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

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

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

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

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

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

Research, Gather Data

Analyze the Problems with the Present similar structures

Come up with new ideas for the design and plans of the structure

Methodologies

Interview and conduct Surveys

Case Study

Analyze the gathered data

Formulate an architectural solution and apply it in the design of the proposed public school. Formulate conclusion.

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

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

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

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

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

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

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

School 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

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

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

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 children‟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

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

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

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

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

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



o

Free hearing screenings are offered to the public once a year

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.

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

Figure 1.3.C: Playground area

Figure 1.3.D: Gym

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.

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

FIGURE 1.3.E: Gym

FIGURE 1.3.G: Showing the Science Lab

FIGURE 1.3.F: Basketball Court

FIGURE 1.3.H: Wall Painting Activity (in front of the play ground)

FIGURE 1.3.I: Grade school room

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

FIGURE 1.3.K: Hallway

FIGURE 1.3.M

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

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

FIGURE 1.3.N

This school doesn‟t have many facilities for the deaf and mute students. They practice signlanguage 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

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

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

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

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

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community” Domantay, Liezl Angelie P. 2010180018 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% of the respondents said that the school their children are enrolled in utilizes sign laguage as a means of communication Sign Language

Speaking & Lip Reading

27%

73%

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

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community” Domantay, Liezl Angelie P. 2010180018 91% of the respondents prefer speaking and lip reading for their children Sign Language

Speaking & Lip Reading

9%

91%

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

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

Agree

Not sure

9%

Disagree

Strongly disagree

11%

16% 43% 21%

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

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community” Domantay, Liezl Angelie P. 2010180018 Almost half of the respondents thinks that the design of their child's school does not encourage and promote learning Strongly agree

Agree

Not sure

7%

Disagree

Strongly disagree

15%

27%

43% 8%

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

More than half of the respondents answered that the design of the school of their children promotes safety and wellbeing Strongly agree

Agree

Not sure

Disagree

Strongly disagree

2% 19%

26%

0%

53%

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

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

Agree

Not sure

Disagree

Strongly disagree

3% 6% 21% 43% 27%

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

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

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

Need Analysis

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

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

The 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

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

The deaf have greater need

Thoughtful

skylights

Plain crosswalks are inferior to

person is the core idea of Deaf

for

can serve as an impetus and

color coded, textured, and

Space.

Columns

intuitive guide for movement.

well-organized

unobstructed and

views. physical

placed

crosswalks,

obstructions get in the way of

having thoughtful orientation

communication.

to points of interest in the vicinity.

With increasing number of

Corners should be opened for

The opening of doors should

A school disconnected from its

communicating

the

not obstruct the movement of

community

people walking in corridors.

barriers

people,

the

visual

access

by

soft

group shape tends to take the

transitions. This is a safety

geometry of a circle. Settings

matter-blind

corners

can

by tend

fences to

or

isolate

students – might make them

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

sharp

corners

are

cause collisions.

feel imprisoned. If possible

cumbersome for deaf people.

connectivity,

openness

and

access to the surroundings is desirable, adding cohesiveness to the environment within and without the school. Stairs can be an obstruction

Intentionally framed views will

Chairs should be equipped

Buildings should be oriented in

for

connect the viewer from inside

with rollers and low handrests,

their

to outside and from space to

allowing

more

relationships to traffic paths

space, maximizing the visual

movement,

and

moving among the buildings

sense and cohesiveness of the

convenience

conversation;

a

ramp

serves as a guide.

users comfort

site

with

thoughtful

and to logical points offsite.

structure.

Footpaths arteries

are for

main

traffic

children,

and

without attention to them, the building

could

become

disengaged from the site. Pathways for communication

Adding visual sense to items

Obstructions

of

A thoughtful classroom for the

need to be wide. Deaf people

commonly of auditory nature

pedestrian circulation are to

deaf incorporates ample visual

face

and

only (e.g. adding flashing light

be avoided whenever possible.

aids so that these can take on

dangerous

to a sound of bell) allows the

Borders can and should be

a higher burden of the means

situations when carrying on a

device to be effective for

indicated

of communication from the

conversation

everyone.

colors in the pavement.

cumbersome

potentially

on

a

narrow

in

by

paths

textures

and

usual

sidewalk.

mix.

Visual

communication will serve the hearing and deaf equally well.

Reflections extend the sensory

Transparent doors are best

Contrasts between light and

A

reach.

when appropriate; if the door

dark and colors are a great aid

arrangement

obstructs views at least a

to

severely restricts visual access

small viewing port is most

signing.

welcome.

maximize

the

deaf

in

who

of

linear seating

must

among students. A circular,

signing

flowing seating arrangement

interpreters

allows everyone to see and

signing before large groups of

communicate with everyone

deaf)

else.

visibility

Those

visualizing

traditional

their (i.e.

thoughtfully

choose

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community” Domantay, Liezl Angelie P. 2010180018 clothing color that will make their hands stand out. A collective way of being

Railings should never become

Placing of landings at right

Traditional hallway corners are

prevails

visual

angles of orientation will allow

not

the

Rounded corners are better,

in

community;

the creating

deaf an

obstructions;

railings,

environment that is more of a

ample

community is essential.

glass

balustrades visual

with

openings

are

deaf

to

more

easily

optimal

communicate while they are at

and

available in any style to meet

some

arrangement

the need.

other and using the stairs

distances

from

each

for

perhaps

the

the consists

deaf.

best 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,

transitions

to

abrupt

dark/uneven

Transparent most

elevators

welcome

and

are can

lighting are not welcome to

provide a special benefit to

anyone

create

extra

the

the

deaf,

communicate from inside the

particularly those living with

elevator to those without, a

Usher Syndrome. Great care

possibility

must be taken to create soft,

those who cannot sign.

problems

and for

deaf

not

who

afforded

can

to

pleasant illumination. Use of natural lighting is desirable.

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,

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

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

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

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

FIGURE 2.2.1: Influences Informing Deaf School Design adapted from a thesis of Katrina A. Tsymbal.

Part 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

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

REGION IV-A

NATIONAL

REGION III

REGIONAL

CALABARZON

CAPITAL REGION

CENTRAL LUZON

POPULATION

10

9

8

SCHOOLS AVAILABLE

8

8

8

MACRO CLIMATE

8

9

8

RESISTANCE FROM TYPHOON &

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

FLOODING

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

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

DISTRICT

DISTRICT

DISTRICT

PROVINCIAL

1

2

3

POPULATION

6

9

5

SCHOOLS AVAILABLE

7

7

7

MACRO CLIMATE

8

8

8

RESISTANCE FROM TYPHOON &

8

8

8

DISTANCE FROM VOLCANIC ACTIVITY

8

8

8

DISTANCE FROM FAULT LINES

8

8

8

LINKS TO TRANSPORT NETWORKS

10

8

9

TOTAL

55

56

53

FLOODING

TABLE 3.1.C MACRO SITE RATING – PROVINCIAL LEVEL

SITE CRITERIA

DISTRICT

DISTRICT

DISTRICT

PROVINCIAL

4

5

6

POPULATION

7

8

8

SCHOOLS AVAILABLE

7

8

7

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

8

8

8

RESISTANCE FROM TYPHOON &

8

8

8

DISTANCE FROM VOLCANIC ACTIVITY

8

8

8

DISTANCE FROM FAULT LINES

8

8

8

LINKS TO TRANSPORT NETWORKS

10

9

9

TOTAL

56

57

56

FLOODING

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.

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community” Domantay, Liezl Angelie P. 2010180018 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. 2010180018 The 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 Total Land Area: 34,942 sq. m. Lot Type: Corner Lot abutting 3 or more streets

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community” Domantay, Liezl Angelie P. 2010180018 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 Total Land Area: 5,508 sq. m. 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.

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

9

10

9

FREEDOM FROM POLLUTION

8

7

8

SITE VISIBILITY

9

8

7

TOTAL

71

66

62

UNITS

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.

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

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

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

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

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community” Domantay, Liezl Angelie P. 2010180018 Aurora Tower can be found. Quezon city is also home to the Philippines‟ major broadcasting networkds. Television companies such as 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

PROPOSED PROJECT SITE

COMMONWEALTH AVENUE

BARANGAY FAIVIEW, DISTRICT 5, QUEZON CITY

FEU MEDICAL CENTER, ALONG REGALADO AVE.

GOOD SHEPHERD CHUCH

FIGURE 3.2.D: 1.5 KM RADIUS

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

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community” Domantay, Liezl Angelie P. 2010180018 the Regalado Avenue. Jeepneys pass by Regalado Avenue while tricycles can pass by the Lyric Street. Sun Path Analysis

6:00 AM

9:00 AM

12:00 NN

FIGURE 3.2.E

Wind Path Analysis

AMIHAN NORTHEAST WIND

HABAGAT SOUTHWEST WIND

FIGURE 3.2.F

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

FIGURE 3.2.F

FIGURE 3.2.F

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

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)

Proposed Preschool to Secondary Special School: “A Center for Learning and Care for the Deaf and Mute Community” Domantay, Liezl Angelie P. 2010180018 USA = 30% of TLA = 9,688 x 0.3 = 2,906.40 sq. m. Total 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) Table 3.2.A

6,781.60 SQ. M.

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

PRESCHOOL-

CANTEEN

ELEMENTARY GYM ADMIN. BLDG. HIGHSCHOOL

PARKING PICK-UP/DROP-OFF WAITING AREAS

FIGURE 3.2.G: Site Development Option 1

CANTEEN

GYM

HIGHSCHOOL

PRESCHOOLELEMENTARY ADMIN. BLDG.

PICK-UP/DROP-OFF WAITING AREAS PARKING

FIGURE 3.2.H: Site Development Option 2

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

FIGURE 3.2.G: Site 1

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

FIGURE 3.2.H: Site 2

FIGURE 3.2.I: Site 3

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

Typhoon Vulnerability Maps of the different areas of the Philippines

Mapping Philippine Vulnerability to Environmental Disasters

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

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

Name:

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

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