AR T 850 - Ramilla Von Brian B. - Thesis

Proposed Integrated SPED (Special Education) Primary and
Secondary School for the Physically Disabled
A Thesis Presented to the

School of Architecture, Industrial Design & the Built Environment
Mapua Institute of Technology
In Partial Fulfillment of the Requirements in Architectural Design 11/ AR200/ AR200S for the
Degree of BACHELOR OF SCIENCE IN ARCHITECTURE
Presented by
Ramilla, Von Brian B.

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Architect Noel E. Nicolas

Adviser
September 2015
Proposed Integrated SPED Primary and Secondary School for the Physically Disabled
RAMILLA, VON BRIAN B.
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Approval Sheet
This is to certify that I have supervised and read the preparation of the thesis entitled
Integrated SPED (Special Education) Primary and Secondary School for the Physically
Disabled prepared by Ramilla, Von Brian B. and that the said thesis has been recommended
for acceptance and approval for oral defense by the Thesis Evaluation Committee.
_____________________________
Architect Noel E. Nicholas
Adviser
As members of the Thesis Evaluation Committee, we certify that we have reviewed and
examined this thesis with the grade of __________ and hereby recommend that it be accepted as
partial fulfillment of the requirements in Architectural Design 11 – AR200/ 2S/ AR200/ 2F for the
degree of Bachelor of Science in Architecture.
_________________________ _________________________
Architect Richard N. Lim Architect Avelino S. Lubag
_________________________
Architect Ramon P. Bizares
This thesis is hereby approved and accepted by the School of Architecture, Industrial
Design and the Built Environment in partial fulfillment of the requirements for the degree of
Bachelor of Science in Architecture.
_________________________
Arch. Gloria B. Teodoro, FUAP, PIEP
Dean
School of Architecture, Industrial Design and the Built Environment
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ABSTRACT
SPED (Special Education) schools are but a few and scattered facilities across the Metro.
These facilities are the best in what they offer but they are only found within the urbanized zone.
This leaves far flung students at a disadvantage, though SPED has been implemented in schools,
these implementations are limited to what SPED specific centers could offer.
Innovations that would help with the academic experience of the students would be
looked into and hopefully applied to aid and improve the quality of education the students receive.
A state-of-the-art facility would greatly improve the educational quality SPED center could
produce. Looking into foreign SPED centers, on how they are organized, operate and the type of
facilities/ equipment they have would help greatly as well as looking into local SPED centers and
case studies.
The proponent delves in the matter of well-equipped SPED centers being focused only in
the highly urbanized zones, the need for SPED centers in areas out of the Manila area and an
innovative way of providing a learning haven that nurtures the educational need of Children with
Disabilities.
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ABOUT THE AUTHOR
A proud product of Mapua. Von Brian Bullo Ramilla was born
on the 10th of March 1991. He is eldest among three siblings and, son
to Vilma Bullo Ramilla and Bonifacio Ramilla. He’s a music head, a
video game enthusiast, and an avid series lover (wheter it be
television, anime and manga). He lived his early childhood in Las
Pinas City and later moved to the province of Surigao del Norte. He
studied Architecture because of his passion for designing structures
and creating something unique and different. Graduating in Mapua has always been one of his
goals since the school is one of the best universities in the country.
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TABLE OF CONTENTS
1 The Problem and Its Background ............................................................................ 7
General Overview ................................................................................................7
1.1.1 Introduction .................................................................................................. 7
1.1.2 Background of Study ..................................................................................... 8
1.1.3 Statement of the Problem .............................................................................. 8
1.1.4 Goals and Objectives ..................................................................................... 8
1.1.5 Strategies ..................................................................................................... 9
1.1.6 Significance of the Study ............................................................................... 9
1.1.7 Scope and Limitations .................................................................................... 9
1.1.8 Assumptions ................................................................................................. 9
1.1.9 Conceptual Framework ................................................................................ 10
1.1.10 Definition of Terms ...................................................................................... 10
1.1.11 Acronyms ................................................................................................... 10
Review of Related Literature and Studies ............................................................ 11
1.2.1 Special Education and Special Schools .......................................................... 11
Research Methodology ....................................................................................... 15
1.3.1 Persons with Disability in the Philippines (Results from the 2010 Census) ....... 15
1.3.2 NOH - School for the Crippled Children ......................................................... 18
1.3.3 Philippine School for the Deaf ...................................................................... 20
1.3.4 Case Study: Local ........................................................................................ 21
1.3.5 Case Study: Foreign .................................................................................... 38
Summary of Findings and Analysis...................................................................... 54
1.4.1 Presentation of Collected Data ..................................................................... 54
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1.4.2 Need Analysis ............................................................................................. 56
Conclusions and Recomendations ....................................................................... 57
2 Research Focus ...................................................................................................... 58
Rationale .......................................................................................................... 58
Principles and Relevance to the Project ............................................................... 59
2.2.1 Designing Spaces for Effective Learning: Educational Spaces for the 21 st Century
60
Application to the Project ................................................................................... 62
3 Site Identification and Analysis ............................................................................. 63
Site Selection Process ........................................................................................ 63
3.1.1 Criteria for Site Selection ............................................................................. 63
3.1.2 Site Option Description ................................................................................ 63
3.1.3 Site Selection and Justification ..................................................................... 66
Site Evaluation and Analysis ............................................................................... 68
3.2.1 The Macro Setting ....................................................................................... 68
3.2.2 The Micro Setting ........................................................................................ 74
3.2.3 Related Laws and Ordinances ...................................................................... 76
Site Development .............................................................................................. 80
3.3.1 Site Analysis................................................................................................ 80
3.3.2 Proposed Site Development Plan .................................................................. 81
4 Architectural Design Translation ........................................................................... 83
Design Program ................................................................................................ 83
4.1.1 Problem Diagnosis ....................................................................................... 83
4.1.2 Design Criteria ............................................................................................ 83
4.1.3 Design Objectives ........................................................................................ 84
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4.1.4 Design Philosophy ....................................................................................... 84
4.1.5 Design Principles ......................................................................................... 84
4.1.6 Design Concept ........................................................................................... 84
4.1.7 Design Considerations ................................................................................. 85
4.1.8 Space Programming and Space Allocation ..................................................... 85
4.1.9 Behavioural Analysis .................................................................................... 89
4.1.10 Organizational Structure .............................................................................. 90
4.1.11 Functional Zoning ........................................................................................ 91
4.1.12 Programming Matrix Diagram ....................................................................... 91
Concept Development........................................................................................ 93
4.2.1 Architectural Concept .................................................................................. 93
4.2.2 Structural Concept ....................................................................................... 98
4.2.3 Utility Concept............................................................................................. 98
Architectural Application .................................................................................... 99
5 Appendices ........................................................................................................... 123
5.1.1 NOH - School for the Crippled Children Interview ........................................ 126
5.1.2 Philippine School for the Deaf Interview ..................................................... 132
6 Bibliography ......................................................................................................... 137
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1 THE PROBLEM AND ITS BACKGROUND
General Overview
1.1.1 Introduction
Education is important, it is the foundation that sets the future development and route in
life later on. But alarmingly, most of our country men doesn’t have access to this and furthermore
most of the educational facilities are ill equipped and unfit to house such activities. The
deplorable quality coupled with the excess amount of student/ classroom ratio has made learning
very hard on an already problematic educational system.
Estimates show and increase in

CWD population by 2015 and further.
This only adds pressure to pursue
“special” educational responses to
combat and already over populated
educational program in our country.
Building more classrooms adds little
value if the academic programs are not
equally set to all. It may be a

Figure 1.1.1.1 Philippine population estimates
promiscuous way to say these things, but
for CWDs using WHO formulation
it is the truth.
How much more difficult it is to learn for the handicapped, with their physical limitations
already a factor in the learning curve, adding more obstacles in their education may be
detrimental to their future. As such our government and other organizations have made efforts to
solve this with special teaching facilities to house the academic needs and endeavor of our
handicapped brethren. There are only a handful of SPED (special educations) schools out there,
and this schools are concentrated within the Metro. SPED is just being integrated into public
schools, and this becomes the problem. These public schools lack the necessary facilities and are
ill equipped to cater to the needs of the CWD’s. Clearly a more specialized school is needed to
provide quality education to all.
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1.1.2 Background of Study
Education is an important aspect to success that some have a difficulty in

acquiring. It has been a long standing problem of our country and one that has been met
responses and actions that lack the impact to dent the long standing issue itself. This
study specifically targets the problems of education for children with disabilities. Outdated
and ill-equipped facilities that lack the capacity to serve the academic needs of these
children as well as new innovations or alternative means of learning to enhance their
learning experiences and give them an edge to compensate for their respective physical
limitations.
1.1.3 Statement of the Problem
The study is aimed to answer the questions:
1. What is the state of the education system for the physically

handicapped?
2. Who are these physically disabled persons?
3. What is Special Education or SPED?
4. How many schools in the country are specifically SPED schools?
1.1.4 Goals and Objectives
The study aims to:
 Define design-built spaces that would be cohesive to both the academic

advancement of the physically handicapped through Special Education
methods
 Investigate on the complications and problems that physically disabled
persons have on education
 Investigate on means and methods of Special Education for the
physically disabled
 Investigate on Special Education methods that are used towards the
education of the proponents end users
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1.1.5 Strategies
Research and case studies on SPED Program/s of the Philippines and any
facilities relating to this will be a priority on this proponent. Photo documentation and actual
survey of any structure/s correlating to educational facilities dedicated or relating to the physically
limited will be conducted as well as an interview with any person affiliated/ knowledgeable to the
education of the physically handicapped is desirable, if at all possible.
1.1.6 Significance of the Study
The proposal is set to help the physically handicapped within the desired area to achieve
primary and secondary levels of education. Proper educational facilities that cater to the
physically limited are essential to their stability later in life. Reoccurring problems such as
inaccessibility and lack of such facilities as well as alternative methods of learning shall be
documented as best as the researcher can and will be investigated to find solutions and will
hopefully be applied to educational facilities that will be coherent to the needs of the physically
disabled end users.
1.1.7 Scope and Limitations
The study covers the issues concerning the educational facilities catering to the physically
handicapped as well as any Special Education methods that could be applied to help further their
academic progress. Any studies correlating to this will be documented and analyzed so that it
could be used to any academic extent possible. Any data collected and gathered will be applied
only to the immediate area of concern. Any data gathered will be limited to the researchers’
capabilities and resources.
1.1.8 Assumptions
This study assumes that the proposal will yield sufficient data to develop specific design-
built spaces that are intended for the nurturing of creative and intellectual minds of children with
disabilities. Give them an equal, if not an edge, over their more fortunate peers through Special
Education. Thus this gives these children a brighter future ahead of them and would make them
a highly educated valued member of the society.
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1.1.9 Conceptual Framework
1.1.10 Definition of Terms
Physically Handicapped – Persons with physical disabilities (e.g. blind, deaf, vertically
challenged, mute, physical deformities)
CWD – Children with Disabilities
PWD – Persons with Disabilities
1.1.11 Acronyms
DepEd – Department of Education
NSO – National Statistics Office
WHO – World Health Organization
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Review of Related Literature and Studies
1.2.1 Special Education and Special Schools
It is a well-known fact that any obstacles that could be a factor in a person’s

learning is detrimental and must be eliminated to maximize the academic potential of any
individual. (Lynch, 1994) States that with the significant expansion of primary education
over the years, it has been evident that numerous children with special learning needs
have been enrolling to this institutions for education. He further add that without “special”
educational responses, most of these children will not survive an academic year within
these institutions.
“As primary education coverage has increased, many Asian countries are
increasingly facing efficiency problems in the primary education sector which are
expressed in high rates of repetition and drop−out and reduced quality of learning in
primary schools.”
- (Lynch, 1994)
With the alarming state of our primary education has, it is all the more necessary
to implement “special” educational responses for CWDs to cope with the situation at hand.
Delaying or neglecting such course of actions would be harmful for the academic
endeavors of CWDs.
During the 1st International Conference for Public Librarians last March 2014,
(Edgardo F. Garcia, 2014) gave a report on the issues regarding CWD learning. Along
with economic and socio-cultural issues that were pointed out, school facilities were also
mentioned having a problem on the area. Lack of these facilities coupled with lack of
support have given rise to a volatile education program for CWDs.
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A survey conducted in 4 cities within Metro Manila namely Makati, Pasay,

Valenzuela and Quezon City has shown that majority of the PWD respondents of these
areas have only finished as far as grade school, a third of these respondents have
reached or completed high school and a handful did not complete any grade.
They’ve established that those with

mobility impairment has the highest average
number of years of schooling while those with
hearing impairments has the lowest average
number of years in schooling. Furthermore a
third of the PWDs had Special Education, of
these 74% of the hearing impaired had Special
Education, while a third of the visually impaired
had Special Education and only 1% of the
Figure 1.2.1.1 Distribution of Respondents
by Highest Educational Attainment mobility impaired had Special Education.
The survey gives rise to the need of primary education further, having the
majority of its respondents only finish up to grade school and others none at all is
alarming. The need for a proper educational facility to house their academic needs is vital
to developing their future.
- (Josef Yap, 2008)
Special Schools are usually organized in terms of the impairments they cater to,
these categorizes what the school offers in terms of special education, facilities and
equipment. The Philippines for instance once started with one school dedicated in
teaching the physically impaired, they first opened their doors to the deaf and blind, but
then grew to include other impairments as well as emotional and mental disabilities. Yet
as the school grew they began to segregate and separate into a number of schools.
These schools are now: the Philippine School for the Deaf in Pasay City, Philippine
National School for the Blind in Pasay City, NOH – School for the Crippled Children in
Quezon City, and the Jose Fabella Memorial School in Mandaluyong City.
- (MCCID College of Technology, 2012)
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These specific special schools are

often concentrated in large and very
dense urban cities. In most indigent
countries, this leaves the rest of the
impaired children in outlying states,
regions or provinces devoid of a well-
equipped and facilitated special schools.
More often than not, these children are
integrated with mainstream education,
though there is a SPED division in place
Figure 1.2.1.2 Advantages and Disadvantages
of non-residential, segregated Special Schools for them in these regular schools but it is
a mere shadow of what a specialized school specifically for the impaired could offer them.
Another thing to account for is the distance of these schools, it is not a problem for those
who reside in the immediate vicinity of the urban zone but it is very taxing to those who
come from afar. Usually these schools offer in-campus residential to house these
displaced students of theirs, a segregated dormitory with amenities and staff to take care
of their day-to-day needs. This displacement causes a weakening in the family bonds,
and alienates them from family life and any potential employment in their home
community, and can lead to abandonment. These disabled children are all the more open
to abuse, especially girls, this vulnerability must be taken to consideration if a child is
sent into a residential facility on the weekdays.
Special schools are usually organized according to impairment categories, such as

schools for blind or deaf children, for children with learning difficulties, behavior problems,
physical and multiple impairments. Separate education for disabled children has resulted
in separate cultures and identities of disabled people, and isolation from their homes and
communities. ‘Specialist’ teachers are also divided into categories. They have additional
training, or experience, of Braille, Sign Language, etc. Further separation exists in
universities, in government bodies, parents’ associations and disabled people’s
organizations.
Poorer countries are only able to provide education for a tiny minority of disabled
children. This generally takes place in institutions located in cities, or other places where
children may be far from home. This weakens family bonds, alienates them from family
life and future employment in the community, and can lead to abandonment. Disabled
children, especially girls, are more vulnerable to physical and sexual abuse. This
vulnerability is increased if they are educated in residential institutions.
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There are, however, some advantages to special schools attended on a daily

basis (usually in urban areas). The following table outlines some of the advantages and
disadvantages of non-residential, segregated special schools.
The cost of special education per child is too high for most countries.
Governments are recognizing the need to develop a more affordable system which will
provide quality education for all children. Increasingly, those working in special education
are seeing the need to make links with the mainstream in order to move towards more
inclusive practices.
- (Development Dialouge Team, 2002)
The education system

of our country is currently
undergoing a transition from
the old program the new K-12
program. Schools all over the
country are struggling to adapt
and reconfigure their
curriculum as well as facilities in
order to follow this new
Figure 1.2.1.3 K to 12 Proposed Implementation Plan direction our education system

(Luistro, 2012) has gone though. It would take
a while for all the institutions to successful integrate the new program and make it the
norm, but it would be a slow process. SPED schools in the Metro have already integrated
this system fast, this is due to their small numbers compared to the regular schools. Yet
large institutions need more time to cope with the change, improvements to every aspect
of the institution especially their facilities is integral for the newly implemented K-12
program to succeed with its endeavors.
- (Oteyza, 2012)
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Research Methodology
1.3.1 Persons with Disability in the Philippines (Results from the 2010 Census)
Reference Number: 2013-005
Release Date: Thursday, January 10, 2013
About 16 per thousand of the country’s population had disability
Of the 92.1 million household population in the country, 1,443 thousand persons or 1.57
percent had disability, based on the 2010 Census of Population and Housing (2010 CPH). The
recorded figure of persons with disability (PWD) in the 2000 CPH was 935,551 persons, which
was 1.23 percent of the household population.
Among the 17 regions, Region IV-A had the highest number of PWD at 193 thousand.
This was followed by the National Capital Region (NCR) with 167 thousand PWD. The Cordillera
Administrative Region (CAR), on the other hand, had the lowest number of PWD at 26 thousand.
Ten regions had proportion of PWD higher than the national figure. These were Region
VI (1.95 percent), Region IVB and Region V (both 1.85 percent each), Region VIII (1.75 percent),
Region II (1.72 percent), Region I (1.64 percent), CAR (1.63 percent), Region XI and Region VII
(both 1.60 percent each), and CARAGA (1.58 percent).
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There were more males than females among persons with disability
Of the total PWD in 2010, males accounted for 50.9 percent while females comprised
49.1 percent. These figures resulted in a sex ratio of 104 males with disability for every 100
females with disability.
Males with disability outnumbered females in the age groups 0 to 64 years. The largest
excess in the number of males was in the age group 0 to 14 years with a sex ratio of 121 males
per 100 females. On the other hand, there were more females with disability than males in the
age group 65 years and over. This is because of the higher survival rate of women than men. In
this age group, there were 70 males with disability per 100 females.
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Disability was highest among persons aged 5 to 19 years
For every five PWD, one (18.9 percent) was aged 0 to 14 years, three (59.0 percent)
were in the working age group (aged 15 to 64 years), and one (22.1 percent) was aged 65 years
and over.
Persons with disability were more likely to be in the ages 5 to 19 years and 45 to 64
years. By five-year age group, among the household population with disability, children aged 10
to 14 years comprised the largest age group (7.2 percent). This was followed by those in the age
groups 15 to 19 years (6.9 percent), 5 to 9 years (6.7 percent), and 50 to 54 years (6.6 percent).
- (PSA, 2010)
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1.3.2 NOH - School for the Crippled Children
Interview:
The Interview took place on November 19, 2014 in the principal’s office at 9:00 am. I
interviewed Mr. Arturo Sugay, assistant to the principal, the intended interviewee was
supposes to be Mrs. Marissa Dukay the principal of the school but unfortunately she was
unavailable to accommodate my request because of her busy schedule. Mr. Sugay has been
the assistant to the principal for almost five years now and has been a SPED (Special
Education) Teacher for almost a decade now. He is both the assistant and a permanent
teaching staff in the school, he is currently assigned to special home schooling on Saturdays.
Questions were asked concerning the status of the students within the schools walls,
their wellbeing and security. I also asked about the population and any data that could help
with my proponent’s feasibility.
The interview gave relevant data on the welfare and status of the school’s students and
how SPED is taught for the children with disabilities. It turns out that SPED can also be taught
at home for special cases. SPED is not so different from the normal way education is taught,
the difference is that SPED is more personalized to adapt with the child’s academic prowess.
Coupled with alternative methods of teaching, supplemented with technology and other
educational paraphernalia.
Mr. Sugay stated that the school takes good care of their students, and they gave all the
opportunity to provide an environment that would allow their students to be well educated as
well as not hinder their mobility. Yet even so the school has short comings that could be
remedied to improve the children’s stay in the premises. There is still much room for
improvement that could well be implemented in my proponents’ feasibility.
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Figure 1.3.2.1 NOH-SCC Total No. of Enrollees as of November 11, 2014
Figure 1.3.2.2 NOH-SCC Evacuation Plan
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1.3.3 Philippine School for the Deaf
Interview:
The Interview took place on December 3, 2014 in the school’s student affairs and service
office at 2:00 pm. I interviewed Ms. Shery Funcion, Student Affairs and Service Chief Officer. Ms.
Funcion is a special educations teacher in the school for eight years. She is currently the chief-
officer in the student affair and service center and a permanent teaching staff in the school.
As with the previous interview, the questions focused mainly on the welfare and
wellbeing of the students in the school, the quality and status of the schools facilities and
amenities and any relevant data concerning SPED and the proponents feasibility.
Ms. Funcion stated that the school is the first SPED school in the country and had once
served both the school for the blind and deaf. It was only a few decades ago that the school for
the blind separated and founded their own school yet remained within the vicinity, both schools
are governed independently from each other. The Philippine School for the Deaf having more
students compared to its neighbour, The Philippine National School for the Blind, has more area
and more structures and facilities to house their students.
This obvious difference sets apart the two schools, since more students are under the
care of the school for the deaf, the institution receives more funds and thus is more capable in
rendering service to their students. But even so the school, with its many amenities and facilities
to offer has some problems that could be remedied to further enhance the stay of their students.
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1.3.4 Case Study: Local
A. Philippine National School for the Blind
The Philippine National School for the Blind is a special school for the visually
impaired that was founded on July 10, 1970. Philippine National School for the Blind
teaches students in k-12 education program in Pasay, Fourth District of National Capital
Region. The school is structured as a special education school, which means it is focused
on providing education for children with special needs. The school has 24 teachers and
19 non-teaching staff. With 120 enrollees and 18 for the Alternative Learning System,
class size is around 11 students. Dr. Rosalie R. Condes is in charge of the school, special
school’s principal I.
The school boasts to be the

only residential school for the visually
impaired, catering to the indigent
children and those who hail far from
the school vicinity, out of the 120
students only 70 are residents in the
dormitories. There are male and
female dormitories inside the campus.
The school is open on a weekday
basis, Monday – Friday. The parents/
guardians of those residing in the
dormitories check-in their children just
like in a hotel on Monday then on
Friday they pick their children from the
dormitories to spend the weekend at
their respective homes.
Figure 1.3.4.1 Male Dormitory
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Their school curriculum covers the same educational level as that of any regular
school, with added special learning programs like Filipino and English braille reading and
writing. They also have an adaptive physical education program in which they offer
adaptive sports like modified volleyball and modified table tennis, the table tennis balls
are injected with sand so that the children could hear the ball and serve it.
The school has two

kindergarten class, the Regular
Kindergarten Class that cater to the
visually impaired and the other is the
Special Kindergarten Class that cater
to children who are not only blind
but also have other disabilities/
complications in learning.
Figure 1.3.4.2 Preschool Classroom
There are at least 11 students per section (maybe less in other grades if there
are less enrolees). The school is small compared to its neighbouring SPED school
Philippine School for the Deaf. This is actually works to the schools advantage as they
practice individual teaching method. There are two sections for Grade 7, one MBVI
Special Kinder Class, two regular Kinder Class (one for starters and another one in
preparation for Grade 1), and the rest has one section per grade.
Aside from the classrooms they also have a computer room that has brailed
keyboards, a massage training room that also functions as a mini library when not in use.
The massage room was provided by self-help groups that wishes to employ the PNSB
students when they graduate as blind masseuse so that they would have a job waiting
for them when they finish they’re studies. Their classrooms are of a different layout
compared to that of regular schools because of the children’s disabilities.
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Figure 1.3.4.3 Massage Classroom/ Mini-Library
Figure 1.3.4.4 Computer Laboratory
Figure 1.3.4.5 Music Room
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Figure 1.3.4.6Classroom Layout
Figure 1.3.4.7Conference room
Figure 1.3.4.8 School Cafeteria
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Figure 1.3.4.9 Playground
The house parents, voluntary guardians with proper orientation and training that
oversee the in-house students of the school, help with the preparation of the meals and
assist the students with their day to day stay in the dormitories. They serve as the dorm
mother/father that would stay with the children all through the weekday. Aside from the
indigent and far flung students that stay in the dormitories, the school selects those who
have capable independent skills and of good health are those that could stay in the
dormitories. The dorm is segregated between male and female, each with their own toilet
and bathroom as well as a study table, the whole dorm is overseen by one house
mother/father at a time.
The principal admittedly say that additional help would come at a later time,
though she knows that DepEd are willing to give assistance to their needs. The school
has also prepared special means of egress in case of emergencies like fire and
earthquake.
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Figure 1.3.4.10 Specialized Fire Slide (For Emergency Use

Only)
Figure 1.3.4.11 The Corridors of the school have

railings to assist the children
Figure 1.3.4.12 The Trashcans are identified via shapes
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The schools also offers other opportunities to its students. They have allow a
number of students to cross enrol in other regular schools within the vicinity, these
students take up a few regular classes like English, Math and Science classes. The school
goes out of its way to bring the students to the school and pick them up after their class
on that school. Reason to this is because the school wants the children to experience
what it is like to interact with regular kids of their age and experience, even for a brief
time, what it like is to go to a regular school, it also gives regular children to a chance to
know what’s it like to have a classmate who is disabled. Though there are complications
to this the most frequent is the children are given print outs for their assignments, the
irony is that the children are blind thus rendering the print outs useless. Fortunately
PNSB’s teachers are willing to translate these materials to braille form for the children’s
sake.
The school also caters to children with multiple disability with visual impairment,
the multiple disabilities ranges from autism, mental retardation and the like. The school
accepts every child who are visually impaired and does not collect any tuition from them,
even if the child is from a well to do family or has a stable income, they accept as young
as 4 years of age.
There are some concerns in the

design of the school in terms of
accessibility and added assisting
amenities for ease of circulation
throughout the school (additional
assisting railings and more visually
impaired friendly stairs).
Figure 1.3.4.13 Stairs needs redesigning
- (Juan Miguel Tolentino, 2014)
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B. Philippine School for the Deaf
The semi-residential Philippine

School for the Deaf (PSD), formerly
known as the School for the Deaf and
Blind (SDB), is the pioneer school for the
handicapped in the country and in Asia,
and the only government-owned
institution for the deaf in the country.
A school for the deaf is unlike

any other regular school. You can
compare them based on many aspects.
Even schools for the deaf also have
varying degrees of difference. One basic
distinction is its class size. Hearing
schools in the Philippines normally have a
population of 50 or more per class,
depending on how dense the surrounding
community is. Schools for the deaf rarely
reach a number greater than fifteen.
Philippine School for the Deaf, the largest
and oldest public residential school for
the deaf in Asia has a total population of
more than 550 students from pre-school
to high school. However, their class size
Figure 1.3.4.14 Philippine School for the Deaf
never reach 20.
Main Building Facade
Another difference is the mode of communication. Regular schools obviously

employ speech as a form of interaction. Some deaf oral schools also use it but generally,
the teacher transfers learning through sign language. In PSD, Filipino Sign Language is
the medium of instruction although they often emphasize that English must be used in
any written format. PSD’s basic policy is that, students can sign whatever method or
approach they like. They can use Signing Exact English, Pidgin Sign English, Manually
Coded English, etc.
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PSD has a Pre-School building

housing its Pre-School students. It’s a two
storey structure, the ground floor is where
the Pre-Schoolers are and the second floor
is used for the Alternative Learning System
of the School.
The Pre-School sections are all in
Figure 1.3.4.15 PSD's Special Education Pre- the ground floor and are held in an
School Center informally divide room. A longitudinal room
holding the entire Pre-School population
divide my whiteboards and shelves, the
building is located on the right side of the
school premises, opposite to that of the
main entrance of the school. It has an
open playground which is fenced and is
only accessible through the building itself.
The students share the entire ground floor
and there is a number of teachers that
oversee them.
Figure 1.3.4.16 Pre-School Continuous

Classroom
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The school is large and spacious

enough to accommodate its students’
academic needs and further services that
they offer. The school has a multipurpose
covered court at the back, it has a stage
where they could hold other activities. It is
also on that area of the school where the
workshops are located. Teaching the
students livelihood skills necessary for
them in the outside world making them a
productive member of the society. They
Figure 1.3.4.18 Pre-School Playground,
also have their computer laboratory
fenced and accessible via the Pre-School
building building at the back as well as the
dormitories for the students and a guest
house for special visitors like teachers
from out of town.
Figure 1.3.4.17 Multi-Purpose Covered Court
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Figure 1.3.4.19 Wood Working Workshop of

the School
Figure 1.3.4.20 Welding Workshop
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Figure 1.3.4.21 Computer Laboratory

Building
Figure 1.3.4.22 School's Guest House
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The school has problems of

constant flooding due to a poor
drainage and plumbing system,
currently it’s being rectified and
excavations are done at the back of
the school.
Figure 1.3.4.23 School Dormitory (pathway leading

to it is being excavated)
Figure 1.3.4.24 School Dormitory
Figure 1.3.4.25 "Gulayan sa Paaralan"

located near the Dormitory
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Figure 1.3.4.26 The Main Building is over a

100 years old
The Main Building was donated to them back in the early 20 th century and it is still being
used today. It is clearly been retrofitted to suit modern times but it still retains much of its
historical roots. The main building is where the primary grades are held while an intermediate
building is where the secondary classes are. The main building has a number of facilities to cater
to the educational needs of their students.
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Figure 1.3.4.27 School Library in the Main

Building
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Figure 1.3.4.28 Special Speech and Hearing Room
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Figure 1.3.4.29 Main Building Lobby
Figure 1.3.4.30 School Parking
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1.3.5 Case Study: Foreign
A. Treloar School (Treloar Trust, 2014)
The Treloar Trust provides

education, care, therapy, medical
support and independence training to
young people with physical disabilities
from all over the UK and overseas.
Their aim is to prepare these young
people for adult life, giving them the
confidence and skills to achieve their
full potential.
Figure 1.3.5.3 Treloar's Enabling Education Founded in 1907 Treloar’s is

a registered charity with a turnover
of some £19 million. Most of their
income comes from fees paid by the
local authority or, occasionally,
private funding, which vary
according to the level of support and
specialist equipment needed by an
individual student. But they also
need to fundraise for a further £2
Figure 1.3.5.1 Treloar's Facade million a year to keep Treloar's at

the forefront of education and
services for physically disabled
people.
Figure 1.3.5.2 Treloar's Main Lobby is Spacious and

wheelchair friendly
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There are four main areas to our work:
 Treloar School
A non-maintained specialist special school for disabled

children aged from 2 to 16+ where they challenge young people
and nurture their abilities to help them become as independent
as possible.
 Treloar College
Specialist College for disabled students aged 16 and over

that prepares their residential and day students for the many
challenges of adult life by concentrating on the whole person.
 Beyond Treloar's
A key resource to local authorities, schools, colleges and

outside agencies that makes a lasting contribution to the lives of
young people. Their dynamic Extended Services programme is at
the cutting edge of new initiatives and has already doubled the
number of young people they can help.
 Treloar’s Enterprises
The trading arm of Treloar’s, responsible for venue hire

and the Treloar’s shop.
Figure 1.3.5.4 One of the many specialized

equipment of the school
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Primary years at Treloar's
They cater for students

from the age of five to eleven in
our primary classes and provide
three main streams of primary
education. These are the Key
Stage One and Key Stage Two
Integrated Group which cater for
our more complex students, and
the Primary to Secondary
Transition Group which caters
Figure 1.3.5.5 Treloar's student for those students working to a
successful transition into our
Secondary provision.
Treloar's Primary
provision has an overarching
offer to meet the needs of our
youngest students. It will:
• Develop the
fundamental skills of
communication, literacy and
numeracy
• Integrate
therapy into the school day
• Provide a rich
and varied context for
developing e.g. observing,
interpreting, predicting and
Figure 1.3.5.6 The students receive special education
engaging
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• Promote positive
attitudes to school and learning
• Provide
opportunities to learn in a practical
and kinaesthetic way
• Provide
opportunities for developing
movement and manipulative skills
and maintain postural needs
• Provide
opportunities to develop knowledge,
understanding and skills through
play and thematic learning
Secondary Education at
Treloar's
Figure 1.3.5.7 One of the school's special amenities
Many students join Treloar
at this key point reflecting the
changes which their students face in
the transition from a primary to
secondary school environment.
Issues such as the ability of the
student to cope with this change,
whether socially, educationally,
emotionally or as a result of
increased medical need, are core to
their initial assessments and
Figure 1.3.5.8 Classroom specifically for the
disabled induction.
Their students find that a more specialist all-round educational, therapy

and care scenario, which encompasses each in an integrated manner, is what is
required to allow them to continue learning effectively. Some of their students join
them from mainstream primary education settings, whilst others join them from a
range of special schools and they accept students from around the country and
abroad.
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The Treloar's Campus at Holybourne
Treloar's Campus is
located in Holybourne,
Hampshire, a village with a local
shop, post office, theatre,
recreation facilities, including
wheelchair accessible play parks
and equipment, and a sports
centre. It is just over a mile away
from the town of Alton, which is

Figure 1.3.5.9 The school has a specialized therapy
room accessible on foot or by
wheelchair.
The campus is home to

their School and College and
boasts state-of-the-art facilities
which include:
• Specialist
classrooms designed to meet the
sensory, physical and visual
Figure 1.3.5.10 Treloar's curriculum is therapy based needs of our students
with education embedded into that
• Science, design
technology and food technology laboratories
• Specialist art and photography rooms
• Music room and individual practice room
• Drama hall and facilities
• Well-equipped therapy suites
• Multi-integrated learning environment for a full sensory experience
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The campus also benefits

from a:
• A 24-hour/7 days
a week medical centre
• Residential houses
offering a home-from-home
atmosphere and first-class care
• Sports facilities for
a wide range of accessible sports
• Swimming and
hydrotherapy pools
• Work experience
within Treloar's: eg in the Jowett
Centre or Ian Karten Centre
Figure 1.3.5.11 Specialized Technology is used for

the education of the students
Figure 1.3.5.12 Treloar's students’ physical education:

team sports
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Figure 1.3.5.15 The students receive individual

tutelage
Figure 1.3.5.14 Treloar is very accessible and barrier-

free school
Figure 1.3.5.13 The school cafeteria: students receive

special care
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B. Chailey Heritage School (Chailey Heritage Foundation, 2014)
Chailey Heritage School, in Sussex, is a charitable special school for children and
young adults, aged between 3 and 19, with complex physical disabilities, including visual
and hearing impairments, and associated learning difficulties. Some of their pupils have a
profound learning disability in addition to other disabilities (PMLD).
All of their young people have access to a very high level of clinical and therapeutic
input from their NHS colleagues on site. All of their teachers and hands-on staff are highly
trained to work with young people with complex needs.
Chailey Heritage School is part of the Chailey Heritage Foundation which comprises of
Chailey Heritage School, Chailey Heritage Residential and Futures@ChaileyHeritage (their
provision for young adults) which comprises of Futures Accommodation and the Futures
Life Skills Centre.
They are a Registered Children's Home and have six residential bungalows; some of
their pupils stay for occasional respite, some are weekly or fortnightly boarders and some
stay with them for 52 weeks.
Figure 1.3.5.16 Chailey Heritage School Map
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Training for Families
They offer informal training and

discussion on a wide variety of topics
to parents. Some of this is offered at
informal coffee mornings, to help
parents understand common issues, to
support each other and most
importantly to develop friendships.
Some of the training sessions can be
more formal.
Figure 1.3.5.17 View of playground and chapel
Recent topics covered:
 Measurement of physical abilities (Physiotherapy led)

 Eating and drinking skills (Speech and Language Therapy led)
 Sensory impairment (led by the Visual Impairment Coordinator)
 Lifting and handling your child with cerebral palsy (Physiotherapy
led)
 The Early Years Foundation Stage curriculum and what it means
to your child (Teacher led)
 Intensive interaction (Teacher led)
 Brothers and sisters of children with complex needs and what it
is like for them
 Shared Lives (Transitional Information in the 16+ Department)
 Personal Safety and Body Awareness (in the 16+ Department)
 Mental Capacity information (16+ Department)
 Eye Gaze Technology (led by Fiona Tyler)
 Preparing and managing puberty and periods (led by parents of
older girls in the school)
 Integrating Therapy into the school day and beyond (led by
Head of Clinical Support to pupils)
Courses:
 The Insider’s Guide to bringing up children with ongoing health needs – 5

half day sessions for Pre-School/Primary children's parents.
 Sing-along – 8 sessions.
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Education
At Chailey Heritage they recognise

that pupils with complex needs will make
progress that is not the same as their
mainstream peers, but is no less valued.
All pupils have their progress recorded
against P scales and National Curriculum
levels, with evidence to support teachers’
professional judgements kept in each
pupil's Learner Progress file. This builds
up during their time at school to give a
detailed individual profile of progress
across all attainment targets. Additionally
they include other evidence of
achievement not covered by attainment
targets, such as helping others or learning
Figure 1.3.5.18 Students receive special care new physical skills, which they also want
to recognise and celebrate. Assessments are also recorded on the CASPA database, which
gives them instant access to pupils’ progress records and also shows their progress
against other pupils with a similar learning disability, nationally.
PMLD
At Chailey Heritage School all learners are highly valued and are provided with
learning opportunities appropriate to their learning level. Some pupils have a profound
learning disability in addition to other disabilities (PMLD). All pupils who have PMLD have
great difficulty communicating. Many of them have additional sensory or physical
disabilities, complex health needs or mental health difficulties.
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Pupils with PMLD are learning

skills that generally appear at a very
early stage of development. Teaching
approaches, resources and curriculum
content are specialised to cater for the
needs of individual pupils in order to
enable every student to reach their full
potential. Support is pupil-centred,
flexible and creative to facilitate positive
Figure 1.3.5.20 A Serene environment for
learning
experiences and learning. Emphasis is
placed on developing positive
relationships with key people who know
a pupil’s unique individual
characteristics and needs. A variety of
strategies and activities are used
including:
Figure 1.3.5.19 Chailey's Specialized Education  Responsive

environments - Staff have the expectation that all pupils may respond to
interaction and other stimuli. Pupils are given time to process information
and respond at their own pace. Every response is treated as
communicative and in turn responded to. All pupils are given
opportunities to take the lead in their interactions. Research has shown
that all learners are more likely to develop interaction skills if their
interactions are treated as valuable communication.
 Cause and effect activities - Intentional actions and vocalisations are
encouraged and developed through the use of activities and interactions
that give meaningful feedback as a reward. Pupils are motivated to ‘try
that again’ and in time anticipate the reward. These ‘cause and effect’
activities may be interpersonal (see ‘Intensive Interaction’ below) or may
involve switch control of devices. Pupils enjoy using switches to activate
a wide range of toys, lights, sounds and domestic environmental aids,
such as the food processor. At Chailey Heritage School pupils also
operate an exciting range of bespoke switch activities designed by our
Research and Design Department, such as the can crusher, water
fountain and train.
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 Routines – Daily routines, such as class greeting time, provide regular,

consistent and predictable experiences.
 TAC PAC (Communication through Touch) is a type of sensory massage.
A series of actions/massage with distinctive textures are carried out
precisely to specific music tracks. Through regular repetition of routines,
pupils learn to anticipate elements of familiar activities. Individual
routines such as TAC PAC help pupils to express their likes and dislikes,
and to request ‘more’ of their favourite things.
 Intensive Interaction – These individual sessions are pupil led with the
adult imitating and building on the pupil’s vocalisations and actions.
Every sound and movement produced by the student is seen as a
potential attempt to communicate. Through these intense one to one
sessions, students develop their interactions with their communication
partners. By having every form of expression valued in this way, pupils
develop a sense of worth and a feeling of being ‘good to be with’.
ICT
At Chailey Heritage School ICT is very

important. The use of computers and technology
permeates almost everything they do. They have
great expertise in enabling pupils of any physical
ability to have ICT access.
Some important uses of ICT are:
 To enable curriculum work

Figure 1.3.5.21 The Children have  To give practice in the skills
Specialized Computers and other
devices at their disposal needed to use a VOCA and environmental controls
 To communicate with friends and family wherever they are
 To offer entertainment and fun to the students
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ICT resources
Every class has at least four

computers, on height adjustable
movable trolleys, some of which
have touch monitors. Every class
has iPads and digital cameras and
there are video cameras in every
department which can be
downloaded for video editing.
Figure 1.3.5.22 Students are taught using There are also a number of centrally
computers and other devices held peripheral devices, such as
Intellikeys, joysticks, rollerballs and alternative keyboards. There are 52” touch plasma
screens on adjustable trolleys and eye-gaze technology in all departments. Every child
has the correct access devices and software for their needs as recorded on their ICT
profile.
Eye-Gaze System
Eye-gaze system allows pupils to access the

computer through eye movement and gives ICT
access to the pupils who find conventional access
via the keyboard, mouse, joystick or switch difficult.
It can be used to access anything that can be
accessed using a mouse or joystick.
Figure 1.3.5.23 Eye-Gaze System

in use Chailey Heritage School has an eye gaze
device in each department and also one eye gaze device in the Sensory Studio. Teaching
staff, Occupational Therapists and Speech and Language Therapists work closely together
with each child to provide assessment and a development plan.
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Residential Department
Chailey Heritage has six purpose built

residential bungalows in an idyllic setting within the
school site catering for the special needs of their
pupils. The Head of Care has overall responsibility
for boarding and care across the site and each
bungalow is headed by a Residential House Manager
who ensures their smooth running.
The bungalows are spacious, comfortable

and well adapted to suit pupils’ needs. There are
double and single bedrooms which are personalised
to the pupil’s taste and interests, and suitably
furnished to provide a pleasant, homely room. A
door from each bedroom leads to a spacious bath
which is then shared between two rooms. These
have overhead hoists and sufficient space to enable
assistance and support for the pupil as needed.
There is a substantial open plan lounge/dining area
for the young people to socialise and relax and a
kitchen attached to each lounge where students and
staff can enjoy a range of home cooked meals. Each
room in the bungalow is linked by an overhead hoist
circuit that enables access for those with limited
mobility to most areas. As a result all pupils can
share in activities and enjoy the facilities provided.
Figure 1.3.5.24 The residential

facility is very spacious and open for
the students
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Swimming
The purpose-built
hydrotherapy pool is used to
allow pupils to exercise and
experience movement, without
their body-supports, as well as
providing quality time for other
sensory experiences. The aims of
the swimming department are to
offer our pupils an enjoyable
Figure 1.3.5.26 Hydrotherapy Pool

experience and to encourage
each pupil to reach his/her
potential whilst incorporating the
swimming curriculum in a fun
way. The young people are
taught at a pace that is
appropriate for them with the
emphasis on enjoyment of the
activities. Physiotherapists plan
alongside the swimming staff a

Figure 1.3.5.25 Students have specialized floating
program for each individual child.
devices as well as trained staff
The swimming sessions are aimed at helping our pupils to improve their
performance, to acquire knowledge and understanding to evaluate their own abilities and
limitations, to apply skills, tactics and compositional ideas. Pupils are shown how to
experience movement and buoyancy together with a variety of means of propulsion
which can help develop their confidence.
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Research and Design
Chailey Heritage School is

very fortunate to have Research
and Development Electronic
Engineers who work to provide
technology and equipment to help
improve their pupils' mobility and
independence. They have a
dedicated Research and
Development Division on campus
that designs specialized specific
equipment and tools that caters to
Chailey Heritage School’s student’s
individual disabilities. They also
develop new ways in providing
academic, physical and social
interactions to their pupils. The
Research and Development Division
is set on identifying ways that
technology and equipment can
improve the young people’s mobility
and independence.
Figure 1.3.5.27 The Research and Development

Division is responsible for the majority of the
schools specialized equipment
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Summary of Findings and Analysis
1.4.1 Presentation of Collected Data
The Philippines
has a 92.1 million
household population,
among those 1,443
thousand persons or 1.57
percent had disability,
based on the 2010 Census
of Population and Housing
(2010 CPH). The recorded
figure of persons with
disability (PWD) in the
2000 CPH was 935,551
persons, which was 1.23
percent of the household
Figure 1.4.1.1 Household population and Persons with population.

Disability by Region: Philippines, 2010
Region IV-A had
the highest number of PWD at 193 thousand. Next was the National Capital Region (NCR) with
167 thousand PWD. While the Cordillera Administrative Region (CAR), had the lowest number of
PWD at 26 thousand.
There are ten regions which had a proportion of PWD higher than the national figure.
These were Region VI (1.95 percent), Region IVB and Region V (both 1.85 percent each), Region
VIII (1.75 percent), Region II (1.72 percent), Region I (1.64 percent), CAR (1.63 percent),
Region XI and Region VII (both 1.60 percent each), and CARAGA (1.58 percent).
Among
the recorded
PWD population
in the Philippines
the largest group
of PWD’s were in
Figure 1.4.1.2 Household Population with Disability by Broad Age the 5-19 age
Group and Sex: Philippines, 2010 group. Persons
with disability were more likely to be in the ages 5 to 19 years and 45 to 64 years. By five-year
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age group, among the household population with disability, children aged 10 to 14 years
comprised the largest age group (7.2 percent). This was followed by those in the age groups 15
to 19 years (6.9 percent), 5 to 9 years (6.7 percent), and 50 to 54 years (6.6 percent).
Enrollment figures show that

the majority of Primary school enrollees
are from Region 6 the Western Visayas
Region, followed by Region 4-A then
Region 3. While majority of the
Secondary school enrollees come from
Region 3, followed by Regions 1 and
12. But these numbers also cover that
of mental disability, Autism, Serious
Figure 1.4.1.4 SPED Early Enrolment in
Government Elementary Schools (S.Y. 2012-13) Emotional Disturbance and Special
Health Problems. This proponent is
limited to those of phyisical disabilities
like Visual Impairement, Deaf, Speech/
Language Impairement, Othopedic
Impairement and including those who
have Multiple Disabilities. Recounting
all of these factors we have come up
with Region 6, 3, 5, and 4-A having the
most number of enrolees fro the
Primary schools. While Regions 3, 12, 1
Figure 1.4.1.3 Enrolment of CWD's in public
secondary schools (S.Y. 2011-12) and NCR having the most enrolless for
the Secondary schools.
The interviews with the SPED schools have given us data that supports the proposals
feasibility. Most, if not all of the SPED specific schools are found in the Metro area. CWD students
hailing from far off regions have to travel to the Metro just to avail proper SPED, but even so
there is only a limited number of slots for them. This means that the CWD’s in the Metro are very
fortunate and at the same time this does not bode well for the indegent students who are far
away to have such priveleged educational opportunites.
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1.4.2 Need Analysis
The data states that majority of the disabled children of primary and secondary schooling
age. The majority of these population are found in the Luzon area of the Philippines, specifically
Region 3, 4-A, and NCR. The population in the NCR have no difficulties in finding adequate
special education, the majority of these special educational facilities are found here, each facility
is specialized and caters to a specific disability. The problem rises for the Region 3, 4-A and other
subsequent CWD residents from other neighbouring provinces.
The interviews and case studies have revealed that all of these SPED Schools have in-
campus residential or dormitories for those students that are far from the vicinity of the school. In
one interview there were students hailing from far off regions like Benguet, Albay, and
Dumaguete. Clearly these SPED Schools are regarded as the best if students are coming in from
far flung Regions in the country, on the other hand this poses a serious problem, if students are
coming in from distant areas then are there no comprehensive specialized educational facility in
their immediate area to serve their academic needs?
SPED is now a thing that is fast spreading though the schools in the country, yet these
schools, though offer SPED, are not specialized enough to provide their special students the right
atmosphere and facilities in promoting their young minds. Much of these specialized facilities are
found in the NCR, and even then most of these SPED specialized schools still lack a more
specialized type of facility that foreign Specialized Schools have, like those in Treloar’s School and
Chailey Heritage School in the UK.
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Conclusions and Recomendations
In conclusion, with all the gathered data from interviews and case studies both local
and foreign, I have deduced that SPED is now spreading throughout the schools but not
enough for them to provide adequete academic needs for CWD’s. Clearly the NCR has the
most SPED facilities capable enough in providing the necessary special attention and care
needed for these children. This bodes well for the affected populus in the NCR but what about
the rest in the country?
Though the facilities in the NCR are of DepEd recognized and follow there standards,
they are far from what foreign institutions have developed like those in the UK. SPED in the
country still needs more specialized solutions in order to provide the CWD’s a better chance in
attaining education and other skills necessary for them to proceed further in their life.
Another problem is that these

specialized schools are scattered all
across the NCR. Though they
specialized in very distinct disabilities
and cater to their needs this has both
positive and negative effect on the
children. The history of SPED in the
Philippines started with one school
catering to both the deaf and blind, as
Figure 1.4.2.1 Advantages and Disadvantages it grew they separated to cater to
of SPED
individual impairements.
With that said I recommend an integrated SPED institution that would cater to the
physical impairements in a specific fashion as such that it would foster commoraderie and a
common culture not only to their peers with similar disabilities but also to others who have the
same lot as them. This would help build peer communication to the community as well as
boost their self-esteem by socializing with other individuals that both share their impairements
and know from firsthand what they feel.
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2 RESEARCH FOCUS
Rationale
Developing spaces intended for SPED is necessary for the advancement of CWD’s, it is
through this that they gain the necessary knowledge and skills that would help them be a
productive member of the society. There are only a handful of SPED schools in the country
that could house their academic endeavours, as such these SPED schools are located in urban
zones where they are near the highly dense populated areas where their immediate clients
(CWD’s) are located.
This in turn creates a problem, if these centers for SPED are in these urban zones
then what about those CWD’s that come from the outlying regions? These CWD’s, therefore
have to travel from their native homes just to study in a SPED specialized school. Though
there are now SPED in regular schools, possibly in within their general vicinity, these schools
are only a shadow of what schools who are specifically for SPED. Regular schools do not have
the same specialized facilities that are tailored for their CWD students.
Foreign schools have taken SPED up a notch with therapy based education, this
method is now widely used in SPED schools in the UK. Physical therapy focuses on the child’s
ability to move independently as possible. SPED schools here in the Philippines are leagues
away from what foreign SPED schools are doing, SPED in foreign countries have the capacity
to provide more than just basic education to their students, they also help them be more
independent which is an astonishing achievement considering their impairments.
SPED centers in the Philippines are only accessible in the Metro area, the need for an
integrated SPED center in regions where there are more CWD’s are highly needed. It is for the
benefit of the children that a therapy based special education is to be implemented, using
such a method would develop the children’s independent skills to the point that they would
become a more productive member of the society.
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Principles and Relevance to the Project
 The integration of design-built spaces for therapy based SPED use will be the
main principle in use for this thesis, coupled with design-built spaces
designated for research and development of PWD equipment and tools that
would help with their overall progress and potential in becoming a productive
member of the society.
 Integration of the three physical impairments that the school will cater to
(Orthopaedic, Visual, and Hearing Disabilities) and creating a center for SPED
development for the CWD’s in the area and possibly in the country. As
opposed to the SPED institutions found in the Metro, they are specific in the
manner of impairment that they cater to but at the same time they are
sporadic and isolationist. Giving they’re students minimal contact outside their
fellow impaired students, this makes the children hard to re-adapt back to
society because of a limited peer communication. Integration would not only
help them develop necessary communication skills but also they would
develop a common culture that would boost their self-esteem.
 Having an integrated SPED center would be helpful towards their overall
development not only in academics but also their social skills. This integration
would also benefit from the specific facilities that it would have, some of the
children could share these facilities compared to SPED schools in the Metro
being separated but having similar facilities. Aside from this, children with
multiple disabilities would also benefit from having an integrated center for
SPED, schools in the Metro cater to multiple disabilities that other SPED
schools also caters to, rendering them redundant and forcing the parent/
guardian to choose which SPED school to enrol their child.
Figure 1.4.2.1 Ideal

Centralized SPED Facility
Figure 1.4.2.2 Current Isolationistic SPED
System
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2.2.1 Designing Spaces for Effective Learning: Educational Spaces for the 21 st Century
Learning is changing in the 21st century. Technologies used in learning, such as

interactive whiteboards, personal learning environments, wireless networks and mobile
devices, plus the internet and high-quality digital learning resources – and the ability to
access many of these from home and the workplace – are altering the experiences and
aspirations of learners.
Increasing investment in estate and learning technologies, combined with the

need for more cost-effective space utilisation, is making it increasingly important for
senior managers and decision-makers to keep abreast of new thinking about the design
of technology-rich learning spaces. Understanding what makes an effective design is
important. The best are likely to assist all within the institution to work more productively
and to produce learners who are confident, adaptable, and independent and inspired to
learn. In short the design of our learning spaces should become a physical representation
of the institution's vision and strategy for learning – responsive, inclusive, and supportive
of attainment by all.
An educational building is an expensive long-term resource. The design of its

individual spaces needs to be:
• Flexible – to accommodate both current and evolving pedagogies
• Future-proofed – to enable space to be re-allocated and reconfigured
• Bold – to look beyond tried and tested technologies and pedagogies
• Creative – to energise and inspire learners and tutors
• Supportive – to develop the potential of all learners
• Enterprising – to make each space capable of supporting different purposes
A learning space should be able to motivate learners and promote learning as an

activity, support collaborative as well as formal practice, provide a personalised and
inclusive environment, and be flexible in the face of changing needs. The part technology
plays in achieving these aims is the focus of this guide.
Motivation
Well-designed learning spaces have a motivational effect. Learning areas infused

with natural light, for example, provide an environment that is easy and pleasurable to
work in. Wireless connectivity within a brightly lit atrium, learning café or open-plan social
area will encourage engagement in learning, and instil a desire to continue activities
beyond timetabled classes.
Involving learners in aspects of the design is important. This signals that they can
have a measure of control over the learning environment and over their own learning.
The Stevenage Centre at North Hertfordshire College, for example, has introduced digital
local radio transmissions in learning zones within the internet café at the request of
students accustomed to working with background sound.
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Collaboration
Learners have been shown to benefit academically from social interaction with
their peers. Open-plan informal learning areas provide individualised learning
environments which also support collaborative activities, and they can often be created
from previously underutilised spaces. An example is the internet café. In many
institutions, entrance spaces now include open-access IT areas with refreshments and
informal seating. Utilisation data have proved the worth of such areas – their value lies in
the way they encourage learning through dialogue, problem solving and information
sharing in the most supportive of contexts.
Personalisation and inclusion
Barriers surrounding the use of IT are being re-assessed and priority given to
enabling, rather than controlling, access to learning. Technology-enabled learning will not
be achieved without cost. However, institutions in all parts of the sector are exploring the
use of password-enabled wireless local area networks (WLANs), laptop loan schemes and
24/7 access to digital resources in technology-rich learning centres and through virtual
learning environments (VLEs). Another significant trend is to adopt a more customer-
focused and permissive approach, backed up by learning space design that encourages
self-regulation. Greater maturity among IT users has been promoted by integrating IT
into day-to-day activities, installing bookable and open-access computers in previously
underutilised locations along circulation routes and in social areas, for example. Learning
and information sharing then become seen as an integral part of everyday life.
Flexible furniture and wider doorways meet the needs of a variety of learners,
not only wheelchair users. Audio-visual cues and changes in furniture layout can assist
learners’ navigation around a building, and help them to adjust their behaviour according
to the purpose of the space. These represent shifts in attitude that welcome and support
all types of learners and promote different ways of learning.
Flexibility
Following two decades of rapid technological change and increasing student

numbers, flexibility in the design of learning spaces has become essential. Technologies
that are as far as possible mobile and wireless will support a wider variety of pedagogic
approaches, and make those spaces more easily re-purposed. But the ultimate in
flexibility – large open-plan centres in which both learning and teaching take place – still
present’s challenges in management of sound, heat and student activity, and a mix of
formal and informal learning spaces is still more frequently chosen.
- (JISC, 2006)
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Application to the Project
SPED schools in the country are too isolationistic in their system of handling their
students. This leaves the students social skills tend to lag behind and cause a wider gap of
socializing with others, adding to their impairment issues. Though larger SPED schools like the
Philippine School for the Deaf has an adequate number of students to fill this gap, other
schools are not so fortunate with this matter. SPED may have been integrated into the regular
schools but these SPED classes are leagues away from what SPED specific centers are able to
offer their students, more specialized facilities and equipment.
Applying an effective design and plan that incorporates current technological

advancements with SPED will be beneficial to not only for the CWD’s but also other regular
schools. By being the most advance and state of the art educational facility as a model for
other schools to follow. Hopefully through this simple innovations, the educational outlook in
the country could progress to the same state as that in foreign countries. SPED centers could
progress forward at a rate that could rival that of foreign SPED centers, such innovations are
already being implemented in these foreign countries.
Education is important, and everyone has the right to have it, no matter their lot in life
is. Some are more fortunate than others by having quality institutions within their general
vicinity, while others have to make due to what they have. By developing a centralized center
in the most needed area, we could help these CWD’s to have access to quality facilities with
current technological progress at their comfort.
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3 SITE IDENTIFICATION AND ANALYSIS
Site Selection Process
3.1.1 Criteria for Site Selection
The criteria are as follows:
 Region with the highest concentration of CWD’s

 Easily and readily accessible City in the immediate Region
 A highly urbanized zone so that CWD’s have easy access to other quality facilities
(e.g. Terminals and Medical Institutions)
 PWD friendly location/ area
 Is easily accessible from the main road
 Adequate breathing space/ buffer space
3.1.2 Site Option Description
 Option 1: Angeles City, Pampanga
Angeles is a first-class highly

urbanized city located geographically within
the province of Pampanga in
the Philippines. It is bordered
by Mabalacat to the north; Mexico to the
east; San Fernando to the
southeast; Bacolor to the south;
and Porac to the southwest and west. The
city administers itself autonomously from
Pampanga and, as of the 2010 census, it
has a population of 326,336.
Figure 3.1.2.1 Angles, Pampanga
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Under the Köppen climate classification

system, Angeles City features a tropical savannah
climate that borders on a tropical monsoon climate
(Köppen climate classification Aw/Am). Angeles
City experiences two distinct seasons: a dry
season from November through April, with a wet
season from May through October. From 1953 to
1991, the mean daily low was 73.6 °F and the
Figure 3.1.2.2Population Census
mean daily high was 88.1 °F, with June being
warmest and January and February being the coolest. The average annual
rainfall is 78.39 inches. Typhoons tend to approach from the east during the
summer and fall.
 Option 2: Dasmariñas City, Cavite
Dasmariñas, officially the City of

Dasmariñas is the largest city, both in terms
of area and population in the province of
Cavite, Philippines. It is located
approximately 27 kilometres (17 mi.) south
of Manila. As of 2010, Dasmariñas is now
the largest component city and the 12th
largest city in the country in terms of
population with 575,817 people. It is
classified as "first-class" city in terms of
income classification and has a land area of
90.1 square kilometers (34.8 sq. mi).
Figure 3.1.2.3 Dasmariñas, Cavite
The growing congestion and outward urban expansion of the
Metropolitan Manila Area has set up a favourable atmosphere for the
development of the city. This inevitable growth is manifested by the influx of
industries, presence of large educational and health institutions, and the growing
number of subdivisions elevating its economy.
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Dasmariñas has the largest population in the

entire province with over 575,000 people living within its
borders. The city has 75 barangays, has more than 170
subdivisions and the biggest resettlement area in the
Philippines, the Dasmariñas Bagong Bayan (DBB).
Figure 3.1.2.4 Population Census
 Option 3: Malolos City, Bulacan
Malolos is a first class urban

component city in the Republic of the
Philippines. Malolos is considered as the
115th city in the country. It is the capital
city of the province of Bulacan as the seat of
the provincial government.
The city is 45 kilometres (28 mi.)

north of Manila, the capital city of the
Philippines. It is one of the major suburbs
conurbation to Metro Manila, situated in the
southwestern part of Bulacan, in the Central
Figure 3.1.2.5 Malolos City, Bulacan Luzon Region (Region 3) in the island of
Luzon and part of the Metro Luzon Urban Beltway Super Region. Bordering Malolos
are the municipalities of Bulakan (the former capital of the province) to the
southeast, Guiguinto to the east, Plaridel to the north, Calumpit to the northwest,
and Paombong to the west. Malolos also lies on the north-eastern shore of Manila
Bay.
It has several universities like the government-funded Bulacan State

University, and privately owned Centro Escolar University at Malolos and the only
Catholic University in Bulacan, University of Regina Carmeli, now known as "La
Consolacion University-Philippines". Malolos also houses the most populous high
school in Central Luzon, Marcelo H. Del Pilar National high school, founded in 1905.
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3.1.3 Site Selection and Justification
Figure 3.1.2.1 Central Luzon

The site selected is in Angeles City, Pampanga. Reason being is that it falls under
the site criteria and compared to Malolos City in Bulacan, is more accessible throughout
the whole region. Angeles City also has a number of welfare groups and NGO’s that could
help with the proposals goal in providing a center for SPED development. Some of these
are:
 The Philippine Children's Fund of America is an American charity dedicated to

provide educational, medical, health and nutritional programs to needy children
while addressing community empowerment through the provision of training and
livelihood opportunities to many Filipino families.
 Bahay Bata Center is a project launched by the Clark Centennial Rotary in 2001.
It is an institution that seeks to uplift the welfare of the said children, placing
them in a safe and caring environment and giving them all the basic necessities
of life like education, psychological support and spiritual guidance.
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 Women's organizations include Women's Legal Bureau, Ing Makababaying

Aksyon Foundation, the Nagkakaisang Kababaihan ng Angeles City Multi-Purpose
Cooperative (NKAC or United Women of Angeles City Multi-Purpose Cooperative)
and the Women's Health Care Foundation (WEDPRO), which actively sponsors a
clinic in the city.
Angeles City ranked 15th in a survey by MoneySense Magazine as one of the

"Best Places to Live in the Philippines" in its March–April 2008 issue. In August 2007, the
greater metropolitan area centered on Angeles, called Metro Angeles, which includes San
Fernando, Mabalacat, Porac, and Bacolor, was also mentioned as one of the 12
Metropolitan Areas in the Philippines by the National Economic and Development
Authority (NEDA) and named as one of the six region-based metropolitan areas with
relatively high GDP rates, with Metro Angeles garnering 8.5%. Making Angeles City an
ideal location set up a SPED center with it being highly urbanized and has access to
quality services but at the same time not overly populated like the metro cities are.
Angeles City is a leading center for education and higher learning in and out of
the region. Its tertiary schools are among the top performing universities in the country.
Its primary, secondary, trade and technical schools are adequately provided by the
government and the private sector. Relatively high income and the availability of these
learning facilities produce a huge stock of skilled manpower.
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Site Evaluation and Analysis
3.2.1 The Macro Setting
Figure 3.2.1.1 Angeles City Main Road Map

The site is situated in the barrio of Pandan, City of Angeles, Pampanga. It is
bounded by the Pandan National Road by its northwest side, by subdivision lots on it
south, southwest and southeast sides. This site was aptly selected because primarily
because of its location in the region itself, Angeles City is situated in the most accessible
area of the entire region. The Clark International Airport and a number of terminals are
situated all around the city as well as the North Luzon Express Highway, Subic-Clark-
Tarlac Express way, and the McArthur Highway running across the city.
Traffic congestion is an issue. As a regional urban center and a regional

transportation hub, Angeles City’s hinterland includes the Metro Clark Area, the entire
Central Luzon, including the Northern Luzon regions. Thus, most if not all its major
thoroughfares such as the MacArthur highway, Angeles-Porac Road, Magalang-Angeles
Road, and the CBD roads have been experiencing severe traffic congestion.
This condition impacts on productivity and increases the cost of doing

business in the city. While independent studies have shown that Angeles City is among
the most competitive cities in the country, these competitive advantages can be easily
masked by a severe drop in the level of service provided by these roads.
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In order to address this concern on access, the city, including the national
government implemented various interventions which include but not limited to road
widening and upgrading, installation of traffic lights, traffic management, traffic law
enforcement and strict implementation of land use management measures and zoning.
Figure 3.2.1.2 Pandan, Angeles City
Pandan Barrio being largely a residential area is an ideal location for the
proposal. The site is also near the East Bound Terminal which makes it more accessible,
while a little ways north of the site is the Marquee Mall with its own PUV terminal,
Angeles City Hall, and the Angeles Toll Barrier.
With eaigthy-one (81) pioneers that established residence in the area, it has
grown to a blooming number of the total population is 17,895 projection 2011, Thus,
Pandan plants with aromatic and exotic scent become a barrio, so improving and proud
to be one of the thirty three (33) Barangays of the City of Angeles. It got its name from
the plant wich is called Pandan, this plant until now is being used as a flavor in some
delicacies and in rice cooking.
Barangay Pandan is located in the Eastern part of Angeles City, bounded on the
Northeast by Abacan river, Southwest by Barangay Mining and Salapungan, Southeast by
Barangay Tabun, Northwest by Barangay Balibago and Abacan River. The Distance from
Barangay Poblacion or City Proper is 2.5 kilometers. The means of transportation from
the Barangay to the City are tricycles, jeepneys and mini-bus.
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Pandan Demographic Profile:
Total Population — 17,895
Households — 3,178
Schools (Public / Private):
Daycare Center:
 Orchids Day Care Center

 San Ignacio Day Care Center
 Holy Spirit II Day Care Center
Elementary School:
 Pandan Elementary School

 San Ignacio Pandan Elementary School
High School School:
 Francisco G. Nepomuceno Memorial High School
Private Schools:
 Brightwoods Learning Center

 Shekinah Learning Center
 Heath's Montessori
Health Service Centers:
Hospital:
 St. Catherine
 Barangay Health Center:
 Cutcut Health Center
Environment
Total Land Area — 167 hectares
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Angeles City has a natural drainage provided by the Abacan River and the various
creeks that are evenly distributed around the city. Since its general soil type is sandy, it
has a very good internal drainage or the capability to absorb surface water compared to
clay. But since the city’s built-up areas are already fully paved, surface run-off goes
directly to the drainage canals, and into the creeks and rivers.
Unfortunately, the capacity of the existing drainage and flood-water canals is no

longer enough to accommodate the peak flow. Thus, localized flooding during rainy
season or after a heavy downpour becomes ordinary. The increasing occurrence of high
intensity, short duration rainfall brought by climate change and global warming
phenomenon exacerbates this problem. This concern should be acted upon in the
climate change adaptation agenda of the city.
The Abacan River as well as the different creeks in the city are susceptible to
erosion and riverbank failure due to the absence of slope protection and river training
works. Settlement and built-up areas along and near these areas are in the constant
threat of erosion. In view of such, the comprehensive development of Abacan River and
its tributaries into a linear park with mix use (e.g. park, highway, commercial)
components must be prioritized.
Because of the recent developments in Central Luzon and in the Metropolitan

Clark Area, Angeles City easily became one of the favorite destinations of the informal
settlers. Informal settlers are predominantly found in the PNR right of way but have also
occupied some portions of the bank of Abacan River. Consistent with the provisions of
the Urban Development and Housing Act (UDHA) otherwise known as the “Lina Law”, the
city must prioritize the implementation of mass housing to address this concern.
The Pandan growth center is located in the eastern part of Angeles City near its
boundary with Mexico, Pampanga. Barangay Mining, Pampang, Tabun, and Capaya
comprise this growth node. Huge residential subdivision complex are found in the area
such as the Metrogate subdivision, St. Ignatius subdivision, and Angeles Citicenter
subdivision. The main access is primarily provided by the Angeles-Magalang road, and in
part by Magalang Avenue. Roads collecting traffic from the different parts of the growth
center to the main road include Dominic main road, Mining-Tabun road, Pandan-Tabun
road, and several other service roads that form T-intersection with Angeles-Magalang
road.
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Pandan and Tabun are already heavily built except those areas along Abacan
River. Vacant lots within the existing built-up and vacant PUDs are prevalent in Mining
and Capaya. However, large tracts of agricultural lands can still be found in this
barangays along the Abacan River.
Figure 3.2.1.3 Pandan Growth Center
Presently, the level of service provided by the Angeles-Magalang road is low especially
during rush hours when people go to office or school in the morning or when they come
back home in the afternoon. The situation further worsens especially during rainy season
when some portions of the main road are flooded due to drainage problem. Because of
proximity to the CBD area, and availability of lands for urban expansion, this growth
center is expected to expand within the short and medium term periods.
The following urban activities should be encouraged in the area.
a) Light and Medium Industries – Non-pollutive industries may still be allowed in the
fringes of this growth center along the city’s border with Mexico where vast tracts of
agricultural lands are still available.
b) Sub-urban and Planned Unit Development (PUD) Estates – Residential and

commercial mix used PUDs are ideal in this area.
c) Medium to High Rise Residential Estates – Condominiums, PUDs can be

encouraged to locate in this area.
d) Rest, Recreation, and Convention Area – The city government is planning to

develop a rest, recreation, and convention complex in Barangay Mining within the short
term. This investment is expected to catalyse settlement to further develop in the area.
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e) Institutional Zone – Schools, place of worship, and other institutional facilities

should also be encouraged in the area.
f) General Residential Zone – The area will also serve as a general residential area
with commercial and mix-use activities along major roads.
g) Agriculture, Food, and High Value Crop Production Area – Full urbanization does
not happen overnight. Thus, the area’s existing agricultural lands will be protected from
irrational conversion, land banking, and speculation, and the same will be devoted to
food and high value crop production until such time that their highest and best uses are
no longer agriculture.
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3.2.2 The Micro Setting
The principal wind regimes affecting the area are

the north wind flow from January and February, the
southwest wind flow from June to September, and the
trade winds. The annual prevailing wind in the area is
southeast and in the east and west part.
Figure 3.2.2.1 Wind Path

Analysis
Sun path analysis

that flows in the 12 months
of the year. It shows the
highest point at which the
sun is at the month of June
and the lowest point in the month of December.
Figure 3.2.2.2 Sun Path Analysis
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Figure 3.2.2.3 Traffic Path Analysis
- Vehicles going to Angeles City Proper
- Vehicles going to Marquee Mall and terminal, Angeles City Hall, and
NLEX Angeles Exit via Magalang exit tollgate
- Heavy Noise
- Minimal Noise
The heavy noise comes from the

Pandan National Road and the Nearby East
Bound Terminal. The minimal noise comes
from the surrounding residential area to the
south and southeast location of the site.
Figure 3.2.2.4 Noise Analysis
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3.2.3 Related Laws and Ordinances
Since the site is in Angeles Pampanga, then it would fall on its jurisdiction and
adhere to any and all laws and ordinances the city or province would deem to uphold.
Such laws and ordinances are the following:
- Ordinance No. 317, Series 2012 :AN ORDINANCE ADOPTING THE REVISED ZONING
ORDINANCE OF ANGELES CITY
- 1987 Constitution
o Article III, Section 6. “The use of property bears a social function and
all economic agents shall contribute to the common good. Individuals and
private groups, including corporations, cooperatives and similar collective
organizations, shall have the right to own, establish and operate economic
enterprises subject to the duty of the state to promote distributive justice
and to intervene when the common good demands.”
o Article XIII, Section 1. “The Congress shall give highest priority to the
enactment of measures that protect and enhance the right of all the people
to human dignity, reduce social and economic inequalities… to this end, the
state shall regulate the acquisition, ownership, use and disposition of
property and its increments.”
- Section 20 of RA 7160 a.k.a. The New Local Government Code
Reclassification of Lands. A city or municipality may, through an ordinance

passed by the Sanggunian after conducting public hearings for the purpose, authorize
the reclassification of agricultural lands or provide for the manner of their utilization
or disposition in the following cases:
o when the land ceases to be economically feasible and sound for agricultural
purposes as determined by the Department of Agriculture (DA); and,
o where the land shall have substantially greater economic value for
residential, commercial or industrial purposes, as determined by the
Sanggunian concerned, provided that such reclassification shall be limited to
the following percentage of the total agricultural land area at the time of the
passage of the ordinance:
 for highly urbanized and independent component cities = 15 percent;
 for component cities and first to third class municipalities = ten
percent;
 for fourth to sixth class municipalities = five percent, provided
further, that agricultural lands distributed to agrarian reform
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beneficiaries pursuant to RA No. 6657 otherwise known as the

Comprehensive Agrarian Reform Law, shall not be affected by the
said reclassification and the conversion of such lands into other
purposes shall be governed by Section 65 of said Act.
 the President may, when public interest so requires and such upon
recommendation of the National Economic and Development
Authority (NEDA), authorize a city or municipality to reclassify lands
in excess of the limits set in the next preceding paragraph; and,
 the Local Government Units shall, in conformity with existing laws,
continue to prepare their respective comprehensive land use plans
enacted through zoning ordinances, which shall be the primary and
dominant bases for the future use of land resources, and the
industrial expansion shall be taken into consideration in the
preparation of such plans.
- Chapter 3, Article 3, Section 458.2 (VIII-X) RA 7160
The Sangguniang Panlungsod as the legislative body of the city shall … (VII)
Adopt a Comprehensive Land Use Plan, provided, that the formulation, adoption or
modification of said plan shall be in coordination with the approved Provincial
Comprehensive Land Use Plan; (VIII) Reclassify land within the jurisdiction of the
city, subject to the pertinent provisions of this code; (IX) Enact integrated zoning
ordinance in consonance with the approved Comprehensive Land Use Plan, subject to
existing laws, rules and regulations establish fire limits or zone, particularly in
populous center and regulate construction, repair or modification of building within
said fire limits or zones in accordance with the provisions of the fire code; and (X)
Subject to national law, process and approve subdivision plans for residential,
commercial, or industrial purposes and other development purposes, and to collect
processing fees and other charges, the proceeds of which shall accrue entirely to the
city. Provided, however, that where approval of a national agency or office is
required, said approval shall not be withheld for more than 30 days from receipt of
the application. Failure to act on the application within the period stated above shall
be deemed as approval thereof.
o PD 1396 (Amending PD 933) “Creating the Ministry of Human Settlements,

Renaming the Human Settlement Commission as the Settlements Regulatory
Commission”
It is hereby the policy of the government to foster the growth and
renewal of our communities, both rural and urban, in an integrative manner that
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promotes optimum land use, adequate shelter, environmental protection,

utilization of appropriate technology and rational independence among self-
reliant communities.
- Letter of Instruction No. 729
Municipalities shall submit their land use plans, enforcement system and
implementing guidelines, including zoning ordinance to the Ministry of Human
Settlements through the HLURB for review and ratification.
- Section 5, Executive Order 648
Reorganization of the Human Settlements Regulatory Commission. The HLURB shall:
o promulgate zoning and other land use control standards and guidelines,
which shall govern land use plans and zoning ordinance of local
governments;
o review, evaluate and approve or disapprove comprehensive land use
development plans and zoning ordinance of local governments; and,
o issues rules and regulations to enforce the land use policies on human
settlements as provided for in various Presidential Decrees and Letters of
Instructions, namely:
 PD No. 399 “Limiting the Use of a Strip on One Thousand Meters of
Land Along Any Existing, Proposed or On-going Public Highway or
Road, Until the Government Shall Have a Competent Study and Have
Formulated a Comprehensive and Integrated Land Use and
Development Plan”
 PD No. 1216 “Defining Open Space in Residential Subdivision and
Amending Section 31 of PD No. 957 Requiring Subdivision Owners to
Provide Roads, Alleys, Sidewalks and to Reserve Open for Parks and
Recreational Use”
 PD No. 957 “Regulating the Sale of Subdivision Lots and
Condominiums, Providing Penalties for Violators Thereof”
 PD No. 1344 “Empowering the National Housing Authority to Issue
Writ of Execution in the Enforcement of Its Decisions Under PD 957”
 PD No. 815 “Amending Section 4 of PD 583- Prescribing Penalties
for the Unlawful Ejectment, Exclusion or Removal of Tenant-Farmers
from Their Farm holding”
 PD No. 933 “Creating the Human Settlements Commission”
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 LOI No. 713 – “Regulating the construction for residential, industrial

or non-agricultural purposes on agricultural land by the Department
of Human Settlements and Environmental Management”
- PD 933 and EO 648 as Amended by EO 90
Empowering the HLURB to review and to approve or disapprove land use plans
and of cities and municipalities.
The aforesaid laws likewise authorizes the HLURB to prescribe the standards and
guidelines governing the preparation of land use plans, to monitor the
implementation of such plans and to adjudicate and settle the disputes among LGUs
over their land use plans and zoning programs.
- Executive Order 72
This provided for the preparation and implementation of the Comprehensive Land
Use Plan of LGUs pursuant to the Local Government Code of 1991 and other
pertinent laws.
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Site Development
3.3.1 Site Analysis
Figure 3.3.1.1 Site Location
The site is located at Pandan cor. Don Mariano St., Barangay Pandan, Angeles
City. It is owned by the MMC Angeles Development Corporation. The lot area is about
20,500 sq.m, it is trapezoidal in shape with one corner fronting the Pandan Main Road
and serves as the only possible access to the site.
The site is surrounded by residential housing to its south and southeast side,
while its front end, the only possible access point in the site, is facing the Pandan
National Road. A PUV terminal a little ways north of the site provides eases of access to
the area. As well as its location being close to the NLEX – Angeles Exit makes it easy for
regionally displaced students to have access on the site.
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3.3.2 Proposed Site Development Plan
Option A:
Legend:
- Admin. Bldg.
- Dormitory
- School
- Parking
- Service Area
Figure 3.3.2.1 Site Development
Figure 3.3.2.2 Massing
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Option B:
Legend:
- Admin. Bldg.
- Dormitory
- School
- Parking
- Service Area
Figure 3.3.2.3 Site Development
Figure 3.3.2.4 Massing
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4 ARCHITECTURAL DESIGN TRANSLATION
Design Program
4.1.1 Problem Diagnosis
Designing an institution for SPED that would cater to the needs of CWDs poses a number
of difficulties. The problem identified here is that accessibility coupled with the appropriate space
that comes with an institution that caters to SPED. There are several factors that come in effect
to this:
4.1.2 Design Criteria
The proposal would adhere to the standards and objectives that is set in accordance to
the overall welfare of its users. The design would be heavily guided by the set design philosophy
and principles. The proponent would strive to accomplish all of these as well as adapting to any
changes, if there are any.
The following are the core foundation that the criteria will adhere to:
 Accessibility and Mobility

 Safety and Security
 Promote Independence and Confidence
 Purpose and Function
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4.1.3 Design Objectives
The following objectives where derived from the research, case studies and interviews
done by the researcher. These objectives are set to the overall welfare of its users and the overall
function of the design.
 Apply innovative concepts, educational strategies and ideas that foreign

institutions have done.
 To design a haven of educational and social development and learning.
 To be openly accessible to all its users
 To design a safe and secure facility that does not inhibit the accessibility and
mobility of its users
4.1.4 Design Philosophy
The proponent believes in functionality that synergizes with purpose of designing an

environment that is a haven for social and educational development. The proposal would
incorporate innovations, ideas and concepts that exhibit such ideals. The proponent believes that
by promoting educational and social development the CWDs would have a better quality of
learning here in the country but also globally.
4.1.5 Design Principles
The proponent is set to provide CWDs from the outlying provinces an opportunity to have
quality education and services similar to or hopefully better than that of institutions in the Manila
area. These SPED specific centers would be an environment that is design-built to culture social
skills by interacting with more peers and giving them the sense of independence as well as
educational institutions that are in par with those institutions that are of high regard located in
the Manila area. These principles will be met through the proponents design philosophy, the set
objectives and its criteria.
4.1.6 Design Concept
The concept of this proponent is accessibility through independent mobility and barrier-
free learning environment. This will give CWDs independence to move through spaces within the
institution without hassle. Allowing them such freedom but at the same time ensuring their
overall safety and security that does not impede this freedom of mobility.
Ramps and railings are a big part in this concept, ramps in particular would replace all
need for stairs as to accomplish the proposals concept of a barrier-free learning environment. As
there is a need for socializing with their peers to promote social development, designing spaces
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as nodes social interaction coincides with the concept of independent mobility as these spaces
could also be points of easy mobility through each space in the institution.
4.1.7 Design Considerations
The proponent heavily considers the following in designing a SPED specific center:
 BP 344: Accessibility Law IRR

 National Building Code
 Policies and Guidelines for Special Education in the Philippines
 Educational Facilities Manual
4.1.8 Space Programming and Space Allocation
To define a centralized SPED center, architectural programming and allocation of the

spaces are identified by two main categories:
 Qualitative Analysis
Space (Institution) Classification Adjacency

Classroom Public Comfort Room, Gymnasium, Library, Conference Room, Faculty
Room
Computer Room Public Speech and Hearing Room, Conference Room, Faculty Room,
Science Laboratory, Music Room, H.E. Room
Science Laboratory Public Speech and Hearing Room, Auditorium, Music Room, Library,
Computer Room, H.E. Room
H.E. (Home Economics) Room Public Science Laboratory, Music Room, Speech and Hearing Room,
Computer Room, Cafeteria
Library Public Speech and Hearing Room, Comfort Room, Faculty Room,
Classroom, Science Laboratory
Music Room Public Speech and Hearing Room, Auditorium, Science Laboratory,
Computer Room, H.E. Room
Cafeteria Public Dormitories, Kitchen Area, Visitors Area, Gymnasium, Comfort
Room, H.E. Room
Speech and Hearing Room Public Computer Room, Faculty Room, Comfort Room, Science
Laboratory, Music Room, Library, H.E. Room
Auditorium Public Music Room, Library, Science Laboratory, Music Room,
Classroom, Computer Room, Science Laboratory, Comfort Room,
Guidance Counselor
Comfort Room Public Classroom, Library, Cafeteria, Auditorium, Clinic, Teacher’s
Lounge, Gymnasium, Visitors Area, Recreation Area, Guidance
Counselor
Medical Room/ Clinic Semi-Public Faculty Room, Visitors Area, Dormitories, Comfort Room,
Guidance Counselor
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Space (Administration) Classification Adjacency

Principal’s Office w/ Secretary Private VP’s Office, Faculty Room, Treasury Dept., Registry Dept.,
Faculty Room, Meeting Room, Teacher’s Lounge
Vice Principal’s Office w/ Secretary Private Principal’s Office, Faculty Room, Teacher’s Lounge, Registry
Dept., Treasury Dept., Meeting Room
Faculty Room Private Classroom, Computer Room, Library, Speech and Hearing Room,
Clinic, Principal’s Office, VP’s Office, Teacher’s Lounge, Meeting
Room, Visitors Area, Guidance Counselor
Teacher’s Lounge: Dinning and Private Comfort Room, Faculty Room, Principal’s Office, VP Office,
Pantry Room Registry Dept., Treasury Dept.
Registry Department Semi-Public Principal’s Office, VP’s Office, Teacher’s Lounge, Meeting Room,
Visitors Area
Treasury Department Semi-Public Principal’s Office, VP’s Office, Teacher’s Lounge, Meeting Room,
Visitors Area
Meeting Room Semi-Public Principal’s Office, VP’s Office, Faculty Room, Registry Dept.,
Treasury Dept., Guidance Counselor
Guidance Counselor/ Student Public Auditorium, Comfort Room, Clinic, Faculty Room, Meeting Room,
Affairs Visitors Area
Space (Amenities) Classification Adjacency
Dormitories (for Boys and Girls, Private Cafeteria, Clinic, Recreation Area, Visitors Area
each with their own Toilet and
Bath)
Gymnasium (w/ Indoor Swimming Public Classroom, Comfort Room, Cafeteria, Dressing Area, Visitors
Pool) Area, Security Room, Parking Area
Dressing Area: Locker and Shower Private Gymnasium
Room
Recreation/ Lounge Area Semi-Public Dormitories, Visitors Area, Security Room, Clinic, Comfort Room
Visitors Area Public Cafeteria, Comfort Room, Clinic, Faculty Room, Registry Dept.,
Treasury Dept., Dormitories, Gymnasium, Recreation Area,
Security Room, Guidance Counselor
Kitchen Area (w/ Service Area) Private Cafeteria, Security Room, Parking Area
Security Room/ Outpost Private Gymnasium, Recreation Area, Visitors Area, Kitchen, Parking Area
Parking Area Public Gymnasium, Kitchen, Security Room
Table 4.1-1 - Qualitative Analysis
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 Quantitative Analysis
User’s Total
No. of Circulation Sum
No. Space User Area (Area x Fur. /Fix.
Users (30%) Total
(m ) 2
Users)
Student, 1.50 31.2 Table, Chair,
1 Classroom 16 24 m2 7.2 m2
Teacher m2 m2 Shelves
Student, 1.40 29.12
2 Computer Room 16 22.4 m2 6.72 m2 Table, Chair
Teacher m 2
m2
Student, 43.68 Table, Chair,
3 Science Laboratory 16 2.1 m2 33.6 m2 10.08 m2
Teacher m2 Build-ins
H.E. (Home Student, 43.68 Table, Chair,
4 16 2.1 m2 33.6 m2 10.08 m2
Economics) Room Teacher m 2
Build-ins
Library Student,
338.4 439.92 Table, Chair,
5 Teacher, 141 2.4 m2 101.52 m2
m 2
m 2
Book Shelve
Librarian
Music Room Student, 43.68 Table, Chair,
6 16 2.1 m2 33.6 m2 10.08 m2
Teacher m 2
Shelve
Cafeteria Student,
197.4 256.62
7 Teacher, Staff, 141 1.4 m2 59.22 m2 Table, Chair
m2 m2
Visitors
Speech and Table, Chair,
Student, 43.68
8 Hearing Room 16 2.1 m2 33.6 m2 10.08 m2 Special
Teacher m2
Equipment
Auditorium Student,
197.4 256.62
9 Teacher, 141 1.4 m2 59.22 m2 Table, Chair
m 2
m2
Visitors
Comfort Room Student,
29.12
10 Teacher, 16 1.4 m2 22.4 m2 6.72 m2 Build-ins
m2
Visitor
Student,
Medical Room/ Teacher, 2.40 37.44 Table, Chair,
11 12 28.8 m2 8.64 m2
Clinic Physician, m 2
m 2
Bed,
Nurse, Visitor
Principal’s Office w/ Principal, Table, Chair,
12 2 5 m2 10 m2 3 m2 13 m2
Secretary Secretary Shelve
Vice Principal’s Vice Principal, Table, Chair,
13 2 5 m2 10 m2 3 m2 13 m2
Office w/ Secretary Secretary Shelve
Faculty Room 123.2 160.16
14 Teacher 88 1.4 m2 36.96 m2 Table, Chair
m 2
m2
Teacher’s Lounge: Principal, Vice
62.4 Table, Chair,
15 Dinning and Pantry Principal, 40 1.2 m2 48 m2 14.4 m2
m 2
Build-ins
Room Teacher, Staff
Registry 32.5 Table, Chair,
16 Staff 5 5 m2 25 m2 7.5 m2
Department m 2
Shelve
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Treasury 32.5 Table, Chair,

17 Staff 5 5 m2 25 m2 7.5 m2
Department m 2
Shelve
Meeting Room Principal, Vice
31.2
18 Principal, 20 1.2 m2 24 m2 7.2 m2 Table, Chair
m2
Teacher, Staff
Guidance Counsellor,
Counsellor/ Student Student, Table, Chair,
19 16 5 m2 80 m2 24 m2 104 m2
Affairs Teacher, Shelve
Visitor
Dormitories (for
32 (16 Table, Chair,
Boys and Girls,
Boys, 99.84 Bed, Lavatory,
20 each with their Student 2.4 m2 76.8 m2 23.04 m2
16 m2 Sink, Water
own Toilet and
Girls) Closet, Build-ins
Bath)
Gymnasium (w/ Student,
254.8
21 Indoor Swimming Teacher, 140 1.4 m2 196 m2 58.8 m2 Build-ins
m2
Pool) Visitor, Staff
Dressing Area: 24 (12
Locker and Shower Boys, 2.10 65.52
22 Student 50.4 m2 15.12 m2 Build-ins
Room 12 m 2
m2
Girls)
Recreation/ Lounge 99.84
23 Student, Visitor 32 2.4 m2 76.8 m2 23.04 m2 Table, Chair
Area m2
Visitors Area 62.4
24 Visitor 40 1.2 m2 48 m2 14.4 m2 Table, Chair
m2
Kitchen Area (w/ 9.36
25 Staff 6 1.2 m2 7.2 m2 2.16 m2 Build-ins
Service Area) m2
Security Room/ 4.68
26 Staff 3 1.2 m2 3.6 m2 1.08 m2 Table, Chair
Outpost m2
Table 4.1-2 Quantitative Analysis
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4.1.9 Behavioural Analysis
The characteristics of the users of this proponent would determine how the overall
outcome would develop into. The following tables would show us their behavioural patterns that
would be helpful in planning an environment that would be heavily influenced by this.
Figure 4.1.9.1 Behavioral Pattern
Primary Users Secondary Users

CWD Students Visitors
Teachers Home Parent
Administrative Staff Security and Maintenance Staff
Table 4.1-3 Classification of Users
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User Description Activities Possible needs

Educational activities,
Children with Primary to secondary Teachers, Visitors
extra-curricular
Disabilities students (family and relatives)
activities, socializing
Students,
Teaching students,
SPED trained teaching Administrative,
Teachers guiding and
staff Security and
counseling
Maintenance Staff
Family, Friends,
Visitors Relatives and Home Guardians of students Students, Teachers
Parents
Principal, Vice Managing day-to-day
Teachers, Security and
Administrative Staff Principal, Registry and operations of the
Maintenance Staff
Treasury Dept. school
In charge of safety,
Medical, Service,
Security and security and welfare
Maintenance and Administrative Staff
Maintenance Staff of the other users and
Security Staff
of the facility
Table 4.1-4 User Identification
4.1.10 Organizational Structure
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4.1.11 Functional Zoning
4.1.12 Programming Matrix Diagram
 Circulatory Diagram
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 Adjacency Diagram
 Inter-Relationship Diagram
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Concept Development
4.2.1 Architectural Concept
The proponents form and space concept is derived from the function that the proponent
needs to do. As Louis Sullivan says “form follows function” the proposal strives to achieve this by
conceptualizing ideas and innovations that would emulate this. As such the architectural concept
derived with the latter in mind is centralization of access nodes. Accessibility and mobility in mind
this concept of centralized flow to-and-from spaces is not a new one, yet nonetheless this is what
the proposal strives to achieve for the benefit of its users, primarily the CWDs.
As stated the space would conform to the needs of the users, this entails high mobility
for them. Ergonomics is very crucial to this as the primary users, CWDS, have a different sets of
dimensions to that of regular students. This is most notable for the physically impaired children
while those with sensory impairments have similar dimensions to regular children. Even so the
proponent heavily considers the dimension of those with physical impairments, especially to those
who are in wheelchairs. That is why the standard area of all students is set to those of the
physically impaired so that everyone would have equal mobility.
Biophilic Design
Biophilic design can reduce stress, improve cognitive function and creativity, improve our
well-being and expedite healing; as the world population continues to urbanize these qualities are
ever more important. Biophilia is humankind’s innate biological connection with nature. It helps
explain why crackling fires and crashing waves captivate us; why a garden view can enhance our
creativity; why shadows and heights instill fascination and fear; and why animal companionship
and strolling through a park have restorative, healing effects. Biophilia may also help explain why
some urban parks and buildings are preferred over others.
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Nature-Design Relationships
Biophilic design can be organized into three categories – Nature in the Space, Natural
Analogues, and Nature of the Space – providing a framework for understanding and enabling
thoughtful incorporation of a rich diversity of strategies into the built environment.
Nature in the Space
Nature in the Space

addresses the direct, physical and
ephemeral presence of nature in a
space or place. This includes plant
life, water and animals, as well as
breezes, sounds, scents and other
natural elements. Common examples
include potted plants, flowerbeds,
bird feeders, butterfly gardens, water
features, fountains, aquariums,
courtyard gardens and green walls or
Figure 4.2.1.1 Canopy trees and water features of vegetated roofs. The strongest
the Vatican City gardens.
Nature in the Space experiences are
achieved through the creation of meaningful, direct connections with these natural elements,
particularly through diversity, movement and multi-sensory interactions.
Nature in the Space encompasses seven biophilic design patterns:
1. Visual Connection with Nature. A view to elements of nature, living systems and
natural processes.
2. Non-Visual Connection with Nature. Auditory, haptic, olfactory, or gustatory stimuli

that engender a deliberate and positive reference to nature, living systems or natural processes.
3. Non-Rhythmic Sensory Stimuli. Stochastic and ephemeral connections with nature

that may be analyzed statistically but may not be predicted precisely.
4. Thermal & Airflow Variability. Subtle changes in air temperature, relative humidity,
airflow across the skin, and surface temperatures that mimic natural environments.
5. Presence of Water. A condition that enhances the experience of a place through seeing,
hearing or touching water.
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6. Dynamic & Diffuse Light. Leverages varying intensities of light and shadow that
change over time to create conditions that occur in nature.
7. Connection with Natural Systems. Awareness of natural processes, especially

seasonal and temporal changes characteristic of a healthy ecosystem.
Natural Analogues
Natural Analogues addresses

organic, non-living and indirect
evocations of nature. Objects,
materials, colors, shapes, sequences
and patterns found in nature,
manifest as artwork, ornamentation,
furniture, décor, and textiles in the
built environment. Mimicry of shells
and leaves, furniture with organic
Figure 4.2.1.2 Facade renovation of Suites
shapes, and natural materials that
Avenue Aparthotel by Toyo Ito, Barcelona, Spain,
is biomorphic in form, while enhancing the have been processed or extensively
Dynamic & Diffuse light and shadows filtering to
altered (e.g., wood planks, granite
the interior space.
tabletops), each provide an indirect
connection with nature: while they are real, they are only analogous of the items in their ‘natural’
state. The strongest Natural Analogue experiences are achieved by providing information richness
in an organized and sometimes evolving manner.
Natural Analogues encompasses three patterns of biophilic design:
1. Biomorphic Forms & Patterns. Symbolic references to contoured, patterned, textured

or numerical arrangements that persist in nature.
2. Material Connection with Nature. Materials and elements from nature that, through
minimal processing, reflect the local ecology or geology and create a distinct sense of place.
3. Complexity & Order. Rich sensory information that adheres to a spatial hierarchy
similar to those encountered in nature.
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Nature of the Space
Nature of the Space

addresses spatial configurations in
nature. This includes our innate and
learned desire to be able to see
beyond our immediate surroundings,
our fascination with the slightly
dangerous or unknown; obscured
views and revelatory moments; and
sometimes even phobia inducing
properties when they include a
trusted element of safety. The
Figure 4.2.1.3 Stepping stones at the Fort Worth strongest Nature of the Space
Water Garden, Fort Worth, Texas.
experiences are achieved through
the creation of deliberate and engaging spatial configurations commingled with patterns of Nature
in the Space and Natural Analogues.
Nature of the Space encompasses four biophilic design patterns:
1. Prospect. An unimpeded view over a distance, for surveillance and planning.
2. Refuge. A place for withdrawal from environmental conditions or the main flow of
activity, in which the individual is protected from behind and overhead.
3. Mystery. The promise of more information, achieved through partially obscured views or
other sensory devices that entice the individual to travel deeper into the environment.
4. Risk/Peril. An identifiable threat coupled with a reliable safeguard.
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For this proposal the Nature in the Space category, specifically the 6 patterns that would
have a great effect on the users, the CWD’s. These are Visual Connection with Nature, Non-Visual
Connection with Nature, Non-Rhythmic Sensory Stimuli, Thermal & Airflow Variability, Dynamic &
Diffuse Light, and Connection with Natural Systems. The following table illustrates further the
functions of each specified pattern, the number of asterisks (*) represents how rigorous the
empirical data that supports such a finding with three asterisks (***), indicating that the quantity
and quality of available evidence is robust and the potential for impact is great, and no asterisk
provides anecdotal evidence that is nonetheless compelling and adequate for hypothesizing its
potential impact and importance as a unique pattern.
- (LLC, 2014)
Table 4.2-1 Biophilic Design Patterns & Biological Responses
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4.2.2 Structural Concept
There are two main force vectors acting

upon the post and lintel system: weight carrying
compression at the joint between lintel and post, and
tension induced by deformation of self-weight and
the load above between the posts. The two posts are
under compression from the weight of the lintel (or
beam) above. The lintel will deform by sagging in
the middle because the underside is under tension
and the topside is under compression.
Figure 4.2.2.1 Post and beam
construction using aluminum
concrete formwork
Post and lintel construction is one of four ancient structural methods of building, the
others being the corbel, arch-and-vault, and truss.
The biggest disadvantage to a post and lintel construction is the limited weight that can
be held up, and the small distances required between the posts. Ancient Roman architecture
development of the arch allowed for much larger structures to be constructed. The arcuated
system, which involves the use of arches, replaced the post and lintel trabeated system in larger
buildings and structures, until the industrial era introduction of steel girder beams.
4.2.3 Utility Concept
Accessible toilets shall permit easy

passage of a wheelchair and allow the
occupant to enter a toilet compartment, close
the door and transfer to the water closet from
either a frontal or lateral transfer.
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Architectural Application
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Perspectives:
School Exterior
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School Interior
School Lobby
School Hallway 1
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School Hallway 2
School Hallway 3
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Classroom Interior 1
Classroom Interior 2
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Dormitory Exterior
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Dormitory Interior
Dormitory Sleeping Quarters
Dormitory Sleeping Quarters
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Dormitory Kitchenette
Dormitory Recreation Area
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Dormitory Common Area
Dormitory Common Area
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Canteen Exterior
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Gymnasium Exterior
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5 APPENDICES
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5.1.1 NOH - School for the Crippled Children Interview
Interview:
The Interview took place on November 19, 2014 in the principal’s office at 9:00 am. I
interviewed Mr. Arturo Sugay, assistant to the principal, the intended interviewee was
supposes to be Mrs. Marissa Dukay the principal of the school but unfortunately she was
unavailable to accommodate my request because of her busy schedule. Mr. Sugay has been
the assistant to the principal for almost five years now and has been a SPED (Special
Education) Teacher for almost a decade now. He is both the assistant and a permanent
teaching staff in the school, he is currently assigned to special home schooling on Saturdays.
Questions:
1. What is the name of the school and what disability/s does it cater to?
 NOH – School for the Crippled Children. Besides from the crippled children we also cater
to a number of abnormalities and defects like ADHD and Cerebral Palsy. But our school is
for the crippled, crippled in the sense of bone deformities and other vertical limitations
but they are of sound mind.
2. What are the range of the academic grade the school caters to?
 The school caters to the now standardized k-12 school program, we are under a DepEd
division office so we have to adhere to the regulations like other normal schools. So
whatever they teach in the regular public schools that is also what we teach here in this
school.
3. What is the population of the students and teachers?

 We have other branches of this school located around the city; D.Tuazon Annex, Banawe
Main inside the Orthopedic Center, PCPI in Makati and in Guanella Tandang Sora. So all
in all the population of our students from kinder to high school is 206 plus 31 permanent
SPED teachers with 20 non-teaching staff.
4. How many sections are there in the school

 We don’t have any sections per grade in the school, instead each grade are its own
section.
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5. What are the facilities and amenities of the school

 We have a computer room, ICT book, AV room, E-lab, Library, a room for each grade
here in the school, our comfort rooms are accessible to the disabled and ramps. As much
as possible, all of our facilities cater to the comfort the disabled.
6. What services do you offer for your students?

 We have transition classes that teaches home economics and other livelihood making
skills to students who are a bit older and are capable to work
7. Could you give a statistic on how many of your students pursue higher levels of
education and how many of the students find work after finishing their studies?
 Actually with the special case of our school graduates from both elementary and high
school only number to 25-30, it depends on the enrollment of the semester. With our
school being a SPED school we don’t get too many enrollees compared to regular schools
so our graduations tend to be a solemn occasion. But they could pursue higher education
in specific schools like Trinity. In terms of a statistics, I can’t give an exact value, but they
do finish and graduate here successfully.
8. What is the population of students per classroom?

 ( Sir Sugay was kind enough to provide a document on the enrollees this semester,
specifying per grade/classroom population of each student)
Figure 5.1.1.1 NOH-SCC Total No. of Enrollees as of November 11, 2014
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9. Could you elaborate on the definition of SPED or Special Education?

 When we say Special Education or SPED, this means we cater to Special Class, Bedside
Teaching, and Homebound Teaching. Special Education refers to a range of educational
and social services that provided with a package that is consistent with other educational
institutions for individuals with disabilities who are below 21 years of age.
Bedside Teaching is a special case wherein children who are bedridden due to physical
injury/ disability who wishes to pursue their academics are given special education
wherein the teacher comes to the child at his/her bedside (usual at the hospital). Say for
an example that a child completes a semester but is unfortunately bedridden due to an
accident per say, that child could receive bedside teaching from a SPED trained teacher.
If the said child was to recover from the accident and is fit to enter a regular school, the
child’s academic performance is now given to the said regular school with an attached
recommendation on what his/her accomplishments and respective academic criticism to
continue on that said child’s academic year in a regular school.
Homebound Teaching is another special case wherein a child that cannot be associated
with his/her peers in school due to health complications are given a special education at
their home for their comfort and ease. I have a student who was diagnosed with
Leukaemia that is now cured of it but is not fit to enter school due to the child’s fragile
state. I go to the child’s home every Saturday, let’s say from 8am-12nn, and teach the
child much like any other child who comes to the school albeit not every day.
10. How do you approach physical education for crippled children?

 Physical education varies from child to child, each child is a special case and is handled
with complete care and understanding to the child’s particular ailment. But this does not
exclude some of our students in excelling in athletic meets like swimming (amputees) and
shot puck (amputees and children on wheel chair).
We also have badminton, a half-court basketball, and dances on wheels. So despite their
limitations they could still do what regular children could do.
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11. Are there problems/ concerns you encounter with the education and welfare of the
students and teachers in terms of the facilities and amenities?
 We encounter a lot of problems over the years, but we do all we can to fix these
problems. We know that unity is important in our school, especially in our case. We
consider ourselves not only their teachers but also their caregivers.
12. Could you give an example to these problems that your school has faced?
 Well our teachers tell us that the classrooms are too small for them, inaccessible and very
difficult for wheel chairs to move around and manoeuvre in the classrooms and or other
facilities. The students have complications on getting around and would need assistance
every now and then. We have problems of accessibility and complications on their
comfort ability in the facilities. But we have answered these problems because we know
that this school is an important aspect in their world, it is their sanctuary, and we do our
best to best accommodate their needs.
13. With the facilities you have are there anymore you wish to add? Are there any you wish
to integrated, redesigned or improved?
 Now that you mentioned it, we do have some shortcomings that I wish to be addressed.
I would like every classroom to be modernized and optimized as best that it could be,
installing LCD TVs in every classroom would be nice so that the students would not have
to be hassled and go to the AV room. I would also like to add more comfort rooms and
make them more CWD friendly. Enhance our security measures in the school like
installing CCTV’s to ensure safety and security for our students.
14. With you school catering to the crippled children, how do you ensure their safety in case
of fire, earthquake and the like?
 We train them for emergencies like conducting earthquake and fire drills to ensure their
safety. We have taught them where to go to in case of emergencies of the like and we
have also took the necessary precautions by establishing a disaster action group of the
school. We also have an evacuation plan drawn up for this.
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Figure 5.1.1.2 NOH-SCC Evacuation Plan
15. How does this school fare with the rest of sped schools that cater to disabled children?
 So firstly we have four SPED schools in Manila these are: Philippine School for the Deaf,
Philippine School for the Blind, Fabella Memorial High School in Mandaluyong and NOH-
School for the Crippled Children. Aside from specializing in different cases, all schools
except the Fabella School has boarding houses reason being is that the Fabella School is
in the midst of an informal settler’s area which it caters to. The Fabella School caters to
children with emotional problems regarding with the family or from whichever source it
comes from. The School for the Blind specifically caters to the blind and offers specific
services like braille reading and has its own dormitory in the school while the Philippine
School for the Deaf caters to the deaf and offers sign language and also has its own
dormitory inside its walls. We are the smallest among the four SPED schools.
16. You mentioned that the other schools have dormitories, does your school also provide
this amenity?
 Yes, we also have our own dormitory inside the school, both boys and girls dormitory.
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17. What’s the farthest student you have accommodated in the dormitory?
 We have a student who goes back to Laguna every Friday on the weekend. We have a
student here from Benguet and one from Albay, Bicol and another one from Dumaguete.
18. Is this school the most advance/ well equipped from the rest of the sped schools within
the district or possibly even the metro?
 Our school is the only Secondary SPED (crippled) specific school here in the metro.
Though other schools offer secondary education to the disabled, our school is still the
only one that specifically caters to the crippled children.
19. Do you know how many sped schools are in metro?

 There are many SPED schools in the metro, and SPED schools are popping around the
metro. Unfortunately, these SPED schools integrate children with disabilities with the
regular ones, in the end these schools are still regular schools and they are somewhat ill-
equipped to fully cater the disabled in their academic needs.
20. You mentioned other SPED schools like the Philippine School for the Deaf and Philippine
National School for the Blind, why are you not integrated and instead have one school to
cater to the disabled?
 Back in the day we were all integrated in one school but as the school grew and
expanded its teaching styles we then gradually separated with each other and began to
cater to specific disabilities.
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5.1.2 Philippine School for the Deaf Interview
Interview:
The Interview took place on December 3, 2014 in the school’s student affairs and service
office at 2:00 pm. I interviewed Ms. Shery Funcion, Student Affairs and Service Chief Officer. Ms.
Funcion is a special educations teacher in the school for eight years. She is currently the chief-
officer in the student affair and service center and a permanent teaching staff in the school.
Questions:
1. What is the name of the school and what disability/s does it cater to?
 This school is the Philippine School for the Deaf, our clientele are students with hearing
impairment.
2. What is the range of the academic grade the school caters to?
 From early childhood intervention to high school.
3. What is the current population of the students and teachers?

 Currently we have 550 students, that’s from ACI to high school and then for teaching
personnel around 80-85 teachers more or less.
4. How many classrooms and sections are there in the school?

 We have an average of 6-5 sections per level, for classrooms in elementary we have 39
while secondary has 38 classrooms, that is also the number of sections we have for
elementary and secondary respectively. For the special program we have 10 classrooms
but that doesn’t mean we have also 10 sections for the elementary special programs, like
in pre-elementary and kinder, they share the same classrooms albeit they are on a shift
schedule in using the said classroom.
5. What are the facilities and amenities of the school?

 For facilities we have a playground, computer lab, 2 ICT room, H.E. Laboratories and a
library.
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6. What services do you offer for your students?

 We have medical and dental services, we have a dormitory with free board and lodging,
and scholarships in collaboration with our benefactors.
7. Could you give a statistic on how many of your students pursue higher levels of
education and how many of the students find work after finishing their studies?
 I don’t have the exact data, but around 10% pursue higher education mostly in the
College of St. Benilde, CAP College, and Miriam College. Those who find work after
graduating are probably around 20%.
8. Could you elaborate on what is special education for the deaf?

 We use modified basic k-12 curriculum, a special accommodation we use is on
communication, the mode of instruction, we use total communication which means we
utilize American Sign Language, signing in exact English and we talk at the same time,
which is total communication. Because some of our students benefit from lip reading and
not all of them have profound or severe deafness, we also have a speech program for
them which some of the grade 1 to 3 benefit from.
9. How do you approach physical education for deaf children?

 Physical education for the deaf is quite similar to those for regular children, we on the
other hand utilize rhythm, we don’t have a music subject and that’s when rhythm comes
into play. Through counting they time and coordinate their movement together.
10. Are there problems you encounter with the education and welfare of the students and
teachers in terms of the facilities and amenities?
 We have problems in drainage, the school gets flooded often but hopefully with the
ongoing repairs on the drainage system in the school the problem would be resolved.
Sanitation is another problem in the school, like in the high school department has few
toilet facilities, comparing the number of students to the number of toilet facilities is not
enough to adequately cater to the students, the sanitation of the school gets neglect for
the most part.
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11. I noticed that another special school is near your vicinity (Philippine National School for
the Blind). I was wondering why your schools are not integrated with each other?
 Well before this school was known as School for the Deaf and Blind, it started as such.
Then later on they separated, PSD remained here in the original site while PNSB
reorganized right next to us in their present site. But because they are catering to
different types of clientele so they separated to focus on the special needs of each
disability.
12. With the facilities you have are there anymore you wish to add? Are there any you wish
to integrated, redesigned or improved?
 Yes there are, we wish to add additional speech clinics (currently they have 2), our library
needs to be more accessible like adding ramps, the working area for the vocational
subjects needs to addressed, and the accessibility of the schools second floor area with
no ramps to the second floor we have to physically carry our students who are in wheel
chairs up.
13. With your school catering to the deaf, communication is vital, how does the facilities help
with this matter?
 Since our children are visual learners we prominently use visual stimuli to this extent. We
work closely with NGO’s to provide the students with T.V.’s per level to help with this
matter. It would be great if we could integrate ICT to every classroom that way the
learning process would be easier for the students.
14. Aside from visual stimuli, are there more ways to help them to help them cope with their
disability?
 Actually visual stimuli is the only process we use, we treat the students like any other
regular students, but it’s a different case for our students with special needs those of
whom are under the special program. These students are the ones with more aided
materials needed like manipulative toys and their facilities must be of great quality, the
maintenance is rather poor for them, any materials that could address to their immediate
needs is all well and good.
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15. How does your school react to cases of emergency like fires, earthquakes and such?
 We have regular drills and then we also have regular checks from the division office of
DepEd Pasay, at the same time we work with the local government in what we need to
do. We have evacuation plans set up in case of emergency, we regularly submit a risk
reduction management plan in what we have accomplished. We also installed special
emergency lights, since the children are hearing impaired, these lights would be their
primary warning system in case of emergency.
16. Why did you consider to have a dormitory, rather than have them stay at their home?
 The school started with being a semi-residential school so it’s already in the program and
service they offer. Aside from the fact that this is a national special school so our clientele
come from all parts of Luzon, we have students coming from Cavite and Laguna. It is
very difficult for the students to travel coming from very far places but the slots are only
limited for dormitory residences. 20 dormitory residents, 10 boys and 10 girls, and the
dorm has limited space, it would be great if the dorm could expand to cater to more
students.
17. What’s the farthest student you have accommodated in the dormitory?
 We have students from Bulacan and Laguna
18. If that’s the case are there no SPED schools in the children’s general vicinity for them to
come to Pasay?
 Actually there are, the Department of Education has already launched a program for
regular schools to open SPED centers in their school. But sometimes parents opted to
enroll their children here because of the specialized and highly customized educational
program for them.
19. Do you know how many SPED specific schools are there in the country?
 I’m not sure, I do know that every municipality must have a SPED center at least one.
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20. I first noticed that some of the classrooms are quite small compared to the standard
classroom sizes like those in the public schools, why is that?
 Because the teacher student ratio is also small and because this is a special school, the
number of students is limited. The most conducive for learning class size for high school
the maximum is 15 students while in elementary and special program is 10 students. Any
larger would pose difficulty in managing the class because of the limited communication
due to their impairment and they’re easily distracted.
21. My thesis is a “Proposed Integrated SPED (Special Education) Primary and Secondary
School”, could I get you opinion on this?
 It’s actually good, in fact other schools are doing this integration, they accommodate the
different disabilities but their curriculum is different from one another, it is more
specialized and customized. It is okay for them to be housed in one school, the problem
there is that it would be quite difficult to balance the focus of the school on what
impairment to specialize upon, that was reason for the separation of the deaf blind school
in the past. But it could be a possibility to integrate them all in one center but it would be
great if you could focus on one disability to make it specialized and focus on their needs.
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6 BIBLIOGRAPHY
Chailey Heritage Foundation. (2014, November 23). What we do: Chailey Heritage School.
Retrieved from Chailey Heritage School: Pursuing Potential: http://www.chs.org.uk/
Development Dialouge Team. (2002). Schools for All: Including Disabled Children in Education.
London: Save the Children.
Edgardo F. Garcia, M. (2014). Persons with Disablities: Status in the Philippines. Deafblind
Support Philippines.
JISC. (2006). Designing Spaces for Effective Learning. Bristol: JISC Development Group.
Josef Yap, C. R. (2008). Preliminary Results of the Survey on Persons with Disabilities (PWDs)
Conducted in Selected Metro Manila Cities. Millenium Development Goals.
Juan Miguel Tolentino, C.-A. L. (Director). (2014). More than a School but a Home PNSB [Motion
Picture].
LLC, T. B. (2014). 14 Patterns of Biophilic Design. New York: Terrapin Bright Green LLC.
Luistro, A. (2012). The State of Basic Education: Graining Ground. Retrieved from slideshare.net:
http://www.slideshare.net/arangkadaph/state-of-education-in-the-philippines-2012
Lynch, J. (1994, December). Provision for Children with Special Educational Needs in the Asia
Region. D.C., Washington, United States of America.
MCCID College of Technology. (2012). List of SPED Centers: Government Special Schools .
Retrieved from NCDA website: http://www.ncda.gov.ph/list-of-sped-centers/government-
special-schools/
Oteyza, K. C. (2012). Economic Issue of the Day. In K. C. Oteyza, Enhanced K to 12 Basic

Education Program: Opportunities and Challenges. Makati City: Philippine Institue for
Development Studies.
PSA. (2010). persons-disability-philippines-results-2010-census. Retrieved from web0.psa.gov.ph:

http://web0.psa.gov.ph/content/persons-disability-philippines-results-2010-census
Republic of the Philippines. (2013). BP 344: Accessability Law IRR. Quezon City: Republic of the
Philippines.
Treloar Trust. (2014, November 22). About Us: Treloar's Enabling Education . Retrieved from
Treloar's Enabiling Education Website: http://www.treloar.org.uk/
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AR T 850 - Ramilla Von Brian B. - Thesis

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Proposed Integrated SPED (Special Education) Primary and

Secondary School for the Physically Disabled

A Thesis Presented to the

Ramilla, Von Brian B.

Architect Noel E. Nicolas

Architect Noel E. Nicholas

Architect Richard N. Lim Architect Avelino S. Lubag

Architect Ramon P. Bizares

Arch. Gloria B. Teodoro, FUAP, PIEP

School of Architecture, Industrial Design and the Built Environment

ABOUT THE AUTHOR

A proud product of Mapua. Von Brian Bullo Ramilla was born

to Vilma Bullo Ramilla and Bonifacio Ramilla. He’s a music head, a

video game enthusiast, and an avid series lover (wheter it be

television, anime and manga). He lived his early childhood in Las

studied Architecture because of his passion for designing structures

1 The Problem and Its Background ............................................................................ 7

General Overview ................................................................................................7

1.1.1 Introduction .................................................................................................. 7

1.1.2 Background of Study ..................................................................................... 8

1.1.3 Statement of the Problem .............................................................................. 8

1.1.4 Goals and Objectives ..................................................................................... 8

1.1.5 Strategies ..................................................................................................... 9

1.1.6 Significance of the Study ............................................................................... 9

1.1.7 Scope and Limitations .................................................................................... 9

1.1.8 Assumptions ................................................................................................. 9

1.1.9 Conceptual Framework ................................................................................ 10

1.1.10 Definition of Terms ...................................................................................... 10

1.1.11 Acronyms ................................................................................................... 10

Review of Related Literature and Studies ............................................................ 11

1.2.1 Special Education and Special Schools .......................................................... 11

Research Methodology ....................................................................................... 15

1.3.2 NOH - School for the Crippled Children ......................................................... 18

1.3.3 Philippine School for the Deaf ...................................................................... 20

1.3.4 Case Study: Local ........................................................................................ 21

1.3.5 Case Study: Foreign .................................................................................... 38

Summary of Findings and Analysis...................................................................... 54

1.4.1 Presentation of Collected Data ..................................................................... 54

1.4.2 Need Analysis ............................................................................................. 56

Conclusions and Recomendations ....................................................................... 57

2 Research Focus ...................................................................................................... 58

Principles and Relevance to the Project ............................................................... 59

Application to the Project ................................................................................... 62

3 Site Identification and Analysis ............................................................................. 63

Site Selection Process ........................................................................................ 63

3.1.1 Criteria for Site Selection ............................................................................. 63

3.1.2 Site Option Description ................................................................................ 63

3.1.3 Site Selection and Justification ..................................................................... 66

Site Evaluation and Analysis ............................................................................... 68

3.2.1 The Macro Setting ....................................................................................... 68

3.2.2 The Micro Setting ........................................................................................ 74

3.2.3 Related Laws and Ordinances ...................................................................... 76

Site Development .............................................................................................. 80

3.3.1 Site Analysis................................................................................................ 80

3.3.2 Proposed Site Development Plan .................................................................. 81

4 Architectural Design Translation ........................................................................... 83

Design Program ................................................................................................ 83

4.1.1 Problem Diagnosis ....................................................................................... 83

4.1.2 Design Criteria ............................................................................................ 83

4.1.3 Design Objectives ........................................................................................ 84

4.1.4 Design Philosophy ....................................................................................... 84

4.1.5 Design Principles ......................................................................................... 84

4.1.6 Design Concept ........................................................................................... 84