SCHOOL OF ARCHITECTURE

SCHOOL FOR INTELLECTUALLY DISABLED

Synopsis Report submitted in partial fulfilment of the requirement for the 10th Semester of Bachelor of
Architecture (B. ARCH.)

(SAHIL SIDDIQUE-18B0145) Feb 2023

Plot No. 1, Rajiv Gandhi Education City, Sonipat, Haryana 131029

 ABSTRACT
Students with intellectual disabilities have different rational, behaviour, and physical
characteristics from other students; their education and activities must be organised and
implemented to allow them to be integrated with healthy students. A nation's aims to provide
for all societal groups are reflected in its supply of special needs to people with intellectual
disabilities. By analyzing the design requirements of primary-school classrooms for
intellectually impaired kids and healthy students, this study analyses the architectural design
of classroom space for students with intellectual disabilities. The effect of an abnormal health
status on a student's classroom must be considered if we want to help kids with special needs
maintain a normal personal life and try to integrate them into the primary school community.
The following architectural elements need to be considered in this situation: the classroom
layout, flooring materials, restrooms, transition areas, foldable furniture, insulation,
ventilation, lighting, colours, and sunspace. The study briefly discusses the crucial
methodological concerns relevant to this research before describing the important
ingredients that must be included in elementary school classes. The study gives five major
architectural solutions for the space and environment of the classroom, encompassing
furniture, nearby restrooms, colours and materials, form, lighting, ventilation, and soft music,
in its conclusion, which goes through the results found.
INTRODUCTION

The term 'intellectually disabled' or 'mental retardation' is used to refer to a person.

exhibiting limitations in mental, cognitive, and social functions. The children who have this
condition are therefore unable to meet the demands of communication, self-care, learning,
etc. on a daily basis. As soon as other kids their age does who don't have this problem. They
take longer to learn how to walk, communicate, and take care of their own needs. They also
have a very tough time in school.

These kids live in a totally different world than we do. A society that is only comprised of one's
house, family, and in some situations, the confines of a residential institution. Without feeling
disadvantaged in any manner, the person is content and happy in his own unique
environment. However, most of the time, he or she is forced to feel this way by the
disappointments of others around them. He frequently encounters hostility and rejection
from both society and their own family.

Most of them (90%) are mildly disabled (IQ 50-69) and are self. Supporting in majority of
cases. Most moderately disabled (IQ 35-49) need considerable support in school, at home,
and in the community in order to participate fully. While their academic potentials are
limited, they can learn simple health and safety skills and to participate in simple activities.
As adults, they may work in a sheltered workshop. A person with severe or profound
mental retardation will need more intensive support and supervision in his or her entire
life. They may 'earn some activities of daily living. Some will require full-time care by an
attendant.

PROBLEM STATEMENT
As effectively specified that the general point of view towards individuals with formative
incapacities is changing, so when we choose to take care of them, a considerable measure of
things must be considered. Such individuals have diverse methods for picture things, watch
things and after that take choices on them. These individuals need unique care and backing
as a consequence of which they can learn abilities and bolster themselves in their everyday
lives. There exists a need to incorporate them with the general public furthermore {or the
general public to welcome them.
As indicated by government records the populace with handicap in India is approx. 90 million
of those 24 million are mentally handicapped. pretty much as the kids develop physically, they
additionally develop mentally and create resources for learning, memory, considering,
thinking, critical thinking, and the ability to make judgment. Here and there, a few kids are
moderate ta add to these intellectual capacities. They require uncommon care and backing as
they grow up. They may not scholarly acknowledgment or qualify adversary school
examinations however they can learn abilities that help them pick up work. There is a need to
incorporate the Handicapped kids at useful, social and ecological level with the group.
A school for such individuals where they can feel at home and develop to face the world is
what the need of great importance is. Various studies have demonstrated that the slow-witted
get to be more free in little group programs where they are presented to the encounters of
ordinary life. This "group" experience may mean living in their family home, in a regulated or
unsupervised lofts, in a managed gathering home with other rationally hindered individuals,
The experience additionally may include working in any of a variety of focused employments.
that non-impaired individuals likewise hold, working in a shielded workshop, or going to a
program that shows self-improvement abilities like cooking and so on and in addition different
prevocational aptitudes.
It is a huge test for a designer to take these requirements into consideration and plan
accordingly. As mentioned, compared to an average person, these people have different
reactions to different situations and environments. Going to a solution that enables them to
produce and develop rationally and physically is thus as important as it is difficult. Additionally,
more than only the constructed environment has a role in how they are treated. The open
space also offers its own unique offerings.
The built environment is shaped by architects and designers, who also have an impact on
behaviour. Specific environments can cause a user to feel a certain way. From this point
onward, it will be accurate to state that it is essential for the designer to capture the essence
of the treatment and training plan with the built-in envelope so that the individual can receive
consistent physical and passionate certification through its use. Giving an environment that
encourages activities at all skill levels while ingraining a general sense of security and comfort
also puts the designer to the test.

AIM:
This thesis project is a school for intellectually disabled where they can evaluate, treated,
prepared, and instructed to wind up self-sufficient in one way or other.

OBJECTIVES:
• To provide a barrier free environment to which disabled can relate to.
• To provide a place where they can attempt creative ideas of their own without
restrictions.
• To introduce environment for education program to maximize and re in force the
learning and development of everyone within his own constrains.
• To provide space which offers opportunity for the functioning of different levels of skills
and implanting a general sense of comfort and security,
• To create building envelopes that will allow centres for impaired education and
treatment to operate effectively.
• To create chances for social engagement between society and those with mental
disabilities, to raise awareness of these individuals, and to better integrate them into
society.
• To provide landscape as an important element supporting the whole idea.
AREA OF RESEARCH
❖ PRIMARY RESEARCH
o Examining the concepts of design that support such designed environments.
o Understanding the needs of user group
o Understanding the different type, levels, and types of disability
o understanding the limitations faced by people who have disabilities.
o Anthropometrics far disabled.

❖ SECONDARY RESEARCH
o Understanding how both constructed and unbuilt factors affect the
understanding and growth of such individuals.
o Understanding sensory stimuli like light, sound, touch, colour, and smell, among
others.
UNDERSTANDING THE TYPES OF MENTAL DISABILITIES
Following are the types or disability that can be associated with mental disabilities:
❖ Mobility/locomotive disability
o Cerebral palsy, muscular dystrophy, multiple sclerosis, paraplegia,
quadriplegia, hemiplegia is some of the conditions categorized under mental
disabilities. These lead to diminished body strength, weakened muscles, and
lass of sensation. This makes it harder for these people to open doors or feel
pain or temperature changes. These disabilities require the use of
wheelchairs.

❖ Dexterity problem (skill at doing things, especially with your hands)

o These people find it difficult to grab, extend, twist, and pinch. Therefore, this
should be considered when designing handrails and operating controls.

❖ Dyslexia (learning disability)

o Affect person's ability to acquire, process, and/or use either, spoken, read,
written or nonverbal information (organization/planning, functional literacy
skills, memory, reasoning, problem solving, perceptual skills) or in other
words in short difficulty' with languages in its various uses (not always
reading).

❖ Visual disability
These include blindness, hence:
o No permanent furniture
o Consistent placement of signs
o Signage that with raised letters
o Different texture at different places
o Auditory signals
 ❖ Auditory disabilities
o These include hearing problem hence following can be thought about:
▪ Visual alarms
▪ Use of lights

SCOPE OF THE PROJECT

It is important to create an environment which neutralize over stimulation and sensory
intrusions. It is important to explore various ways and methods on how built environment
can assist the mentally challenged person in focusing on various activities.

SITE DATA:
The site is in Zone G of Delhi master plan 2021, Paschim Vihar. The site is neighboured by
residential colonies, Govt School, SS mota Singh School, maternity centre. A small centre for
physically handicapped children is also present nearby. One side of the site is the Najafgarh
drain with green belt on that Side, Other side has a small green patch and a small
unauthorized colony. The other two sides are roads.

CONTEXT:
The site lies in Paschim Vihar, Nev., Delhi. As per the Delhi master the lies in is for
private/public Neighbouring the site is: -

• S.S mota Singh sr. sec. school

• Maternity hospital
• Residential colonies
• Govt. School
One side of the site is flanked by Najafgarh drain and LPG store, the other one side by a land
for public and private amenities and the other two sides road.
Location:
S- Block, Jwalapuri, Paschim Vihar, Delhi, 110087
Area: 5.3 acres and 21480 msq

MASTER PLAN FOR DELHI 2041

 SIT
E

SITE STUDY

• The Site is easily accessible metro as well as road network hence transportation
system is well established.

• The site is located near the residential area which is ideal for supporting the interaction of
society with children and vice versa.

• The land use plan of Delhi days that a green belt must be left on the nala side which will give
the Side a view, as well as an open play area for inmates.

• The surrounding of site has a lot of public semi-public amenities and residential which adds
to it.

• The schools, hospitals near the site are the added features and the inmates are benefited
from them.

The road on this side of the site

gives an option of entry on the
side hence a less private area.

As one side of the side

is green belt and This side has a wider road
Najafgarh drain this but with very high traffic
side can be treated as flow hence this side will
the more private not be suitable for main
activity zone entrance.

This side of the is allotted for public/ semi

public amenities hence the limit of
connectivity is not known yet. Hence this
side is treated less porous on this side
hence this can also act as private zone.
METHODOLOGY FOR STUDY
PROTOTYPE IDENTIFICATION

1. CHILDREN CENTER FOR PSYCHITRIC REHABILITATION, HOKKAIDO, JAPAN

Project — children's centre for psychiatric rehabilitation

Architect - SOU FUJIMOTO
Project year — 2006
Project team — Hiroshi kato
Location - HOKKAIDO, JAPAN
Site area — 14590 sq.m
Building area — 1604.62 sq.m
Total floor area — 2536.49 sq,m

This is the treatment center for mentally disturbed children where they live together to get
regaining their mental health. It may be thought that it is a very special building when I write
so, but it is truly rich life space that requested in origin like a large house and like a small
city, the intimacy of a house and also the variety of the city. This is a proposal of a loose
method.
2. HAZELWOOD SCHOOL FOR MULTIPLE SENSORY IMPAIRED, GLASGOW, UNITED
KINGDOM

Architect— Gordan Murray, Alan Dunlop Architects

Client- Glasgow City Counc
Project year — 2006
Location - 50 Dumbreck Ct, Bellahouston, Glasgow G41 5DQ, United Kingdom
Site area — 13300 sq.m
Total built up — 2653 sq.m
Ground Coverage — 21%
Maximum Height – 6m

The school caters for go students with multiple disabilities, aged from 2 to 19. Each student
has a combination of two or more of the following impairments: visual impairment, hearing
impairment, mobility, or cognitive impairment.
Hazelwood is an award-winning school dedicated for children who are dual sensory.
impaired — deaf and blind, aged between 12 to 18. The school accommodates a maximum of
60 students whereby those who attend are deafblind, physically handicapped or are within
some degree of cognitive impairment and may require lifetime support (IHCD 2016).
3. AADI, SCHOOL FOR SPASTIC CHILDREN, NEW DELHI

Architect- Romi Khosla

Location — Balbir saxena marg, Green Pack, New Delhi
Site area —4 acre

AADI (Action for Ability Development and Inclusion) School is run by a Delhi based non-
governmental organization, in a posh neighbourhood of New Delhi, which has been
constantly working for the integration of children with cerebral palsy in the society. Recently,
the school has expanded its scope beyond cerebral palsy to include children with multiple
disabilities also. It was designed by renowned Indian architect, Romi Khosla, in the year
1995. The building holds the distinction of being the first custom-design school for the
physically challenged. The school envisions a world “in which people with disability are an
integral part of society, participating in the community and living life to the fullest, with
equitable access to opportunities and services enabling them to live life to the fullest.” The
design of AADI expedites that vision in an effortless way and, moreover, it stands as a glaring
specimen of a rare brand of architecture.
4. MUSKAAN, VOCATIONAL TRAINING CENTRE FOR INTELLECTUALLY CHALLENGED,
NEW DELHI

Muskaan is a story of collective will, determination and unwavering optimism. It was started
in 1982 by parents and professionals filling up a void in required services and facilities for
children and adults with intellectual disability (ID) and their families. Relentless hard work,
honest intentions and clarity of focus steered the growth of Muskaan. The team had only
one mission and that is creating growth opportunities and required services to enrich the
lives of persons with ID.