily require the use of high-cost

technologies. The Assistive Technology Act defines assistive technology as “any

item, piece of equipment, or product system, whether acquired commercially,

modified, or customized, that is used to increase, maintain, or improve functional

capabilities of individuals with disabilities” ((29 U.S.C. Sec 2202(2)).

School planners should always consider ways to maintain the dignity of

students with disabilities. Exceptional children should not be separated from their

peers in instructional settings or be limited in their educational opportunities. Abend

(2001) has advised that:

• Accessible lab stations, computer desks, etc. should not be separated from

stations for nondisabled students, but rather integrated into the classroom

arrangement so that students may participate fully in group activities

• Accessible seating in auditoriums, lecture halls, and sports arenas should not

be isolated or inconvenient or in less desirable places, so that disabled

students will have the ability to view and participate fully in the activity

• The health suite should meet the wide range of medical services needed by

students with disabilities. Procedures such as changing colostomy bags,

administering medication, and providing breathing treatments may require

adding a private examination room. In addition, the health suite should not be

located directly on a main traffic corridor, or children entering and leaving the

facility might feel “on display.”

The successful school design neither calls attention to exceptional children nor

conceals them from view.

I.2.2. Related Studies

I.2.2.1. DESIGNING AN INCLUSIVE SCHOOL OF INFORMATICS FOR BLIND STUDENTS

(Brenes, Ronald Vargas 2012)

I.2.2.1.1. Designing an inclusive environment

A process of inclusion in an educational environment needs to go beyond

artefacts and general policies to support blind students to take part in learning

processes (Rose et al., 2008; Schroeder, 2009; Wenger, 1998).This requires that an

environment is created, including an infrastructure that facilitates and fosters the

belonging of blind students in the given educational context. However, this

environment should not be seen as an environment for blind students, but a single

environment for all students, fostering the students’ full participation, anticipating

possible difficulties and providing adaptive tools for overcome most of them, not as a

reaction to the individual needs of the students (Behling & Hart, 2008; Burgstahler,

2006, 2008-a, 2008-b; Rose et al., 2008; Scott et al., 2003; Seale, 2004, 2006; Silver

et al., 1998; Villa & Thousand, 2005). Without such an environment students with

visual impairments will try to overcome difficulties by using the tools that they are

familiar with, giving them a false perception of being included and experiencing what

Wenger (1998) calls the marginality of competence. Furthermore, if the students

cannot fully participate in some of the learning activities due to their disabilities, it

may also produce a marginality of experience in their learning processes.

Role of design for learning

The author presented Wenger’s definition of design for learning:

By ‘design’ I mean a systematic, planned, and reflexive colonization of time and

space in the service of an undertaking. This perspective includes not only the

production of artefacts, but also the design of social process such as organizations

and instruction. (Wenger, 1998, p.228)

In this context I prefer the concept of design to didactics, as educational

environments are expected to have a developed strategy that is aligned with certain

didactic lines, and our concern is to make them accessible to blind students and

design the educational environment in the wider conceptualisation of the inclusive

perspective.

To support the design for learning Wenger proposes a set of four dualities

that define areas of tensions, which we need to consider in the design process:

participation/reification, designed/emergent, local/global and

identification/negotiability.

Participation reification

The tension established between reification and participation is caused by

the community’s degree of reification and the space left for participation. This is

particularly relevant for the students who need to redefine their practices due to their

blindness, because the curriculum and the academic community are not aligned with

concepts of inclusion. In this situation, the blind students would be more prone to

excessive reification and, thereby, ‘learning can lead to literal dependence on the

reification of the subject matter, and thus to a brittle kind of understanding with very

narrow applicability’ (Wenger, 1998, p.265).

Wenger’s analysis of this situation clarifies the balance between reification

and participation, attaching importance to the negotiation of meanings through either

one, or both, artefacts and people, to provide affordances to the negotiation of

meaning (Wenger, 1998).

Figure. Duality of participation and reification, based on Wenger (1998).

The designed and the emergent

The most relevant effect on design is that,

There is an inherent uncertainty between design and its

realization in practice, since practice is not the result of

design but rather a response to it. (Wenger, 1998, p.233)

In this sense, it is necessary to be clear about this premise of learning,

because ‘the relation between teaching and learning is not one of simple cause and

effect’ (Wenger, 1998, p.264). This means that teaching may have intentionality, but

does not necessarily generate learning, because learning needs to be related to

proper practice that provides meaning to students (Wenger, 1998).

Therefore, the duality of the designed and the emergent also needs to find

a balance; while design should be sufficient for providing a structure, guiding what is

important in the learning process, it is necessary to allow space for what may emerge

from the structure of practice and from the structure of identity.

Figure. Convergence of the designed and the emergent, inspired by Wenger (1998).

The local and the global

The concept of inclusion is likely to fit better with this duality, because,

regardless of their degree of preparation, the practices of schools will have been

negotiated throughout their existence, and inclusion is a concept that evolves from

day to day. Hence, new negotiations between school practices and the new needs

arising from the practices of blind students must take place, constantly and

independently of any other practice. It is interesting to stress that the inclusion of the

same concept of inclusion should transform the practice of any school and

professional practice, as it will make visible the responsibility of universities to

observe and comply with the different laws in different countries (particularly in Costa

Rica’s Law 7600 (Costa Rica, 1996)]), ensuring the effective inclusion of all persons in

the society. Moreover, if the universities fail to prepare their students for this

concept, they lose important alignment with the spirit of the law.

Figure. Duality of the local and the global, inspired by Wenger (1998).

Identification and negotiability

On the subject of design, Wenger says:

As a process of colonizing time and space, design requires

the power to influence the negotiation of meaning. (Wenger,1998, p.235)

Contrary to the power that inclusion might have on the tension between

the local and the global, the tension between identification and negotiability is what

should influence the inclusion process. This means that having the space and time to

stimulate the negotiation of identities would ease the process of inclusion.

Considering the fact that most blind students who arrive at university are

likely to have been exposed to such processes of negotiability and identification

throughout their lives, the most relevant process is probably the one related to their

sighted peers. The latter have probably had little or no contact with blindness;

therefore, they have never had the opportunity to negotiate their identities against

concepts of exclusion, or they struggle with their own perspectives on blindness.

The learning architecture

We have a complete picture of what Wenger (1998) calls the dimensions of design

and how he uses them as his framework for designing for learning. They are

summarised below:

Figure 6.13. Based on Wenger’s dimensions of design (1998).

I.2.2.1.2. Mobility

The other ability for achieving freedom is mobility, which is related to the use

of techniques to support displacement. Blake(2003) comments on techniques for

walking with human guides:

Users should hold the guides’ arm, just above the elbow, with their fingers on

the inside and the thumbs on the outside.

Guides should move at their own pace.

Guides should stop briefly in front of the stairs but it is not necessary to stop

on each step.

Guides never have to hold the hand of the blind person. Blind children should

prefer to hold adult guides wrist. (Blake, 2003)

The white cane

Canes are of different lengths and made of different materials – straight

canes, folding canes and telescoping canes – depending on the needs and

preferences of the user. There are also double function canes that can be used both

as white canes and as support canes. The tips can have different shapes and

materials according to the preferences of the user ("Independence Market", 2009).

The guide dog

Guide dogs are used as alternatives to the white cane. The dog is trained

to be aware of obstacles in the path, and this usually allows the users to move faster.

Another advantage over the white cane is that guide dogs can alert its user or owner

of overhead objects, such as branches, awnings or signals, that the white cane would

not detect (Blake, 2003).

Electronic travel aids (ETA)

Human guides and guide dogs carry the responsibility of safe mobility,

freeing the blind user hereof. This is not the case with the white cane, though, used

by the user as a way to anticipate position, size and kind of object through the use of

sensory abilities. Such interrelation between objects, the cane and the user’s sensory

perception entails a cognitive process in which the user learns how to identify signals

in order to make decisions regarding present conditions.

In this context, ETAs must be supplemented with two conceptual parts,

one to collect and process the information from the environment and another to

inform the user. The feedback of environment conditions could be provided by

vibrating buttons in the handle, indicating the existence and distance of an obstacle,

or by complex multiple tones delivered via miniature earphones in other models

("About RNIB", 2009).

In the environment

Other tools supporting mobility can be built directly into the environment.

A basic tool is pavements in good condition with no permanent or mobile

obstructions, such as furniture or parked cars, and which have been clearly separated

from cycle lanes, streets and roads. Special attention is required at road crossings, as

these are places where blind walkers experience increased stress, because it is

difficult for them to determine when they have reached the other side of the row;

here very low guides are provided to make them feel confident that they are not

veering away from the pedestrian crossing. Audible signals on both sides of the

street, signalling

traffic lights, are also helpful means of orientation; however, usually noise from the

environment limits the usefulness of such feedback ("JCMBPS", 2005).

Lines in the pavement or changes in texture are also helpful, alerting blind

pedestrians of car and bicycle crossings, even of train crossings which typically have

gates only in the right-hand side of the street and not in the left-hand side ("JCMBPS",

2005).

I.2.2.1.3. Orientation

In essence, orientation is related to the coordination required to follow a

specific route and avoid difficulties without losing track of the desired destination.

The term wayfinding designates the process used by persons to keep moving towards

their destination, even though they need to make changes to the route as a result of

unexpected obstacles in their path (Ross & Blasch, 2000).

Spatial orientation tools

Helpful tools for constructing spatial orientation include tactile maps which

provide an overview of an area with walking routes. Talking maps is another option;

these maps provide routes and reference points orally (Ross & Blasch, 2000).

Another way to provide orientation information could be via the use of

Braille labels on doors, street lights etc., informing blind people about the nearby

surroundings; however, this solution has an implicit access problem: the difficulties

that users may experience trying to find these labels (Ross & Blasch, 2000).

Navigation System

Any navigation system that is designed to help orientate and provide blind

users with confidence and independence needs to fulfil two goals: provide

information of the location and surroundings along the route and provide an optimal

route towards a given destination (Rajamaki, Viinikainen, Tuomisto, Sederholm, &

Saamanen, 2007). In order to provide information of the surroundings, one of the two

following options is required: 1) having a short range device in the environment,

providing information about the immediate surroundings, directly or via a receiver, or

2) having a method for locating the user globally and a source of information about

the locations on the chosen route.

I.2.2.2. DEAF SPACE AND THE VISUAL WORLD – BUILDINGS THAT SPEAK: AN

ELEMENTARY SCHOOL FOR THE DEAF (Tsymbal, Karina A. 2010)

I.2.2.2.1. Elementary School Design - Buildings that Speak

Figure. Ground Floor Plan with surrounding landscaping. Image by author.

Figure. Second Floor Plan including circulation. Image by author.

I.2.2.2.1.1 Concepts of Design Strategy

Visual Connectivity

It is important to make a building porous, and create a fabric of visual

connections throughout the building, connecting people visually within and outside of

the building. This can be achieved using transparency, such as transparent railings

vs. opaque, transparent corners, and transparent doors or doors with view ports. This

is important for safety and a sense of well being that deaf people will not run into

others. Use of framed views and vistas also help to create visual connectivity.

Figure. Visual Connectivity Design Concepts. Image by author with additional photos

from Google Images and Flickr.com.

Circulation

Returning to the idea of eye-to-eye contact and the notion of personal

safety, consideration of the circulation problem when deaf people try to keep visual

contact while walking and having conversation must influence design. Blind corners

could prevent visual connection and cause danger. Rounded corners are better,

though transparent corners are the best option for the design. Obstacles in the

middle of circulation paths such as columns and barrier posts also can create danger

of collision. Floor texture and ceiling texture can improve circulation and wayfinding.

Wide pathways are necessary.

Figure. Circulation Design Concepts. Image by author with additional photos from

Google Images and Flickr.com.

Collective

A collective way of being prevails in the deaf community. Creating an

environment that is more of a community is essential to meet the needs of the deaf,

and will benefit the hearing students as well.

Sociofugal space (grid-like or linear) tends to keep people apart and

suppress communication and interaction. In the school design, many examples of

sociopetal spaces are hinted at here. Gathering/talking spaces inside and outside the

school are circular or semicircular to bring the group together. Arrangement of

furniture in rooms is in circles, and even the shape of furniture items such as tables is

circular to help sociopetal interaction.

Figure. Collective Being Design Concepts. Image by author with additional photos

from Google Images and Flickr.com.

Sense of Home

Another key objective was to achieve a sense of home, to create a building

that will evoke in the students a sense of identity and belonging. The concept of small

learning communities discussed earlier is invaluable for this end.

Instead of creating one big building, breaking down the scale into smaller

learning communities is most effective. In small learning communities everyone

knows each other. The children are then more likely to interact and help each other in

these cohesive groups, like a family. In this way the sense of home comes into being.

The design of the entrances to the learning communities and main

entrance was inspired by this image. Also, many of the adjacent houses to the school

site have these same gables, and reflecting this in the school design helps associate

the school with home.

The facades of the small learning communities are intentionally varied in

color, form of windows and markers, which help the children instantly identify them

and develop a sense of belonging to “their” learning community.

Figure. Sense of Home Design Concepts. Image by author with additional photos from

Google Images.

Figure. Elevation, Small Learning Communities. Image by author.

It provides a depiction of the “school street” connecting the internal

entrances of the SLCs. Here numerous deaf-friendly features are worked out,

including break-out niches out of circulation paths with texture wayfinding, broad

visual connections, and inviting character.

Figure. School Street entrance to SLCs. Image by author.

Figure. Section/Diagram with ventilation and illumination. Image by author.

Figure. Community Park. Images by author.

Chapter I.3 Research Methodology

Research Design

Conducting a case study in the existing Philippine School for the Deaf and

Blind will be the primary source of collecting data that will answer the current issues

or problems of their learning environment. To study the physical characteristics of the

school building as well as the activities and performances of children, naturalistic

type of observation is to be used as to describe it in a natural setting.

Surveys are to be used to know the students’ or even teachers’

preferences of the type of learning environment, either traditional or technological in

approach. These will also measure their awareness of the technological advancement

which can be a useful tool on their learning process. Aside from these, interviews can

also be helpful in the sense that teachers and school heads can address their

concerns about the school premises, utilities, etc.

Group discussions can be an alternative source of collecting data in the

absence or lack of time in a one-on-one interview. It can be an ideal approach of

gathering information especially from the blind students since they have vision

impairment therefore incapable of answering written surveys.

After conducting the research, analysis of data should be provided to

answer the problems, prove the assumptions and formulate the conclusion. Results

and findings are to be presented in graphs, tables or illustrations. Photos of the

school premises and facilities, both negative and positive, are to be included also.

Acquiring enough information will help improve the design of the Philippine

School for the Deaf and Blind in a technology-based learning environment.

Population and Sampling

The respondents are basically the students (both deaf and blind) and

faculty staffs from the Philippine School for the Deaf and Blind. Being part of the

institution, students and staffs have their own evaluation and preference when it

comes to the design of their learning environment.

Stratified sampling is the strategy to be used in getting information

wherein respondents are selected into two types of people: 1. students and teachers

from the School for the Blind and 2. students and teachers from the School for the

Deaf; which are of the same location.

In the Philippine National School for the Blind, the procedures of sampling

in gathering data are as follows:

1. Group discussion- to be sampled on a group of 10 students in no

particular grade or year level since survey is not applicable to them

based on their impairment.

2. Interview- to be conducted with a faculty staff or teacher with the same

impairment because of their knowledge and experience of being such.

In the Philippine National School for the Deaf, the procedures of sampling

in gathering data are as follows:

1. Survey- to be sampled on a group of 100 students in no particular

grade or year level because they are capable of answering questions

through written forms compared to the blind students.

2. Interview- to be conducted with a faculty staff or teacher with the

knowledge of the present learning environment of their school.

Research Local

Research Instruments

The use of camera for photo capturing and basic drawing tools for

sketching can be used as instrument in performing an inspection or observation.

Furthermore, the use of checklist is advisable in doing a naturalistic observation in

which to describe the learning environment particularly the facilities wherein there is

no attempt to alter the behavior.

The unrestricted or the open questionnaires are to be used as a form of

survey in order to provide a complete evaluation of their learning environment. This

is intended for deaf students only. On the other hand, blind students can be involved

in a group discussion with an aid of a recording device.

However, interviews regarding design of the structure, circulation, learning

process in relation to the quality of education and necessary information are intended

for the faculty staffs.

Chapter I.4 Summary of Findings

Presentation of Collected Data

Philippine National School for the Blind

The Philippine National School for the Blind (PNSB) is

a government-learning institution that caters

educational services to learners with visual

impairment who are of school age. It is a special

school of the residential type as its students reside in

a dormitory inside the school campus while attending to their schooling during school

days. PNSB used to be a component unit of the then School for the Deaf and Blind

which was established in 1907 by Miss Delight Rice, an American Thomasite, which

was also the very same year that formally marked the beginning of the special

education program in the Philippines.

Considering, however, the distinct differences in educating the deaf and

the blind students in terms of instructions, communication modalities and specialized

learning needs, efforts got underway toward the inevitable separation of the blind

from that of the hearing impaired. PNSB came into existence and became a fully

independent school on July 10, 1970 by virtue of the passage of R.A. 3562 entitled

“An Act to Promote the Education of the Blind in the Philippines”.

As the country’s pioneer and leading exponent to the education of visually

impaired Filipino children, it serves as a Pilot Educational Resource and Service

Development Center for the ultimate integration of the visually limited into the

mainstream of social spectrum. It is charged with the task of catering the educational

needs of the blind as an integral part of general education with specific role of taking

active participation in the nation building through the transformation of the blind

youths into productive citizens of the country despite their unique deviation from the

so-called average.

Vision

We dream of Filipinos who passionately love their country and whose

competencies and values enabled them to realize their full potential and contribute

meaningfully to building the nation.

As a learner-centered public institution, the Department of Education

continuously improves itself to better serve its stakeholders.

Mission

To protect and promote the right of every Filipino to quality, equitable,

culture-based and complete basic education where:

Students learn in child-friendly, gender-sensitive, safe and motivating

environment

Teachers facilitate learning and constantly nature every learner

Administrators and staffs, as stewards of the institution, ensure an enabling

and supportive environment for effective learning to happen

Family, community and other stakeholders are actively engaged and share

responsibility for developing life-long learners

Core Values

Maka-Diyos Maka-tao

Makalikasan Makabansa

Educational Program

Early Intervention Program

Kindergarten Program

Regular Kindergarten Class

Multi-disabled Visually Impaired (MDVI) Class

Elementary (Grades 1-6)

High School (Grades 7-12)

Alternative Learning System (ALS) for the Visually Impaired

Services

Dormitory Facilities

Observation of Facilities

Waiting Area

It serves as the main entrance of the

school. It consists of steel doors and iron

bars as elements of security. It has a guard

station for inquiry and security purposes.

It features wide corridor and built-in sittings

for a comfortable waiting. These have tile

and concrete finishes and the roof is a

shed-like made of galvanized iron.

Classrooms

The classroom is the area where teaching and learning process take place. It features

different setups or arrangements depending on number of users, room purpose, and

the year level of the students.

It consists of furniture including chairs and tables (mono block or wooden), desks for

the assigned teachers and wooden shelves for books, learning materials and other

displays. Every room has actually no blackboards due to student’s visual impairment.

Classrooms have enough windows for ventilation and lighting. Some windows are of

jalousie-type while others are of awning-type.

Dormitory

The dormitory is the main service facility

of the school. The purpose of this

dormitory is for students who travel longer

distances and cannot afford the travel

cost.

It has toilet and bath, laundry room, sitting and prayer area. The room is well-

ventilated for it has wide window openings on both side wall of the room. The floor

and ceiling has wood finishes. It has furniture like double-deck beds, sofas or

couches, table and shelves (where bibles and prayer books are kept).

Playground

It’s a good thing that they have facilities

for recreational activities or a place where

they can play and enjoy despite of their

conditions. The school has a playground

for pre-school or even grade school kids. It

is part of the school’s wide yard.

Court

Another recreational facility is the court

when students can play basketball,

volleyball, soccer or whatever sports they

prefer. There are benches where they can relax and sit while watching or waiting.

Trees serve as sheds.

Comfort Rooms

The height of the comfort room is just half

of that of the normal size. Upon entering

the door, there are steps that serve as

guides. Cleanliness is well- maintained.

Conference Hall

It is a large area for conferences and

meetings of faculty staffs and students,

group discussions, and other study-

related activities. It has glass sliding

doors.

Sitting Areas

It is where parents or guardians used to

stand by while waiting for their children.

Students usually stay here while also

waiting for their classes.

Administration Office and Faculty

The purpose of this room is for registry of

students and staffs information and the

school’s profiles. Unlike the faculty office,

the area is small. Is is a concrete

structure with jalousie windows.

Features

Stairs

The stairs are narrow and creates a good

circulation for students and faculty staffs.

Under these staircases, there are storages

in keeping materials.

The height of the steps is designed for

disabled persons. It is typically made of

concrete structure. The railings

complement the stairs and serve as guides

for the blind.

Stage Area

The stage is where programs are held for

students. The simple design features

different guides: low railings, safe steps and

ramps for those who are physically-

disabled.

Area for Plantation

This is an area where plants are kept to

grow to contribute to the landscaping of

the school. It helps improve the

environmental condition of the place and

promotes good natural ventilation.

Corridors

The quality of corridors dictates the

accessibility and traffic flow within certain

area. Proper railings are necessary.

Floorings are shiny cemented.

Blind students sometimes make use of

“cane” or the wooden stick that serves as

their “eye” because they can detect

whether there are barriers and distractions

while passing through the corridors.

Ramps

Ramps are used as transition from one

place to another especially designed for

blind students who are also physically

disabled who actually use wheel chairs.

It is narrow in width and can accommodate only one passer with the aid od railings on

its both side. The flooring is usually in rough surface to avoid accidents.

The observation of facilities shows that the Philippine National School for the Blind is

really designed for students with visual impairment because of its unique features.

But there are also problems or weaknesses which the observer had seen.

Problems

Old and broken facilities

There are facilities that due to longer span

of preservation gets old and needs to

redevelop for a change. It can be useless to

students and staffs and can create

dangers if not been given into

consideration.

Certain weaknesses are: wooden trusses of

the roof, improper maintenance of sanitary

facilities, and lack of fire protection

devices.

Improper use of building materials

There are certain transition bridgess which

made use of building materials that are

inappropriate and may cause danger to

students.

The picture shows an example wherein they made use of metal flooring just to

provide a pathway to another space. Concrete materials can be used rather that can

provide strong accessibility through spaces.

Other problems encountered are the following: improper location of facilities, lack of

ramps and signages, and replacement for new fixtures.

Interview

Mr. Ronald M. Manguait

PNSB School Teacher with Visual Impairment

1. What are the differences of School for the Deaf to other usual schools that are intended for non-disabled students?

It’s almost the same except that it is more barrier-free and designed for students with visual impairment that can accommodate student’s needs. For example, the use of railings and design of floorings are significant.

It is also a residential school that provides dormitory for students who actually cannot afford the travel cost. More than 50% of the school’s population resides here.

2. What are the problems do the students or faculty staffs encountered in terms of facilities and accessibilities inside the school?

The building design itself is not for Special Education. Students and teachers can manage to walk through the corridors because of their familiarity of the place and using cane that serves as their “eye”.

3. Do you think the kind of learning environment is suitable to the learning process and needs of the students?

The learning environment is not user-friendly but the school gives good quality of education in terms of teaching and guidance.

4. What are some improvements of the learning environment you want to suggest for the benefit of both students and faculty staffs?

There should be more ramps because there are students that are not just visually impaired but also physically disabled. It can be beneficial to those who are using wheel chairs.

Tactile signage as part of our future plans in this school can also be added. As you can see, it is difficult that there is a lack of signage and label per rooms.

5. Which do you prefer, traditional learning environment (bulky chairs and tables, institutional) or technology-based learning environment (modern and flexible)? Why?

Traditional learning environment is just fine but I will go with technology-based learning environment because I think it will cater the needs of students.

Group Discussion

These are the results and findings of the discussion conducted with 10

students that are visually impaired and currently in Grade 8 year level:

Satisfaction of Students with the School’s Present Learning Environment

Facilities

Furniture

Accesibilty

Leaning Materials

Teaching Process

0 1 2 3 4 5 6 7 8

Number of Students

The graph shows the tally of votes regarding student’s satisfaction of the

learning environment in Philippine National School for the Blind. It shows that 4 out of

10 students are satisfied with the facilities, 7 out of 10 students are satisfied with the

furniture, 4 out of 10 students are satisfied with the accessibility, 2 out of 10 students

are satisfied with the learning materials, and 7 out of 10 students are satisfied with

the teaching process.

Improvements SuggestedLearning Environment Improvements

1. Facilities Air-conditioner, internet, wifi zone2. Furniture Talking board3. Accesibility Railings, walking elevators, signage, drainage4. Learning Materials Books, embossing papers5. Teaching Process Attitude, memorization of codes

Learning Environment as a Contributive Factor to Learning Process

Learning Environment as a Contibutive Factor

0 2 4 6 8 10 12

Number of Students

The chart shows that 10 out of 10 students said that the present learning

environment of their school is a contributive factor to student’s learning process in

gaining knowledge.

Awareness of Technology-based Learning Environment

Student's Awareness

0 2 4 6 8 10 12

Number of Students

The chart shows that 10 out of 10 students are aware of the technology based

learning environment.

Learning Environment Preferences

Technology-based Traditional

The chart shows that 40% of 10 students prefers technology-based learning

environment while 60% prefers traditional learning environment.

Need Analysis

On the case study-interview-group discussion conducted in the Philippine

National School for the Blind, there is a need for a technology-based environment yet

students are satisfied with their traditional or present learning environment.

Improvements in terms of facilities, accessibility and learning materials are highly

suggested by students and staffs.

Being a user-friendly school requires innovations and redevelopment in

terms of the building design that will cater the needs of the visually impaired

students.

Qualitative or Quantitative Analysis

The findings and results discusses that not totally 100% of visually

impaired students are satisfied with the present learning environment of the school

especially in terms of facilities, accessibility and learning materials. Students think

that the learning environment can contribute to the learning process in gaining

knowledge.

Most of the students are aware of the technology-based learning

environment but still prefer the traditional one. They argued that technology-based

learning environment can be beneficial in terms of facilities but can affect the

performance in the learning process of the students. They can become reliant of

technological devices and advancements therefore leading to unproductive use of

manual skills. As to teachers, they prefer technology-based learning environment

because it will be a great help in providing lectures and instructions.

Improvements such as the use of railings, walking elevators, and tactile

signage can help improve the accessibility and traffic flow within the school premises.

Students’ satisfaction in terms of learning materials is very low because book

supplies are limited. Facilities should be transformed into a more modern and flexible

design.

Chapter I.5 Conclusions and Recommendations

Conclusions

Based on the research conducted through surveys/ case studies/

interviews/ group discussion conducted, I therefore conclude that it is necessary to

provide technological innovations and improvements but still traditional in nature

learning environment. Most of the students from School for the Blind and Deaf still

want the traditional type of learning process but with technological facilities and

materials.

Different principles and techniques are to be considered in planning the

design of a new learning environment that will cater the special needs of the students

which promotes safety, security, sustainability and accessibility.

Recommendations

“Youth are the hope of tomorrow”. Even the students with hearing and

vision impairment should be given attention and right to good education. Providing

them learning environment suitable to their needs is the primary goal of the

government for them to feel the sense of belongingness to the society.

Therefore, I recommend the proposal of designing a state-of-the-art and

technology-based School for the Deaf and Blind following certain standards for the

PWDs. There should be a suitable learning environment that will contribute to the

learning process as well as giving a good quality of education every student must

have. Considering this recommendation might help produce students with hearing

and vision impairment ready to become part of the workplace and the society.

Part II: Research Focus

Chapter II.1: Rationale

The research focuses mainly on the two given school facilities, the School

for the Blind and the School for the Deaf: the improvements in terms of facilities,

furniture, tools, accessibility and the learning and teaching processes. It also

integrates the application of technological advancements as the primary design

solution to the architectural issue present in the given building typology.

The results and data gathered from the surveys/ interview/ case study/

group discussion conducted presents all the necessary need for innovations and

improvements. Such innovations and improvements are analyzed in order to

contribute in designing a technology-based environment of a School for the Deaf and

Blind. It can help promote a user-friendly environment that is accessible, sustainable

and technological in approach for students with visual and hearing impairment.

Principles and techniques show the collaboration of traditional and

technology-based environment in which functionality matters. The main purpose of

providing different principles is to provide an architectural design solution that is

technology-based but somehow traditional in approach. The reason for doing so is to

maintain the quality of education and provide instructional services that are relevant

to the problems of the school learning environment particularly with regards to

facilities and tools that are intended especially for deaf and blind students.

The solution is to categorize the school into two, one intended for students

with hearing impairment and one for students with visual impairment. Having

differences with their respective use of senses, it will be easier to designate specific

principles depending on their needs as disabled individuals.

Chapter II.2: Principles and Relevance to the Project

II.2.1. School for the Blind Improvements

Handrails

People who have difficulty negotiating changes of level i.e. people who are blind and

partially sighted, people who have a physical disability but are able to use the stairs

and people who have a cognitive disability, need the support of handrails.

Handrails are used to steady and provide guidance to ascend or descend stairs. They

should be provided in conjunction with changes in level, flights of steps and ramps.

Effective handrails are ergonomically designed so that they can be used by all

people, especially those with impairment to their hand or arm function. Continuous

handrails that allow a user’s hand to maintain a hold on the handrail without the

fixings breaking the grip assists in safe transition throughout the complete journey

either up or down a stairway.

Nosing

The application of highlighted nosing on stairways assists, in the main, people who

are blind or partially sighted. The highlighted nosing is used to indicate the location of

the nosing or leading edge of the tread to ensure safe movement up and down the

stairway.

Blind or partially sighted people may not be able to locate the edge of the tread on a

stairway if the top of the nosing does not have adequate highlighting to distinguish

one tread from the next, thus making it extremely difficult for them to use the steps

safely.

Curb Ramps

Curb ramps are necessary for access between the sidewalk and the street for people

who use wheelchairs. However, curb ramps can create a barrier for people with vision

impairments who use the curb to identify the transition point between the sidewalk

and the street. Because curb ramps eliminate the vertical edge of the curb used by

pedestrians with vision impairments, it is necessary to install detectable warnings to

mark the boundary between the sidewalk and street.

Detectable warnings or Tactile Paving

These are a standardized surface feature built in or applied to walking surfaces or

other elements to warn visually impaired people of potential hazards.

Screen readers

With screen readers blind people may have full access to the functionalities of word

processors, spreadsheets, databases, programming environments, the Internet and

many other applications.

Such reading is made possible via the use of speech synthesizers that convert text

into spoken words based on phonetic and grammatical rules. Such rules are governed

by the language, enabling the program to produce the correct, corresponding

pronunciation. Voice quality, speed of conversion and available languages are some

of the considerations that must be taken into account when selecting a screen

reader.

Internet

Screen readers provide access to the Internet, but specific applications need to

contain certain characteristics at programming and system levels to be accessible to

such screen readers. This is the first step towards gaining access via screen readers.

The next step is to provide the given information in a logical order and in an

understandable and convenient form, so as to provide equivalent information to all

users, regardless of the way they choose to access it.

Also, applications should provide a friendly interface to ease navigation with the use

of keys and hotkeys and ensure coherence between the different application options.

It is desirable that the application can provide access to the information through

refreshable Braille lines and alternative explanations of the visually based

information, such as videos with no audio or text description

Despite improvements in Internet accessibility and the provision of access to a large

volume of information through screen readers, the amount of inaccessible

information still exceeds the amount of information that is available in formats that

are accessible.

Machines for Braille

With the advent of computers other tools have been developed as a supplement to

Braille, and in some cases with the result that Braille has been pushed backwards,

stressing the supremacy of computers’ reading function. The list of complementary

tools includes a variety of embossers that can be connected to a computer to

produce Braille documents. Embossers do not only vary in brands, but in

functionalities as well, from the simplest machines that have only one side, are slow

to use and have a high noise level to two-side embossers with simultaneous printing,

high speed and little noise.

Then a kind of typewriter was produced; it had a keyboard which is known as the

Braille keyboard with only six keys that could be pressed simultaneously, depending

on the points, and a space bar, and it could work with thick paper It is commonly

called the Perkins machine and there are different models for different spacing

between dots, thus accommodating various reading abilities.

Natural Ventilation

Natural ventilation is by no means a new technique in architecture; rather it is a

traditional technique that has been neglected since the arrival of cheap energy and

air conditioning. Natural ventilation lowers cooling and ventilation costs, as well as

providing a close connection with the outside environment. In addition, natural

ventilation systems can help eliminate noise generated by fans potentially increasing

acoustic comfort.

II.2.2. School for the Deaf Improvements

Geometry of a Circle

A connection with another person is the core idea of deaf space. 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. The way of

communication dictates architectural forms: ramping, free-flowing and circular.

Accessibility

Stairs can be an obstruction for conversation. A ramp serves as a guide. Pathways for

communication need to be wide. Deaf people face cumbersome and potentially

dangerous situations when carrying on a conversation on a narrow sidewalk.

Reflections extend the sensory reach.

Views

The deaf have greater need for unobstructed views. Columns and physical

obstructions get in the way of communication. Corners should be opened for visual

access by soft transitions. This is a safety matter-blind corners can cause collisions.

Intentionally, framed views will connect the viewer from inside to outside from space

to space, maximizing the visual sense and cohesiveness of the structure.

Transparent doors are best when appropriate; if the door obstruct views at least a

small viewing port is most welcome. Railings should never become visual

obstructions; glass railings, balustrades, with ample visual openings are available in

any style to meet the need.

Lighting

Harsh lighting abrupt transitions from light to dark/uneven lighting are not welcome

to anyone and create extra problems for the deaf. Great care must be taken to create

soft, pleasant illumination. Use of natural lighting is desirable. Thoughtful placed

skylights can serve as an impetus and intuitive guide for movement.

Circulation

Obstructions in paths of pedestrian circulation are to be avoided whenever possible.

Borders can and should be indicated by textures and colors in the pavement.

Plain crosswalks are inferior to color-coded, textured and well-organized crosswalks,

having thoughtful orientation to points of interest in the vicinity.

Traditional hallway corners are not optimal for the deaf. Rounded corners are better,

and perhaps the best arrangement consist of transparent corners, allowing visual

clues and opening up lines of sight and distribution of light, while not losing floor area

to corridors.

Stairs and Elevators

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.

Transparent elevators are most welcome and can provide a special benefit to the

deaf, who can communicate from inside the elevator to those without, a possibility

not afforded who those who cannot sign.

Relationship to Environment

A school disconnected from its community by fences or barriers tends 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.

Buildings should be oriented in their site with thoughtful relationships to traffic paths

moving among the buildings and to logical point offsite. Footpaths are main traffic

arteries for children, and without attention to them the building could become

disengaged from the site.

Contrasts between light and dark and colors are a great aid to the deaf in visualizing

signing. Those who must maximize their signing visibility thoughtfully choose clothing

color that will make their hands stand out.

Creating an environment that is more of a community is essential. A collective way of

being prevails in the deaf community.

Classroom Arrangement

A thoughtful classroom for the deaf incorporates ample visual aids so that 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.

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.

Chairs should be equipped with rollers and low hand rests, allowing users more

movement, comfort and convenience.

Chapter II.3: Application to the Project

The given principles and improvements are to be applied in designing an

innovative School for the Deaf and Blind. Building standards should be taken into

consideration promoting safety and security.

Railings, ramps, and stairs are the primary problems the students

encountered based on the surveys and interviews conducted. It is very important to

provide ease access for the disabled students particularly those with vision and

hearing impairment because absence of sense is very critical and the design of ramps

and stairs can provide them a sense of belongingness or home to the learning

community they live in. Innovative application of railings, ramps and stairs is to be

made through modification and technological details. For the blind, presence of

signage is unnecessary if converted into signals and audio alarms. These applications

can improve the mobility inside the premises of the school building.

Although the proposed school is technological in nature, the application of

natural ventilation can be one of the best techniques in architecture since it reduces

energy consumption and cost maximizing the use of environmental resources. The

relationship of the building itself to the environment is necessary in all aspects

because nature has an overall impact when it comes to providing safety and

convenience to the user of the building.

Circulation, as one of the important factors in design should be applied

through careful planning of spaces and hallways to avoid obstruction. Elements such

as views, arrangement of rooms, and application of electronic devices and facilities

can also help improve the functionality of the building satisfying the needs of the

users.

These applications are the solution to the problems based on the previous

process of research on which these can provide not just good but efficient and

effective learning environment of the proposed School for the Deaf and Blind.

Part III. Site Identification and Analysis

Chapter III.1: Site Selection Process

Criteria for Site Selection

Based on the DepEd “Educational Facilities Manual (Revised edition of the

2007 Handbook on Educational Facilities - Integrating Disaster Risk Reduction in

School Construction)”, these are the standard requirements or criteria in selecting a

suitable school site:

1. Location/Environment

There should be a suitable surrounding environment.

Specific hazards that may affect the site should be identified.

2. Design and Safety Standards

The school site shall be well-located near the center of the present and

probable population to be served.

It shall be some distance from the town or city in order to provide equal

accommodations for outlying settlements.

It must have a suitable frontage on a public road, preferably on a quiet

street.

It must not shut in from the main highway by private property nor from

dense groves of tall trees.

There shall be no swamps and irrigation ditches around it.

The school site and its immediate vicinity shall be free from any

condition endangering the health, safety and moral growth of the

pupils/students.

It shall be located beyond 200 meters of places of ill-repute,

recreational establishment of questionable character, etc.

Other structures, such as barangay hall, social centers, etc., are not

allowed to be constructed within the school site.

3. Accessibility

A school site must be easily accessible to the greatest number of

pupils/students it intends to serve.

The maximum distance for a pupil/student to walk from residence to

school is 2 to 3 kilometers.

The maximum distance for a pupil/student to walk from residence to

school is 2 to 3 kilometers.

The maximum distance of the drop-off point from public transportation

must be specified, to aid in planning/design of the structure.

4. Topography

4.1. Soil Condition

An agricultural land with sandy loam soil is the best for school

sites.

The topsoil is properly balanced to support vegetation and

permit surface drainage without erosion.

The subsoil provides a proper base for economical and

substantial foundation of the buildings to be constructed on the

site.

4.2. Size

Elementary School

For urban areas, a central school with six (6) classes and non-

central school with six to ten (6-10) classes should be 0.5

hectare (5,000 sq. m.)

Secondary School

For urban areas, a school with 500 students or less should be

0.5 hectare (5,000 sq. m.)

4.3. Heat Island

Impervious surfaces (such as concrete pavement, asphalted

surfaces, etc.) must be minimized.

Native or indigenous landscaping that is drought- tolerant is

recommended.

Site Option Description

The selection of site is based from the areas which have most number of

PWDs particularly those with vision and hearing impairment based from the 2000

Census of Population and Housing.

Site 1

The site is located in Pasay City along Diosdado Macapagal Boulevard

corner Edsa Extension near SM Mall of Asia and beside Manila Doctor’s College of

Nursing. It has a land area of 2.2 hectares, a gross floor area of approximately 22,000

square meters.

Site 2

The site is located in Makati City along Ayala Avenue in front of Makati

Central Fire Station and beside Acute Care Makati Hospital. It has a land area of 1.05

hectares, a gross floor area of approximately 10,500 square meters. It is suitable for

a wide school frontage and easily accessible through pedestrian vehicles.

Ayala Avenue is a major thoroughfare in Makati. It is one of the busiest

roads in Metro Manila, crossing through the heart of the Makati Central Business

District. Part of Ayala Avenue forms Circumferential Road 3. There are many

businesses located along the avenue.

Site 3

The site is located in F.B. Harrison, Pasay City. It has a land area of 2.25

hectares, a gross floor area of approximately 22,500 square meters. It is the exact

location of the Philippine National School for the Deaf and Blind. It is for

redevelopment of the current structure transforming it into a technology-based

learning environment.

It is near the Municipal Hall of Pasay and beside commercial

establishments and other educational facilities.

Site Selection and Justification

Site Criteria Site 1 Site 2 Site 3

a. Location/Environment

a. Surrounding Environment

b. Specific Hazards

b. Design and Safety Standards

a. Near the center of

population

b. Distanced from city/town

c. Suitable front on public road

d. Shut in from main highway

e. No swamps and ditches

f. Free from health danger

g. Beyond 200 meters of ill-

repute

h. Social centers are

unconstructed

c. Accessibility

a. Accessible to students

b. Drop-off point distance

d. Topography

1. Soil Condition

a. Sandy Loam soil

2. Size

b. Elementary- 5,000 square

meters

c. Secondary- 5,000 square

meters

3. Heat Island

a. Surfaces and Landscaping

RESULT

Chapter III.2: Site Evaluation and Analysis

The Macro Setting

Geography, Location and Area

The city of Pasay is located in the western coast of Metro Manila or the

National Capital Region (NCR). It is bounded in the north by the city of Manila, in the

northeast by the city of Makati and the municipality of Taguig, in the west by the city

of Paranaque, and in the west by the Manila Bay (See Figure 2.1). The city is located

approximately at latitude 14º32' and longitude 121º00'. In terms of area, Pasay is

the third smallest political subdivision among the cities and municipalities of NCR.

The city has a total area of 1,805.11 hectares. The city proper or

Barangays 1 to 201 occupies around 1,399.50 hectares or 77.53 percent the total

area. The Cultural Center Complex occupies around 191.95 hectares (10.63%) while

the rest of the reclamation area covers an area of 213.66 hectares (11.84 %).

Geology

Pasay consists of two terrain units, an eastern undulating section and a

western alluvial portion, which extends into the Manila Bay. The undulating to gently

sloping terrain is underlain by a gently dipping sequence of pyroclastic rocks

essentially made up of tuffs, tuffaceous sandstones and conglomerates belonging to

the Guadalupe formation. This formation is represented by massive to thickly bedded

lithic tuff and tuffaceous sandstone.

Physiography

Metro Manila's physiography is divided into six zones namely, the Manila

Bay, the Coastal Margin, the Guadalupe Plateau, the Marikina Valley, the Laguna

lowlands and the Laguna de Bay. Pasay City belongs to the Coastal Margin or the low

lying flat strip of land east of Manila Bay with an elevation of less than 5 meters

above mean sea level.

Topography, Elevation and Slope

The western part of Pasay City is level to nearly level while its

southeastern part is gently sloping to gently undulating. It is characterized by coastal

plains along the Manila Bay in the west and sloping areas extending in the south-east

direction. Surface elevations range from 2 meters above the mean sea level on the

coastal plains and 24 meters on the southeast part of the city.

Atmospheric Characteristic

From the nearest PAGASA station at Ninoy Aquino International Airport (NAIA),

climatological data from 1950-1995 were obtained. Tables 2.6 and 2.7 show some of

the significant data.

1. Climate

The climate of Pasay is classified as Type 1 under the Corona classification used

by Philippine Atmospheric, Geophysical and Astronomical Services Administration

(PAGASA) depending on rainfall pattern. It is characterized by two pronounced

seasons: rainy season from May to October and dry season from January to April,

when rainfall drops to 10-30-mm/ month. In general, Metro Manila is directly

influenced by an average of 2 to 3 tropical cyclones per year.

2. Rainfall

The PAGASA station recorded an annual rainfall amount of 1,149.2 mm with a

total of 113 rainy days between the years 1961-1995. The rainy months of May –

October indicated monthly rainy days of 7- 20 with the month of July recording the

highest at 20. The highest amount of rainfall for the period 1949-1995 was 427.4

mm recorded on February 1,1962.

3. Temperature

Pasay has an average normal annual temperature of 27.5 C. The warmest

months are April, May and June while the coldest months are December, January and

February with the minimum temperature of 25-26C. The highest temperature was

recorded on May 18,1969 at 38.1C while the lowest was recorded at 14.6C on

February 1, 1962.

4. Relative Humidity

Relative humidity or the percentages of water vapor in the air ranges, in monthly

values, from 66% to 81% with an annual average of 75%. These values indicate that

Pasay is relatively humid.

5. Wind Speed and Direction

The annual prevailing wind direction in the area is towards the east. The average

annual wind speed is 3.0 meters per second (mps). High wind speed occurs in March

to April while low wind speed happens in September to November. The highest wind

speed of 56 mps was recorded on November 14, 1977, going in a western direction.

Air Quality

Pasay City is already experiencing a deterioration of its air quality. This

may be attributed to the congestion of people, improperly maintained vehicles

servicing them, and the significant percentage of pollute firms with inadequate air

pollution control devices and facilities operating within the area.

No traced earthquake fault line traverses the city of Pasay. However, the city is not

spared from other related geologic hazards such as tsunamis, ground shaking, and

liquefaction.

Micro Setting

The site is located in Pasay City along Diosdado Macapagal Boulevard corner

Edsa Extension. Macapagal Boulevard is a modern eight-lane road parallel to Roxas

Boulevard running from CCP Complex, Pasay to Marina Bay Village in Asia World City,

Parañaque in Metro Manila, Philippines. It is located in the reclamation areas.

This road has 3 major bridges, crossing the 'channels', of which the largest is

the Libertad Channel, where the Libertad Water Pumping Station is situated. Thanks

to intersection reconfiguring around EDSA to relieve traffic, Macapagal Boulevard is

now often used to access the SM Mall of Asia to the north and Cavite to the south. It

is also the main major road in Metro Manila's reclamation area called Bay City

Complex.

The area is 2.2 hectares or approximately 22,000 square meters. The site has

a wide frontage suitable for a school. It has no swamps and irrigation ditches around

it. Its immediate vicinity is free from any condition endangering the health, safety and

moral growth of the community.

The surrounding structures around the site are educational and residential

structures. In front of this is an industrial establishment.

The road is accessible by private and public vehicles. It is not shut in from the

main highway by private property nor from dense groves of tall trees. The site is well-

located near the center of the present and probable population to be served.

Laws and Ordinances Pertaining to the Site

Source: Copyrighted from Pasay City Zoning Ordinance

Chapter III.3: Site Development Options

Site Analysis

The photo illustrates the site analysis showing the sun path, wind direction,

and the sources of noise. Aside from the prevailing and winter winds, the site is

bounded with the Manila Bay on the Northwestern side producing sea breezes.

Sources of noise comes from the established Mall of Asia and residential and

commercial areas on the eastern side.

Appendices

Questionnaires for Group Discussion

Interview Questions

Survey Questionnaires

Observation List

Transfer Certificate of Title

Front Page

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