A LEARNING DISABILITr CENTER

An Architectural Thesis Submitted

As Partial Completion For The Degree Of
Bachelor Of Architecture

Texas Tech University

F a U Semester, 1972

Jones C. HcConnell, Jr.

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Dedicated To !fy U n d e

ROBERT E. WTT.T.TNQHAM
 TABLE OF CONTENTS

1. STATEMENT OF SUBJECT
2. CX)ALS

3. THE CLIENT 1
4. THE COMMUNITT 2
5. PROJECT BACKGROUND 3
6. FUNCTIONAL REQUIREMENTS 6
7. ORGANIZATIONAL STRUCTURE 12
8 ARCHITECTURAL REQUIREMENTS 15
9. THE SITE 23
10. FINANCING 25
11. FOOTNOTES 26
12. BIBLIOGRAPHY 27
^nnmiite) ^jjirnTiiiira) ^^Wiiti)

STATEMENT OF SUBJECT
 STATEMENT OF SUBJECT

A center to provide the correct positive

environment for a program of special edu^
cation and stimdus in the fozm of visual
perception of f o m and space for elementary
age children ^o possess learning disabilities.
 GOALS

112. «*«aM«a»W9gi:*-
GOALS To provide all the various facets of
education and social leandng at
the elementary age levels.
Tb h d p each child develop self-
donfidence and assume respon-
sibility.

To help children find satisfaction

in learning.
To enable each child to overcome his
learning disabilities so that he
may continue his education through
regular public education facilities.
To help each child become a useful
citizen in his community.
THE CLIENT The client for this project is the Richardson
Independent School District which for maoy
years has been one of the most outstanding
and progressive systems in the state. Pioneering
In experimental teaching processes, R.I.S.D.
recently included a new program of spedal
education for children with learning dis-
abilities but at the present this program
is forced to operate within the regular
classiToom set-up, an unsatisfactory ar-
rangement.
THE COMMUNITT Richardson, Texas is a growing suburb

of 49,000 inhabitants located on the north-

e m d t y limits of Dallas. Originally a

stage line and railway stop, Richardson has

grown from a popdation of 1,289 in 1950 to

16,810 in i960 with the relocation of such

electrodes oriented compades as Texas

Instruments and Collins Radio. The popu-

lation consists of mainly upper middle class

idilte collar workers with a high overall

percentage of the citizens holding college

degrees. Richardson is also the home of

the Graduate Research Center which conducts

various types of sdentiflc research and

developments. The demaiKl for quality educa-

tion resdted in the outstanding Richardson

Independent School District.

 n
PROJECT BACKGROUND

i^taeaits^-^ -.3jBj^-.„.
PROJECT
BACKGROUND "A child with learning d i s a b m U e s is one

with adequate mental abilities, sensory

processes, and emotional stability who has

a limited number of specific deficits in

perceptual, integrative, or expresdve
processes vblch severely impair learning
efficiency. This Includes children who have
central nervous system dysfunction iridch
is expressed primarily in linpaired learning
effidency." ^

The learning process in children can be

impaired in several ways. These include
dysgraphia—an inability to express ideas
by means of writing or written symbols;
dyscalculia—an impaired ability to do cal-
culations or to work with numbers; agnosia—
an inability to Interpret sensory liQ>ressions
because of inqperfeet percdving; and right-
left disorientation—a poor sense of direc-
tionality, an inability to readily identify
left from right, up from down, top from bottom;
and last dyslexia—an impairment of the ability
to read or to understand what one reads,
dther silently or aloud.
The learning process in reading involves

recognition, language sigdgioance, and

responses. The child most develop the

aeehanism by idiich all of this can be done.

Several development tasks are related to

learning to read-

Motor development

Tactile devdo|»aent

Auditory discrimination

Visual discrimination

Language development

Various types of memory devdopment

Conceptual and cogdtlve development

Defidendes in asy of these areas may be

due to either primary (orgadc) or secondary

(functional) causes. Poor perceptual ability

may resdt not only from biological problems

but also from severe emotional distress or

involvement. Uhder-aehievement may resdt

from cdtural deprivation, physlcd conditions,

poor class attendance, things such as teaching,

curricdum, materials, methods, and attitudes.

"Failure need not necessarily resdt because

of a perceptual handicap existing. Appropriate

education given at the proper time can help a

child to learn more normal ways of perceiving

and think1.ng so that even if some deviations
continue to be present, the gap between his
f a d l ^ perceptions and normal ones can be
reduced." ^

The child with a perceptual handicap can be

hdped to learn the basic academic skills in
spite of his iBq)airment by teaching methods
which minimize the distrubing effects of his
handicap or stimulate him to a more effective
use of the lBq>aired functions. He can learn to
compensate for his deficiencies lay recogdzlng
them and working against themp—especially under
a proper schedde in an appropriate physlcd
setting.

"The Importance of helping the chUd maintain

a realistic relationship with his environment
and of developing social skills cannot be
over«i9>hasized. It is, perhaps, one of the
most crucial areas of the learning program.
No degree of competence in any academic skill
can compensate for Irresponslde or irra-
tional social behavior. Through this emphasis
upon positive group interaction, the child
learns to accept and respect his own worth
azid digdty as a human being. This process
is essential to healthy development." 3
FUNCTIONAL
REQUIREMENTS "A oooprehensive and detailed evaluation of

a child's physical and psychologlod make-up

depends upon a battery of psychological tests,

supplemented by observation of the child, a

physical examination, an evaluation of vidon

and hearing. Interviews with the child and
parents, and Isiformation gathered from other
sources. Flrom this exploration, an account
of the child's past life history and present
life situation shodd emerge, in addition
to a picture of his current developmentd
status. This information is reqdred before
dedding If in addition to the educationd
program, the child needs medical help or
psychotherapy or both, if the parents need
counseling, if specific treatment such as
speech therapy is indicated, or if a change
in the child's idiole life situation is
advisade."

"Although it is commonly understood that

children operate as totd orgadsms, in
thinking throu^ Individual children, it
is often helpfd to Isolate particular areas
of strength and weakness. Although every act
Involves some overlap and integration of
sensory modalities, in order to devise

specific teaching techdques, it is neces-

sary to consider a particular skill as if

it were an entity in itself. The objective

is to match specific teaching techdques

to the developmental readiness of the child,

in effect, to establish a 'devdopmental

learning sequence.' " 3

Six general stages of learning are recog-

dzed, in sequentid order:
1. A Gross-Motor Stage
Locomotion
Balance and maintenance of posture
Contact
Receipt and propdsion
2. A Motor-Perceptual Stage
Move more efficiently by using
data he perceives
3. A Perceptual-Motor Stage
Control maneuvering in terms of
perceptual information
Match the perceptud world and
a motor world
k, A Perceptual Stage
Auditory discrimination exercises
Auditory memory and sequencing
Vlsud discrimination
Vlsud memory and sequencing

5« A Perceptud-Conceptud Stage
Concept devdops from percepts
6. A Conceptud Stage
Group and relate perceptud data
into meaningfd generalizations
for use in future ^
 8

DEVELOPMENTAL STAGES OF LEARNING

conceptual

perceptual -conceptual

T
perceptual

c
c
percept ua I-motor^ o
0)

T
motor-perceptual

gross-motor
Great enq^hasis will be placed on teaching

each of the three skill areas—auditory,

visual, and motor. These skills cannot be

considered separately and w i U be tau^t

through the various areas of the curricdum

by observation, exploration, partidpation,

and experimentation.

CURRICULUM
Language Arts
Basics
Essays
Spelling
Tilling stories
Lectures
Skits
Discussion groups
Writing poetry
Oral reading
Word games
Tapes
Teaching machines
Mathematics
Basics
Use of films
Chalkboard
Individud prodems
Math games
Group instruction
Practicd use
Weights and measures
Word prodems
Controlled reader

Fine Arts
Arts and crafts
Ovej^ead projector
Films
Painting
Drawing
Craft making
Murals
Cutting and pasting
M o d d making
Art displays
 10

Music—participating/listening
Badcs
Tapes
Films
Individud
Group
Instrument
Vocd
Socid Sciences
Reading
Group instruction
Individud instruction
Notebooks
Reading newspapers
Map mak1.ng
Citizenship
Oral and written reports
Display area
Cxlobe
Films
Tapes
Teaching machines
Historic skits
Naturd Sciences
Basics
Lectures
Movies
Experiments
Use of instruments
Rdslng plants
Rdsing small anima!Ls
Building models
Pbydcal Education
Exercises
Tumbling
Indoor games
Outdoor games
Running relays
Sports
Films
First d d
Hedth
Sex education

Both Indoor and outdoor educational activities

will be included in the center's curricdum.

Exterior courts and courtyards will be used

not only for physlcd exercise, but ecology

 11

study, basic zoology and botany, sense

perception, outdoor "regular" classes, study

of weather, direction, naturd sdence, art

exhibition, and orgadsed sports.

 12
ORGANIZATIONAL
STRUCTURE A non-chronologically graded system of

instruction will be used in the learning

center to facilitate the advancement of each

child at d s own pace of learning ability.

"As a measure of success is attained by the

child at one level, he is ready to proceed

to the next. When upper levds of readiness

are reached, the child will be "able" to

learn in the more traditional approach com-

mody presented in the regular class setting.

Hopefully, the training at each level of

readiness will lead to an effective integra-

tion of d l the primary functions." 7

Teacdng within the learning center will be

accon^lished by the team teaching method

employing dghly trained s p e d d educationd

instructors, aided by teaching assistants.

The teachers are responsible for the following

tasks:

Preparation of the Learner: Estadisdng

a learning set—hdping the child to
solve tasks on the basis of previous
experience and to focus his attention
on the task to be accomplished (prep-
aratory set).

Defidtion of the Goals: Establishing

the spedfic gods through differentld
testing and diagnostic teaching.
 13
Keeping the Child Progresdng: Correct
use of feedback.

Regulating the T^po of Progress: Step-

l^-step procedure.

Connecting the Se^ents of the Curricdum:

Establishing inter-relationships
between teacher, classmates, stibject
matter. °
 1/f

ORGANIZATION

school board

administration
•»wiw»Miiiiiiiiiiy I iMimii

food services -J I secretary

janitorial resource teacher

master teacher

T
teacher teacher teacher teacher teacher teacher

ass't ass't ass't ass't ass't ass't

 15

ARCHITECTURAL

REQUIREMENTS Flexibility is the key concept in the design

of a successfd physlcd plant for the Learning

Disabilities Center. W H H a m CaudiU proposes

four distinct terms and defidtions idilch w U l

add clarity to tds concept.

A. Sxpanside space that can aUow for

ordered growth.

B. Convertible space that can be econ-

omically adapted to program Changes.

C. Versatile space that serves many

functions.

D. Malleable space that can be changed

"at once and at will." 9

1!he use of modular design will allow for con-

siderable flexibility throughout the center.

Moddar pands and ceilings will create new

physlcd spaces both vertically and horizontally.

Basic rooms may be easily changed, by the teacher

and students, into a series of larger or

smaller spaces. Control of artiflcid light-

ing will be used to create new psychological

spaces within the center.

Ihe teachers will control lighting, temper-

ature and huddity as w d l as the audlo-

visud and other mechadcal devices. All

spaces will be acoustically engineered to

reduce noise. Ihls Indudes the use of carpet

 16

on a large percent of the useable floor area.

The restrooms will be designed as an integral

part of the room, -vbloh allows for speed of

action on the part of the children and

maximum supervision by the teacher.

Numerous electrical convedence outlets will

be provided throughout the design to allow

for the use of more and more mechadcd/dec-

tricd devices.

"There shodd be an intimate relatlonsdp

between the curricdum and the physlcd

plant. Since currlcdiua is generally meant

to reflect the development of a child intel-

lectually and physically, the child's en^

vlronment must also reflect this development.

Consequently, individud rooms which grow

with the child and the group to form larger

group rooms seemed necessary. Furthermore,

such rooms shodd be eqdpped with develop-

mental mechanics, such as hardware which may

be moved up the wall or expanded to meet

physlcd growth. Physlcd arrangement of

special classes shodd reflect the growth

from Individual instruction through small

groups to much larger public school classes.

 17

Maay children need feelings of physlcd

security. Althou^ psychological security

can be given by the teacher, it has been noted

in psychologicd-arehitectural research that

small rooms tend to produce a feeling of

safeness and security in young cdldre»—

'womb-rooms.' Consequently, a room capade

of being scded down will effect tds security

as will a cloistered room available to the

child on an Individual bads." ^^

tZhe main areas within the learning center

Include Instructiond moddes, a resource

center, theater and music area, restrooms,

kitchen, outdoor instructiond and recrea-

tiond areas, admldstratlve offices, teachers

lounge, storage and mdntenance areas.

The instructional moddes are areas of individud

and small group learning where the child has "ds"

place for Identity within the school. These

spaces allow the teacher to work on a veiy dose

level with the students and to h d p them develop

their ability to interact sodally and to bdld

self-confidence. Areas of storage, group par-

ticipation areas, display, cha3icboard, book

shelves, teacher's desk, restrooms, and in-

dividud learning carrds are to be located

within the instructional moddes.

 18

"Recent research, has shown that immediate

feedback is most desirade to facilitate

learning. Consequently, learning carrels

may be employed d t h automated devices for

immediate feedback. Such carrels do not

necessarily mean 'teaching macdnes', but

rather macdnes ^^ch may be programmed at

will by the teacher." ^^

The resource center will consist of a larger

space for group partidpation, demonstration,

and individud study. The center will Indude

a conversation pit, tables, chdrs, books,

maps, globes, display areas, audio-visiid

facilities, tackboard, and storage spaces.

The admldstratlve offices area consist of

a main office, admidstrator's office, coujw

selor's office, testing rooms, nurse's room,

restrooms, teacher's lounge, teacher's work

area, and storage spaces.

Located in the main office will be a wdting

area, a receptiodst-secretary area, teachers'

mail boxes, bulletin board, intercom syst«n,

file storage and safe storage of student

records. The admidstrator's office will be

located adjacent to tds main office.

 19

Testing is an inqxjrtant portion of education,

especially education of children with spedfle

learning disabilities. Testing areas within

the center will Include severd small, individ-

u d rooms idxich are connected to and visible

from a general control center. These testing

areas will be designed to allow for visual,

auditory, and motor testing of Individuals.

Adequate space and power will be provided

for overhead projectors, tape recorders,

teacdng macdnes, two way commudcatlon,

closed d r c d t television, and other necessary

electrodc/mechadcal eqdpment. Safe

storage of testing materlds will dso be

provided.

Ihe counselor's office will be a warm home-

like atmosphere where students can discuss

problems in an Informal way. Ihls space

shodd relate directly to the testing area.

A two bed medical facility staffed by a

full time registered nurse will include

rest areas, storage of medicine and equip-

ment and a small nurse's office space.

The teacher's lounge will be a small, relaxing

oasis for the admldstratlon, teachers, and

 20

visitors to rest, snack, visit, eat lunch

and hold informd discussion. Tds area

will indude restrooms, candy and soft drink

machines, coffee machine, refrigerator and

sink.

The teacher's work area will be a space for

Instructors and teacher's d d s to prepare

media for special events, and duplicate hand-

out materlds for students.

"One cannot remain indifferent to the lack

of furdttire and eqdpment designed to be

compatible with s p e d d education facilities.

Although teaching machines are coming into

use in specid classes, the notion of mdti-

sensory input devices as part of the design

scheme is not often pursued. Rather, the

eqdpment is applied in arbitrary ways to

the spaces allocated for various activities

dthout regard to the way it d ^ t be used.

Furdture and hardware, then, are not

considered to have any intrinsic education

or training vdue vhen in actuality t h ^

play a major part in how information and

ideas are distributed and are not, as fre-

quently assumed, merely cosmetics applied

to the fidshed product.

 21

For instance, posture is in a sense a

training vedcle and body podtion will

necessarily change as the task in idiich the

child or teacher is involved varies. The

position for painting d ^ t be different

from the position for listening, and in

turn various games are played in sitting,

standing and sed-standing positions wdch

can be partially reinforced throu^ the use

of chairs and tades sdtable to the activity.

It is d s o posside that an activity such

as llstedng to music can best be accom^

pushed on the floor. Then the floor dght

be designed to make dtting posture more

comfortable for long periods of time, allow

for the use of floor easds, flat drawing

pads, games, etc. Tables, chairs, easds,

dackboards, teaching machines, audo-

visud eqdpment, physicd fitness devices

and even crayons and other materials should

have compatlde uses in the overall sequence

of classroom activities.

The task of orientation of some teacdng

and trdning programs for Impdred children

lends Itself to basic functions such as

groodng, personal hygiene, housekeeping

on one scale and to recreation on the other.

 22
There is an easily recogdzed difference in
the areas in w d c h these activities «^li go
on, but it is not as yet known how much
space is actually reqdred for these tasks
or how eqdpment may be used to expedite or
make more efficient the cogdtlve response
of the children. A drror, properly placed
may perform many functions such as a reminder
of ^ e r e the chUd is located, a time element,
or as a vlsud game. A door may be just a
barrier, but also it may train a child in
the operation of hardware, it may be a surface
on "idiich objects are drawn or where a per^
manent cue to place or direction may be
indicated. Its size, color or position, method
of operation, type of lock or other hardware,
texture or wdght may d s o be design
considerations Indicating such tdngs as
privacy, or idiat may occur behind it.

Althou^ a door may have a primary function as

a barrier, other designed objects in a

space may have a series of parallel func-

tions. It shodd be a pre-deterdned

judgment of the arcdtect as to the func-

tiond reliability of all components of a

space if the possibility exists that they

d g ^ t be used for a teacdng or t r d d n g

purpose." 12
 23
TSE SITE The Learning Disabilities Center will be

located on a 3.877 acre site in Richardson,

Texas, (see map) Accessibilily to the site

w U l be hy way of Tdlight Trdl, turning

off of Custer Road. The site is centrally

located to a large city park, IMCA sports

area. Civic Center (induding new modem

library), shopping center and housing. The

site is only a short distance from major

roadways such as Arapaho Road and North

Centrd Expressway out of Dallas. Tdlight

Trail forms the 5^6 foot frontage and

permits access to the site from the south.

Access dong the other three sides is by

way of m u d d p d alleyways.

Utilities to the site will be provided by

Texas Power and Light, Lone Star Gas, Bell

Telephone and Richardson M u d d p d Water and

Sewage.

The site is nearly levd and the top soil

is Blackland prdrie soil ^diich supports such

native grasses as Andropogons, Bluestem, Grama,

Indian, and Buffalo grass. There is one small

native Bois d'Arc tree growing near the center

of the northern property line.

(g) CITY HALL E-7

( ^ MUNICIPAL COURT E-7

@ POLICE STATION E-7
(R) FIRE STATION No, 1 E-7
No. 2 H-2
No. 3 M-7

( ^ CHAMBER OF COMMERCE E-7

^ p RICHARDSON SCHOOL ADMINISTRATION BLDG. E-6

(S) US- POST OFFICE F-6

(y) DALLAS COUNTY SUB COURT HOUSE F- I

8 RICHARDSON

RICHARDSON
RECREATION CENTER

PUBLIC LIBRARY H-6

H-4

( ^ MUNICIPAL SERVICE CENTER G-ll

( y MUNICIPAL ANIMAL SHELTER G-1

( ^ MUNICIPAL SWIMMING POOLS F-l

( ^ YMCA G-6

(g) Y WCA E-7

( ^ RICHARDSON SPORTS , INC. F-IO

- -JT'^^lCTJ.^^Tya^.'
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-2 Linda Ln. 1-13
St. Cloud Lane N-6
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Audelia Rd. A-8
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-B-
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Brand Rd. - Inset F.M. 544 Inset Moffett St. C-6
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Bryn Mawr Cir. F-l2 N-5
Glenfield Ct. Nottingham Dr. E-4 Teakwood Dr. H-3
Buckingham Rd. B-12 C-10, E-10
Glenville Dr. -0- Teakwood PI. H-3
Bunker Hill K-4
Bynum Dr. 1-13 Goldmark (Dallas) D-2 Oak St. D-8 Tejas Tr. D-6
Grace Dr. D-7 Oak Brook Dr. H-13 Terrace Dr. F-7, 9
-C- Grandview Dr. L-7 Oakcrest Dr. J-7 Terryland Dr. 1-4
Cambridge Cir. J-5 Grant Cir. H-12 Ocean Dr. F-9 Texas St. E-6
Cambridge Dr. J-5 Grant Dr. H-12 Opal Ln. H-5 Thompson Dr. G-3
Campbell Rd. J-8 Greenbriar Ln. J-3 Orchard Ridge Ln. N-6 Tiffany Tr. B-6
Candlewood PI. E-9 Greencove Ln. E-10 Osage Dr. H-2 Timberlake Cir. 1-4, 5
Canyon Brook Dr. N-8 Greenhaven Dr. J-3 Ottawa Cir. 1-2 Timberview Ln. N-5
Canyon Creek Dr. J-7, M-5 Greenleaf Dr, G-4 Ottawa Dr. 1-2 Towne House Ln. D-9
Canyon Creek Plaza K-7 Green Meadow Dr. C-13 Overcreek Dr. L-8 Trailridge Dr. D-13
Canyon Ridge Dr. M-8
Green View Cir. C-13 Overlake Dr. E-2 Trellis PI. E-13
Canyon Valley Dr. M-8, N-8
Greenville Ave. F-7, K-9 Oxford Dr. G-1 Tulane Dr. G-14
Cap Rock Cir. K-6
Greenway Dr. E-2 -P- Twilight Cir. G-5
Cap Rock Dr. K-6
Greer St. F-6 Pacific Cir. F-9 Twilight Tr. G-5
Cardinal Ln. H-1
Grinnell Dr. C-10 Pacific Dr. F-10 Tyler St. E-8, F-6
Carleton Dr. C-11
Grove Rd. D-8, H-8 Palm Cir. F-9 -U-
Carol Court E-8
-H- Palmer Place E-4 University Dr. E-12
Cedar Lane E-3
Habersham (Dallas) F-l Park PI. D-9 -V-
Centenary Dr. E-12
Central Exwy. E-5 Hamilton Dr. F-3 Park Lane D-8 Valley Cove Dr. N-8
Chadwick Dr. G-3 . Hampshire Ln. H-5 Parkhaven Dr. E-2 Valley Glen Dr. M-7
Chadwick PI. G-3 Hanbee St. H-6 Parkside Dr. K-8 Valley Glen PI. N-8
Chaparral Dr. K-7 Harold's Cir. F-12 Parkview Cir. G-4 Valley Ridge Dr. N-7
Chapel Creek Ct. N-5 Harper's Ferry L-4 Parkview Ln. G-5 Valley View Rd. A-5
Cherokee Dr. H-1 Haymeadow (Dallas) D-1 Pauline Dr. E-7 Vernet St. 1-5
Cherokee PI. H-2 Haynes Dr. H-13 Pawnee Dr. 1-2 Vicki Dr. E-7
Cherrywood Dr. F-l, 2 Heather Way D-13 Pearce (J.J.) Dr. C-13 Vicksburg Ln. K-4
Cheyenne Dr. H-1, 1-2 High Brook Dr N-8 Pebblebrook Cir. K-7 Village North Dr. (Private Street)
Cheyenne PI. H-2 Highland Blvd D-7 Phillips St. E-6
E-14
Chick Dr. C-8 Highland PI. D-9 Pinecrest Dr. 1-3
Villanova Dr. E-12
Chickasaw Dr. I-l High Mesa PI. M-5 Pinehurst Dr. H-4
Vinecrest Ln. K-3, 4
Chippewa Dr. H-1 High Ridge Ln J-1 Pittman St. D-6, 8
Vista Cliff Dr. L-8
Civic Center Dr. G-6 High Vista Dr N-5 Piano Rd. I-ll
Vista Cliff PI. L-7
Clearfield Cir. C-14 Hillcrest Ave G-7 Pleasant Valley Ln. N-6
-W-
Clear Lake Cir. L-7 Hillsdale Dr. C-10 Plymouth Rock Dr. F-13
Wake Ct. E-9
Clearwater Dr. G-3 Hillside Ave. G-7 Polk St. E-6, 7
Wake Dr. F-9, E-10
Clearwood (Private Street) C-4 Hilltop Ave, G-7 Poppy Ln. D-13
Walker Ln. (Dallas) C-4
Cliffside Dr. E-3 Holly Dr. G-] , 2 Prairie Creek Dr. (East & West) K-{
Walnut Rd. (Dallas) A-8
Clover Trail E-13 Huffhines St.. E-6 Prestonwood Dr. C-4 >
Walnut Creek PI. M-5
Cloverdale Dr. G-1 Hyde Park Dr. E-3 Prestwick Ln. J-3
Coit Rd. D-1, H-1 Walton St. E-7
-I- Princeton Dr. F-10
Colfax Cir. E-2 WarfieId Way H-3
Industrial Dr. F-9 Provincetown Ln. 1-5
Colfax Dr. E-2 Warren Way H-3
Inge Dr. F-5 Pueblo Dr. J-2
Collins Blvd. 1-12, K-9, M-9 Wateka Way 1-3
Inglewood Dr. F-5 -R-
Collins Ct. 1-12 Waterfall Way D-1
Insight PI. H-14 Rainbow Dr. D-13
Waterview Cir. J-3
Interurban St. E-6 Rayflex Dr. G-7
Waterview Dr. D-2, 1-3
Island Dr. F-9 Redwood Dr. 1-3
Waterview Pkwy. K-2
-J- Regency (Private Street) D-1
Waterview PI. H-3
C-6 Jackson St. F-6 Renner Rd. N-6 Inset
Wayside Way 1-3
James Dr. [E-3, E-5 Restland (Dallas) A-5
Weatherred Dr. D-3, F-4
Jolee St. |H-6 Reston Dr. 1-14
Wedgewood Way H-3
Jupiter Pkwy. G-14 Rice (Garland) B-12
Wendy Way H-12
(Jrampton's Gap L-4 Jupiter Rd. H-14 Inset Richland Dr. C-12
Weston (Private Street) D-1
Creekdale Dr. G-3 Justin Ct. 1-12 Richland Park Dr. B-7
Westover Dr. 1-4
Creekwood Cir. K-8, L-8 -K- Ridgebriar Dr. M-8
West Shore Dr. G-3
Crestover Cir. K-7 Kaufman St. E-6 Ridgebriar PI. M-9
West Shore PI. F-3
Crestover Dr. K-7 Kindred Ln. J-4 Ridge Crest Dr. K-6, 7
Westwood Dr. F-4
Crestview Dr. G-3 Kingswood Ave. J-3 Ridgedale Dr. F-4
Wheaton Dr. H-13
Cullum St. L -2 Kirby Ln. H-5 Ridgehaven PI. K-7
White Cliff Ln. K-6
Cumberland PI. G-3 -L- Ridgeview Cir. L-8
Whitemarsh Cir. N-6
Custer Cove L-7 La Cosa (Dallas) G-1 Ridgeview Dr. L-7
Wildwood Dr. E--2
Custer Pkwy. K-6, M-7 La Mesa Dr. H-1 Ridgeway Cir. D-2
Willingham Dr. C-7
Custer Plaza L-7 Laguna Dr. E-3 Ridgeway Dr. D-2
Williams Way J-4
Custer Rd. F -6, H-6, 0-7 Lakeview Dr, G-3 Ridgewood Dr. M-8
Willow Creek PI. M-5
Cypress Dr. H-2 Lamp Post Ln E-1 Robin Way K-7
Winchester Dr. G-4
-D- Larkspur Dr. F-10, 11 Rockingham Ln. H-5
Windsong Tr. D-13
Dalhart Dr. E-2 LaSalle Dr F-7, 8 Rollingwood Dr. C-13
Wisteria Way H-3, 1-4
Daniel St. H -6 Laurel Ln. G-2 Rorary Dr. F-8
Wista Vista D-6
Danville Dr. F-2 Lawler Rd. A-6 Roundrock Cir. K-8
Woodcrest Dr, N-8
Dartmouth Ln. F-13 Lawndale Dr. M-8 Roundrock (Dallas) G-1
Woodhaven PI. D-9
Davis St. G- 7 Lawnmeadow Dr L-5 Royal Crest Dr. F-8
Woodland Way H-3
Dawn Cir. E-13 Lazy Acres (Dallas) D-2 Rustic Cir. G-6
Woodstone (Dallas) G-1
Dearborn Cir. D-2 Woodwick (Private Street) C-4
Dearborn Dr. D-2 Worcester Way J-5
Decca Dr. E-2 -Y-
Deep Valley Dr. J-4 Yale Blvd. C-13, E-13, H-12
Deep Valley PI. J-4 Yale Cir. F-12
 24
Climatology InformaUon

Altitude 630'
Annual Average Rdnfall 3^.55"
January Ten5)erature (Min.) 360

July TeB5)erature (Max.) 95O

Growing Season 235 Days

Last Freeze in Spring March 23
K.rst Freeze in Fall November 13
Rainfall

Jan Feb Mar Apr May June July Aug

2.32 2.55 2.85 4.00 4.83 3.24 1.94 1.93

Sept Oct Nov Dec

2.82 2.70 2.70 2.67

Relative Huddity 6:00 AM CST—79

Noon CST—55
Wind Mean Annual Speed--10.9 MPH
Highest Per/Hour^77MPH

Percent Possible Sunshine 65 Days

Snowfall Mean Annud 2.1"

No. of Days 32^ and Below 37 Days

No, of Days 90^ and Above 94 Days

Record Hlgih IIIO

Record Low .30

FINANCING
 25

FINANCING The Learning Disabilities Center will be a

facility of the public education systsm. of

Texas and will derive financing as such. The
construction costs d U be covered throu^ the
Richardson Independent School District. S^ae
funds for outdoor education will be obtained
throu^ the KLementary and Secondary Sducatlon
Act of 1965 through HEW's ESEA TITLE H I program,
Federal funds are also available for school
lunch programs.
FOOTNOTES
 FOOTNOTES

^ D. Frank, ed., CANHC-ORAM, VOL 1, No. 1. (July, 196?).

George Kaluger and Clifford J. Kolson, Reading and Learning
Disabilities (New Toric, I969), p. 83.
3 Ralph J. Nash and Judith Pfeffer, A Gdde Tb A Special Class
Program For Children With Learning Disabilities (Cdca^I
Cdcago Assodation for Children vath Leardng DisablliUes,
1969), p. 31.
4
Helmer R. Iftrdebust, ed.. Progress In Learning Disadlitles
(Newr York, Grune & Stratton, 1970), p. 239.
^ Nash, p. 12.
^ Harylou Kbersole, Newell C. Kephart, and James B. Ebersole,
St#ps To Achievement For The Slow Learner (Columbus, Merrill,
1968), pp. 66-73.
7 Nash, p. 12,
^ Jtjrklebust, pp. 255-256,
9, Edtioatiottd Change and Arcdtecturd Consequences
(New York, Educationd FadlltLes Laboratories, I968),
p. 15.
^0 "An Arodtectural-Educatlond Investigation of Education and
Training Facilities For Sseeptional Children'*, The Council
for Exceptional Children (Arlington, Virginia, 1965)t pp. 9-10,

11 Ibid., p. U .
12 Idd.. p. 7.
 BIBLIOGRAPHI

Anderson, Robert P. The Child With Learning Dla»blL1*V* " H fi^^'^*"^*-

Boston: Hou^^ton Mifflin Compaxy, 19^57^

Caudill. William. Educationd Change And A r o d f o t u r d Consequences.

New York: Educationd Facilities Laboratoriia.l§JiV
Council For Bxceptiond Children, ed. "An Arcdtectard-BducaUond
Investigation of EducaUon And Tiralning Facilities For ErcepUond
Cdldren", Arlington, Virginia: The Council For ExcepUonal
Children, I965.

Ebersole, Marylou; Newdl C. Kephart; and Ebersole, James B.

Steps Tb Acdevement For The Slow Learner. Columbus, O d o :
Charles E. Merrill Publishing Compaiy. I968.

ELlingson, Careth. The Shadow Children. Cdcago: Topaz Books, 1967.

Frank, D., ed. CANHC-GRAM, VOL. 1, NO. 1. July, 196?.
Grzynkodcz, lifijieva Montooth. Teacdng Inefficient Learners.
Springfield, Illinois; Charles C. Tnomas, Publisher, 1971*.
Kaluger, George and Clifford J. Kolson. Reading and Leardng Disadlitles,
Columbus, O d o : Charles E. Merrill Publishing Coflq;>any, 19o9.
Ifyklebust, Helmer R., ed. Progress In Leardng Disabilities.
New York: Grune & Stratton, 1970.
Nash, H d p h J. and Judith Pfeffer. A G d d e To A Special Class Prota^ram
For Children \^Vx Leardng Disabilities. Cdcago: Cdcago Association
For Children VELth Learning DisablliUes. ~1969.
Vfagner, Rudolph F. Dyglexla And Your Child. New York: Harper &
Row, Publishers, 1971.
 INTO PHYSICAL REALITY

An Arcdtectural Thesis Subdtted

As Partial Completion For The Degree Of
Bachelor Of Architecture

Texas Tech Udversity

Arcdtecture 425
Spring Semester 1973

Jones C. McConnell, Jr.

 TABLE OF CONTENTS

PAGE
NUMBER

1. INTRODUCTION 1
2. THE CLIENT AND FINANCING 2
3. ANALYSIS OF SITE PUNNING 3
4. ANALYSIS OF DESIGN - 5

5. CREDITS 13
INTRODUCnON The Learning Disability Center has been

developed from the written word into a

physical reality of spaces wdch fdflll

the reqdrements and gods for wdch it

was programmed. During tds metamorphosis

certain changes were necessary in order to

create the best possible solution to the

problem.
THE CLIENT

AND FINANCING The Client for the Richardson Learning Disability

Center has been changed from the Richardson

Independent School District to a private

orgadzation in order to properly finance such

a center. The very nature of the care demanded

for cdldren d t h severe leardng problems

reqdres a larger teacher to pupil ratio than

is possible through a tax supported public

facility.

Leardng
Disability Center Public School
1 — 1 0 1 — 30
Teacher Pupil Teacher Pupil

The financing of such a private orgadzation

wodd be handed through a per capita tdtlon

of those cdldren enrolled. Other funds wodd

still be available through HEW, as stated in

the program.
ANALYSIS OF

SITE PUNNING The originally chosen site on Tdlight Trail

q d c d y proved Inadequate on grounds of access-

ibility and size; so the final site location

at Arapaho and Lindale was obtained. This

site offers the same cUmatologlcal charac-

teristics—being located just a few docks away,

The center is situated on the site d t h the

main entrance facing south onto Arapaho, d t h

a pick-up drive sweeping off the main road up

to the covered walkway w d c h leads into the

building itself. Visitor parking spaces are

provided parallel along the pick-up drive

directly in front of the covered walkway. The

bus delivery drive swings off of Lindale and

udoads students at the covered play area

where they are protwdted from the dements

before and after school and during gross motor

activities on inclement days. The large open

portion of t d s area faces south to capture

the maximum U g h t from the sun.

The kitchen service area provides aBQ)le

delivery space for small trucks bringing

supplies and removing trash. Also provided

are five parking places for kitchen employees.

The service drive works in conjunction with

the bus drive.

Flfty-dne automobile parking places for

personnd are located northeast of the m d n

portion of the center with entry and exit onto

lindale Drive. The parking is hardsurfaced

and the parking island and perimeter are well

landscaped. Entry into the center from the

parking area is posside along two concrete

walks—one into the north glassed-in wdkway

and the other into the east walkway. Ihe

parking area is screened from view from Arapaho

by the center itself.

Service to the m e c h a d c d area and gymnasium

utilize the same drive as the parking area and

continue west to the gym structure. Adequate

turning and backup space has been allowed for

maintenance v e d d e s .

The Softball field is located adjacent to the

gym on the west side and is screened from the

center itself by landscaping. Just to the

south of the field and directly off the west

exit of the center is the hard surfaced out-

door play area provided d t h sdngs, slides,

sea-saws, climbing bars, merry-go-rounds, and

crawl toys. This area is surrounded by a one

foot tall brick wall to provide seating.

ANALYSIS

OF DSSIcaj Ihe physical design of the Learning Disability

Center reflects the dedgn concept of Inter-

flexibllity of spaces and the Interrelatlonsdp

of the various dements; all enclosed in an

arcdtecturally udfled whole.

The instructional moddes developed from a

junction of one of natures own figures—the

pentagon. A combination of three pentagons in

plan resdted in a dghly usade space called

the teacdng cluster. Tds area can be used

as one udfled classroom space for tdrty stu-

dents or broken down, by the use of movade

partitions, into two or three classroom space

divisions. Within each teacdng cluster three

teachers, each with an assistant, operate on

a team teaching plan breaking the thirty

students into very small groups for Indvldual

instruction. The trapezoidal shaped student

desks allow almost infldte arrangement possi-

bilities through wdch the students can learn

spadal relationsdps and planning. Division

of the areas within the teacdng cluster is

provided by various arrangements of movade,

rigid and folding partitions and bookshelves.

These partitions are faced on both sides so as

to be usefd to both separated areas. Tackboard,

oorkboard, vi^yl, f d t , magneUc, and burlap

surfacing will be used on the partiUons.

The fixed wall surface of the instructional

moddes is shelf space w d c h provides storage

for books and materlds and is covered by

hinged chalkboard faces. T d s creates a

maximum amount of usable area of chalkboard

space for use by teacher and pupil alike.

Constant practice in leardng to write letters

and W)Tds is a very important part of these

children's education.

Lighting is provided in the teacdng dusters

by windows located in pairs at each column

point around the perimeter and by a skylight

in the center of each peaked roof form. Supple*

mentd artificial lighting is necessary and

provided by celling hung u d t s and spot light-

ing around the perimeter. The central atrium,

resource center, teacher's lounge, and hallways

are lighted by the continuous skylight ^Axlch

helps tie the various dements together.

The floor surface of the instructiond moddes

is a yellow ocher short pile durade carpet

w d c h provides a sound-reducing device as well

as heat Insulator and adequate surface for

direct seating when needed.

Each teacdng cluster is accompaded by a

pair of restrooms to allow maximum siq)ervision

by the teacher and easy access from the instruc-

tiond areas. The restrooms are fidshed d t h

ceramic tile on floor and walls, have hung

acoustic ceilings and floor mounted fixtures

scaled to elementary age children. Bradey

handwashing u d t s are located outside between

the restrooms for use by both sexes.

The teaching clusters are connected by an

exterior courtyard area in w d c h outdoor classes

are held to Instruct students in ecology,

nature, weather, and all other areas of study

as desired. These courtyards are landscaped

for class use and are protected from winds by

being nearly completely surrounded by the

structure. Across the glass wall from the

courtyard area lies the art and science area.

This space is surfaced d t h tile and provided

with materials storage spaces, utility sinks,

worktades, and along the back wall space—racks

for the student's coats, boots, lunch pails,

etc. This open area has easy access into the

courtyard space for outdoor activities and

exdblts.
 8

The skylighted main entry into the center opens

onto an Interior atrium space w d c h is land-

scaped and provided d t h a carpeted conversa-

tion or reading pit in idiich small class

sednars can be held. Ihe atrium which leads

into the resource center of the building, is

flanked on the right by the admldstratlve

offices and on the left by testing facilities.

The adddstrative area consists of a main

office reception space, with storage and safe

filing area for stiidents' records, leading

into the p r i n d p d ' s own separate office.

These areas are carpeted and provided with

paneled walls. The testing area on the left

begins d t h a counsdor's office separated from

an audio-specialist's office by four sound-

proofed testing rooms and a small safe

storage area. In a non-graded school system

the constant use of testing is the basis for

advancement. Modem electrode eqdpment and

coB^uterized testing will be used in these areas.

The resource center is a large carpeted area

in the central region of the building and

contains the various functions of a modem

library. Located in the resoixrce center are

bookstacks, magazine racks, tades, lounge

seating, floor pillows, study carrds and

teaching machine booths. These booths are

provided with reel-to-reel tape decks, video

tape players, and t u m t a d e s tdilch are modtored

by the librarian for Individud study and drill.

The resource center has a wazm, fdendly atmos-

^ e r e conducive to the student in helping him

want to learn.

On the opposite side of the resource center

from the main entrance are the teacher's lounge

and work areas. This loimge is a small space

supplied d t h lounge furdture, coke and

coffee machines, refrigerator and drect access

to restrooms and the teacher's work area.

Space has been provided for worktables .dupli-

cation macdnes, utility sinks, storage space

for media and materlds in the teacher's work

area. Here the teachers or their d d s can

prepare materials for various uses in the d a s s -

room. Access to the workroom is d s o posside

from the resource center, hallway, and teacher's

lounge.

Across the hdlway from the teacher's areas

are the music room and health facilities—sepa-

rated by the skylighted walkway north to the

gym. The health facilities contdn two sick

beds, restroom, supplles-eqdpment storage room

 10

and nurse's desk. A registered nurse will be

present throughout the day to h d p hande any

prodems such as hyperactivity ^ddch is often

prevdent among students with learning dis-

abilities. The music room is provided with

student chairs, podium and music storage files.

The room is carpeted and acoustically treated

on the walls and celling.

The skylighted walkway slopes down a foot

and a half to the gymnasium hardwood floor

surface. This area is marked off into a

regulation elementary basketball court idille

the sideline areas are used for tumbling,

exercises, games and are eqdped d t h training

mats. The east portion of t d s u d t is

divided into restrooms, gym instructor's

office, eqdpment storage space and a large

mechadcal area. Within the mechadcal space

are gas-fed hot water heaters and refrlgeratlve

u d t s for supplying hot and chilled water to

segments of the center for conversion in d r

handler u d t s into conditioned air to be fed

into the spaces of the center. The floor

surface of the mechadcal area is broom-fidshed

concrete and access for service is through

large doors on the east side of the space.

 11

The cafeteria area of this center is located

in the north half of the covered play area

udt. The cafeteria, w d c h provides seating

for 130, has a tile floor surface and vinyl

covered walls. The south wall of the cafeteria

is a glass curtain wall w d c h allows consid-

erable natural light into the area through the

open area of the roof structure. Access is

provided from the cafeteria into the courtyard

area for outdoor eating idien weather perdts.

Adjacent to the cafeteria are restrooms on

one side and the dtchen-servlng line area on

the east. Pantry and cold storage for food,

dishwashing area, food preparation, and an

employee changing room are provided in the

kitchen area with service entrance located on

the east.

The main structural system used in the Learning

Disability Center is load bearing concrete

block walls with open web steel joists. The

floor slab and foundation walls are poured-in-

place concrete set on crushed stone on compacted

grade. The flat roofed areas are five ply felu

and gravel built-up roofing idiile the sloped

roof forms over restrooms, music, health are

flat clay tile shingles over three ply f d t .

The teacdng cluster pod-like roof forms are

 12

also flat clay tile shingles on three ply felt

w d c h rests on rigid insulation on wood sheathing.

The supporting system in the clusters is five

heavy wooden timber beams resting on concrete

block walls. The exterior of the learning center

is light sepia face brick with the glazing being

20^ bronze glass. Cdllng height in the

resource center, art and science spaces, hall-

ways, and office spaces is ten feet idiHe In

the teacdng spaces the coffered celling

height is eight feet. A twelve foot ceiling

height is present in the cafeteria and in

the gym ^ e r e extra height is needed it is

fourteen feet.

The m d n design elements of the center relate

to each other in scale, materlds, and location

in order to provide a udfled whole in idiich

the students can remdn dert. interested and

comfortable throughout each day.

 13

CREDITS An arcdtectural thesis is the end resdt

of a long and varied educational process

to wdjch many, many people have made

contributions. I w o d d like to express

my sincere thanks to all those responsible

for my o b t d d n g the degree of Bachelor

of Arcdtecture. In partlcdar, my

thanks go to Mr. Barrick, Mr. Felty,

Mr. Stephens, Mr. Thompson, my parents

and especially my wife Joan.