(PUBLIC BUILDING FOR VISUALLY IMPAIRED PEOPLE)

(PRANEET CHELAWAT)
1802BARC0004284

SHRI VAISHNAV INSTITUTE OF ARCHITECTURE

SHRI VASIHANV VIDYAPEETH VISHWA VIDYALAYA, INDORE (M.P)

MONTH
2022 YEAR
 A DISSERTATION REPORT ON

PUBLIC BUILDING FOR VISUALLY

IMPAIRED PEOPLE

SUBMITTED TO SHRI VAISHNAV INSTITUTE OF ARCHITECTURE,

IN THE PARTIAL FULFILLMENT OF THE REQUIREMENTS

OF

BACHELORS IN ARCHITECTURE / BACHELORS OF

DESIGN

BY

PRANEET CHELAWAT 1802BARC0004284

GUIDED BY
(Ar. Akanksha Dwivedi)

SHRI VAISHNAV INSTITUTE OF ARCHITECTURESHRI VAISHNAV

VIDYAPEETH VISHWAVIDYALAYA INDORE
 DECLARATION

I hereby declare that DISSERTATION titled “PUBLIC BUILDING FOR VISUALLY IMPAIRED
PEOPLE” in INDORE submitted by me in partial fulfillment for the award of the degree of
BACHELORS OF ARCHITECTURE / DESIGN during the academic year 2022-2023 at Shri
Vaishnav Vidyapeeth Vishwavidyalaya, Indore), is a record of my work. The matter embodied in
this project has not been submitted for the award of any other degree or diploma.

(Signature of Student)
PRANEET CHELAWAT
1802BARC0004284
 SHRI VAISHNAV VIDYPEETH
VISHWAVIDYALAYASHRI VAISHNAV
INSTITUTE OF ARCHITECTURE

CERTIFICATE
This is to certify that the Project Report entitles PUBLIC BUILDING FOR VISUALLY
IMPAIRED PEOPLE submitted by (PRANEET CHELAWAT) student of Final Year
Bachelor of Architecture / Design. As per the requirements of SHRI VAISHNAV
VIDYAPEETH VISWAVIDYALAYA, INDORE as partial fulfilment of Bachelor’s
Degree of Architecture / Bachelor’s Degree of Design for the Academic Year 2022- 2023.

Director Guide
Ar. Vishal Yardi Ar. Akanksha Dwivedi

External Examiner

5
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(PUBLIC BUILDING FOR VISUALLY IMPAIRED PEOPLE) (PRANEET CHELAWAT) 1802BARC0004284

SHRI VAISHNAV INSTITUTE OF ARCHITECTURE SHRI VASIHANV VIDYAPEETH VISHWA VIDYALAYA,

INDORE (M.P) MONTH 2022 YEAR A DISSERTATION REPORT ON PUBLIC BUILDING FOR VISUALLY

IMPAIRED PEOPLE SUBMITTED TO SHRI VAISHNAV INSTITUTE OF ARCHITECTURE, IN THE PARTIAL

FULFILLMENT OF THE REQUIREMENTS OF BACHELORS IN ARCHITECTURE / BACHELORS OF

DESIGN BY PRANEET CHELAWAT 1802BARC0004284 GUIDED BY (Ar.

Akanksha Dwivedi) SHRI VAISHNAV INSTITUTE OF ARCHITECTURESHRI VAISHNAV VIDYAPEETH

VISHWAVIDYALAYA INDORE DECLARATION I hereby declare that DISSERTATION tled PUBLIC

BUILDING FOR VISUALLY IMPAIRED PEOPLE � in INDORE submitted by me in partial fulfillment for the
award of the degree of BACHELORS OF ARCHITECTURE / DESIGN during the academic year 2022-2023 at

Shri Vaishnav Vidyapeeth Vishwavidyalaya, Indore), is a record of my work. The matter embodied in this

project has not been submitted for the award of any other degree or diploma.

(Signature of Student) PRANEET CHELAWAT 1802BARC0004284 5 SHRI VAISHNAV VIDYPEETH

VISHWAVIDYALAYASHRI VAISHNAV INSTITUTE OF ARCHITECTURE CERTIFICATE This is to certify that

the Project Report entitles PUBLIC BUILDING FOR VISUALLY IMPAIRED PEOPLE submitted by (PRANEET

CHELAWAT) student of Final Year Bachelor of Architecture / Design. As per the requirements of SHRI

VAISHNAV VIDYAPEETH VISWAVIDYALAYA, INDORE as partial fulfilment of Belor�s Degree of

Architecture / B Degree of Design for the Academic Year 2022- 2023. Director Guide Ar. Vishal Yardi Ar.

Akanksha Dwivedi External Examiner 6 Abstract Most people with blindness and visual impairment

file:///C:/Users/Dell/Documents/PlagiarismCheckerX/pdf16.html 2/19/2023
Abstract
Most people with blindness and visual impairment experience discrimination in
everyday life, in aspects like social, economy, and even in architecture. One of the
ways to tackle this problem is to provide them with an environment which does not
handicap them even further: an accessible environment where they can move in
independence.
Universal design was introduced to give equal opportunities for everyone in terms of
design attributes. It also allows the disabled peoples to experience the built
environment, the function of spaces and basic daily life activities. This opportunity
must be provided or accessible to the disabled community since they are young,
especially for the visually impaired peoples. The start-ups are much better to be
introduced during the school days as school is the place and environment where a
person can prepare themselves for the outer world challenges. Through the
education process, visually impaired people can learn and experience the special
needs for them in the built environment which will help them later in the outer
environment. To enhance the special needs and the social and emotional
development of a visually impaired community, this study focuses on the design
strategies needed in a school environment focusing towards the classroom design
specially designed for the visually impaired people. Exploration of the architectural
elements basically on multisensory architecture is done and utilized to provide a
safer and comfortable learning environment for the people. A design is proposed
with all the findings and studied elements to illustrate a classroom design for the
visually impaired people. This study concludes that a simple modification towards the
existing classroom layout with design considerations is able to provide significant
improvement.

6
Table of Contents
1 synopsis ............................................................................................................. 10
1.1 Introduction ................................................................................................. 10
1.2 Aim .............................................................................................................. 10
1.3 Objective ..................................................................................................... 10
1.4 Scope .......................................................................................................... 10
1.5 Need for study ............................................................................................. 11
1.6 Hypothesis .................................................................................................. 11
1.7 Methodology................................................................................................ 11
2 Literature review ................................................................................................ 13
2.1 Type of literature ......................................................................................... 13
2.2 Review ........................................................................................................ 13
2.2.1 Definition of Impaired ................................................................................................... 13
2.2.2 Statistics ........................................................................................................................ 15
2.3 Problems encounter by visually impaired people ........................................ 20
2.3.1 Social Theory ................................................................................................................. 21
2.3.2 Architectural Theory ..................................................................................................... 22
2.3.3 Theory of Accessibility .................................................................................................. 22
2.3.4 The Environment and the Blind .................................................................................... 22
2.4 Architecture and the Senses ....................................................................... 23
2.4.1 Touch Sensory- The tactile experience ......................................................................... 23
2.4.2 Hearing Sensory – The auditory experience................................................................. 23
2.4.3 Sight Sensory- The sight experiences. .......................................................................... 23
2.4.4 Smell Sensory – The olfactory experience.................................................................... 24
2.4.5 Taste Sensory – The oral experience. ........................................................................... 24
3 Case study ......................................................................................................... 25
3.1 Selection ..................................................................................................... 25
3.2 School for Blind and Visually Impaired Children, Gandhinagar India .......... 26
3.3 ANCHOR CENTRE FOR BLIND CHILDREN.............................................. 30
3.4 Centre for Scottish War Blinded .................................................................. 35
4 Analysis and inferences ..................................................................................... 41
4.1 Design strategies ........................................................................................ 41
4.1.1 Design for visually impaired .......................................................................................... 41
4.1.2 Accessible Design .......................................................................................................... 41
4.1.3 Interactive Spaces ......................................................................................................... 42

7
 4.2 Design Installation for Visually Impaired Occupants ................................... 42
4.2.1 Textured Pathway ......................................................................................................... 42
4.2.2 Braille Handrail .............................................................................................................. 42
4.2.3 Braille Building Map ...................................................................................................... 43
4.2.4 Bright coloured paints................................................................................................... 43
4.2.5 Sensory Garden ............................................................................................................. 43
4.2.6 Audible Signals .............................................................................................................. 43
5 Conclusions ....................................................................................................... 44
6 Recommendation............................................................................................... 45
6.1.1 Layout and planning ...................................................................................................... 45
6.1.2 Walkways and pathways ............................................................................................... 45
6.1.3 Entrances....................................................................................................................... 45
6.1.4 Floor Surfaces................................................................................................................ 45
6.1.5 Walls, ceilings and doors ............................................................................................... 45
6.1.6 Landscape...................................................................................................................... 45
6.1.7 Stairways and ramps ..................................................................................................... 46
6.1.8 Signage .......................................................................................................................... 46
6.1.9 Colour scheme .............................................................................................................. 46
6.1.10 Lighting .......................................................................................................................... 46
6.1.11 Acoustics ....................................................................................................................... 46
6.2 Outdoor Spaces – Design ........................................................................... 47
6.2.1 Increase Contrast .......................................................................................................... 47
6.2.2 Utilize Sounds................................................................................................................ 47
6.2.3 Create Barriers .............................................................................................................. 47
6.3 Indoor Spaces – Design .............................................................................. 48
6.3.1 Elevators........................................................................................................................ 48
6.3.2 Stairways ....................................................................................................................... 48
6.3.3 Doorways and Windows ............................................................................................... 49
6.3.4 Lighting .......................................................................................................................... 50
6.3.5 Signage .......................................................................................................................... 50
6.3.6 Restrooms ..................................................................................................................... 50
6.4 Walkways – Design ..................................................................................... 51
6.4.1 Outdoor Walkways........................................................................................................ 51
6.4.2 Indoor Walkways........................................................................................................... 51
7 Bibliography ....................................................................................................... 53

8
Table of figures
Figure 1-1 ................................................................................................................. 12
Figure 2-1 ................................................................................................................. 15
Figure 2-2 (school environment for the visually impaired students ) ......................... 16
Figure 2-3 (school environment for the visually impaired students ) ........................ 16
Figure 2-4 (Dissertation on architecture for blind and visually impaired) ................. 17
Figure 2-5 (Dissertation on architecture for blind and visually impaired) ................. 17
Figure 2-6 ................................................................................................................. 18
Figure 2-7 (Dissertation on architecture for blind and visually impaired) .................. 19
Figure 2-8 (Dissertation on architecture for blind and visually impaired) .................. 20
Figure 2-9 (school environment for the visually impaired students ) ......................... 24
Figure 3-1 (www.archdaily.com, 2022) .................................................................... 26
Figure 3-2 (www.archdaily.com, 2022) ..................................................................... 27
Figure 3-3 (www.archdaily.com, 2022) ..................................................................... 27
Figure 3-4 (www.archdaily.com, 2022) ..................................................................... 28
Figure 3-5 (www.archdaily.com, 2022) ..................................................................... 28
Figure 3-6 (www.archdaily.com, 2022) .................................................................... 29
Figure 3-7 (www.archello.com, n.d.)......................................................................... 30
Figure 3-8 (www.archello.com, n.d.)......................................................................... 31
Figure 3-9 (https://anchorcenter.org, n.d.) ................................................................ 31
Figure 3-10 (www.archello.com, n.d.)....................................................................... 32
Figure 3-11 (www.archello.com, n.d.)....................................................................... 32
Figure 3-12 (www.archello.com, n.d.)....................................................................... 33
Figure 3-13 (www.archello.com, n.d.)....................................................................... 33
Figure 3-14 (www.archello.com, n.d.)....................................................................... 33
Figure 3-15 (wayfinding in architecture) ................................................................... 34
Figure 3-16 (www.archello.com, n.d.), (https://anchorcenter.org, n.d.), (wayfinding in
architecture) ............................................................................................................. 34
Figure 3-17 (www.archdaily.com, 2011) ................................................................... 35
Figure 3-18 (www.archdaily.com, 2011) ................................................................... 36
Figure 3-19 (www.archdaily.com, 2011) ................................................................... 36
Figure 3-20 (www.archdaily.com, 2011) ................................................................... 37
Figure 3-21 (www.archdaily.com, 2011) ................................................................... 38
Figure 3-22 (www.archdaily.com, 2011) ................................................................... 39
Figure 3-23 (www.archdaily.com, 2011) ................................................................... 40
Figure 3-24 (www.archdaily.com, 2011) ................................................................... 40
Figure 6-1 staircase (www.bigrentz.com, n.d.) ......................................................... 49
Figure 6-2 Doorways and Windows (www.bigrentz.com, n.d.) ................................ 49
Figure 6-3 Signage (www.bigrentz.com, n.d.) .......................................................... 50
Figure 6-4 Outdoor Walkways (www.bigrentz.com, n.d.)......................................... 51
Figure 6-5 (www.bigrentz.com, n.d.) ........................................................................ 52

9
1 synopsis
1.1 Introduction

Eyesight is said to be the most important sense among all human senses in a way
that approximately 80 percent of impressions are received by our sight. It helps us to
distinguish light from darkness, protects us from danger, and ensures our
participation in daily communication, activities, sports, work, as well as education.
This research therefore explores the difficulties visually impaired people encountered
in public building experienced to be appropriate. The built environment and spaces
created by humans has its barriers towards certain communities, especially for the
disabled ones. The design of the built environment focuses much on the situation for
a normal person without considering for the peoples with disabilities, for example, a
pavement which has different levels or even staircases has limits on the accessibility
of some disabled communities. This situation creates a physical barrier for those
such as wheelchair users, walker users and visually impaired or blind peoples when
they interact with the public built environment.

1.2 Aim

This research aims to study and understand the type of design strategies using other
senses that are suitable and in need for visually impaired in public buildings

1.3 Objective

Perception of architecture for the visually impaired and how other senses contribute
to it.
To study how a public building can be accessible to the visually impaired
i) To understand the needs and environment needed by the visually impaired people
ii) To derive the senses needed in a public built environment for the visually impaired
and blind community during their learning processes.
iii) To establish the ideas of architectural solution that will benefit the visually
impaired people in the public buildings.

1.4 Scope

The study will focus on the other senses like hearing sensory, smell sensory, touch
sensory, sight sensory and taste sensory, which will be needed to design an
accessible and comfortable built environment of learning spaces such as school
classroom for virtually impaired people.

10
1.5 Need for study

The lack of accessibility such as the elements of wayfinding for visually impaired
people is just one of the problems that our buildings and infrastructures have, which
deprives a lot of people in accessing and getting certain services from certain
buildings. Overall, the lack of institutions or schools for the visually impaired people
shows neglect to certain group of people in the society and away the opportunity of
each and every people to show what they are passionate about and enjoy doing.
This keeps the visually impaired people from acquiring a higher education and
perceive the career they want despite of their disability. yet a safe space where they
could learn to be more independent using the newest technology there is to help
them navigate and learn to develop new skills using their other senses.

1.6 Hypothesis

Design ideas for the visually impaired through which accessibility and comfortable
built environment can be designed such as school environment

1.7 Methodology

This dissertation adopts a qualitative research methodology. In this dissertation,

knowledge is constructed based on analysing five contemporary examples using
framework derived through literature review, by looking into collecting information
such as drawings and photographs, publications about the selected case study
buildings, produce diagrams or mappings, and etc in order to analyse their different
expressions of multisensory methods in relation to public buildings for visually
impaired. This particular methodology is selected as referencing to other successful
precedent done by other researchers. Through this approach, understanding the
relationship between public buildings and accessibility in public buildings for visually
impaired is more accurate to be perceived. The research will be conducted
according to the phases shown below

11
 Data
collection

Studying Standard
about their dimension
disabilities

Literature case Live case

study study

Analysis/
inferences

Figure 1-1 conclusion

12
2 Literature review

2.1 Type of literature

Library category search engine (http://scholar.google.com) is used. Different type of

research papers and database are used for article searching “public buildings for
visually impaired”, “built environment for visually impaired”, “design strategies for
visually impaired”, “accessibility through senses” are typed into research title,
abstract or keyword in the databases as searching terms. One words or keywords
such as “visually impaired”, “sensory”, “public buildings”
The research papers, database and books are available on visually impaired are: -
• Architecture Parallax
• Architecture for the Visually Impaired
• “Seeing” with the Hands
• Way of seeing
• Cognitive Architecture in Visually Impaired
• Built environment for visually impaired
• Meeting the needs of visually impaired people living in Lifetime Homes
• A Study on Blind Student’s Experience of Provision and Support in Schools
• Wayfinding in architecture
• Understanding multisensory design for visually impaired
• School environment for the visually impaired students
• Indoor Navigation Challenges for Visually Impaired in Public Buildings
• A Visual Supp ort System for Visually Impaired Persons Using Acoustic
Interface
• Making Architecture Visible to the Visually Impaired
• Architecture for the Visually Impaired: design of a Society for the Blind
• Wayfinding and orientation by the visually impaired

2.2 Review

2.2.1 Definition of Impaired

visual impairment is the condition of a person who is lacking or has lost their vision.
Correction can't be done or corrected to a "normal level" for the eyesight of a visually
impaired person. In short, functional limitation of the vision system is the visual
impairment. This can also be explained as a situation conditions are as follows: -
• Blindness is the situation of unable to see fully
• Loss of visual acuity which disables the person to see clearly
• Loss of visual field which reduces the width of vision area coverage without
eye movement

13
 • Photophobia, which disallows a person to look at the light or any light Source
• Diplopia, which creates a double vision situation
• Visual distortion
• A visual problem in term of difficulties of perception
The common cause of visual impairment is due to uncorrected refractive errors,
cataracts, and glaucoma. The main cause of people falling into blindness condition is
because of cataracts. Apart from cataracts, there is also another case that is caused
by disorders such as diabetic retinopathy, childhood blindness, infections and also
age-related macular degenerations.

Often, when blindness is discussed, the image is created of someone totally blind
from birth. In fact, such an individual is in the minority among visually impaired
people. Most visually impaired people have some usable vision and have lost their
vision during adulthood. Some 6.4 million people are termed visually impaired; that
is, even with corrective lenses their visual disability causes them difficulty in
everyday life. About 1.7 million of these are legally blind-they have poorer than
20/200 vision in their best eye using corrective lenses or less than a 20° cone of
vision. Of the severely visually impaired, about 76 percent have usable vision.

The principal causes of visual impairment in the developed world are: diabetic
retinopathy, cataracts, glaucoma, retinitis pigmentosa and macular degeneration.
These syndromes produce a variety of visual problems, including loss of peripheral
vision, loss of foveal vision, loss of acuity, susceptibility to glare, and decreased
ability to accommodate to changes in light levels. These are also diseases of aging;
some 65 percent of severely visually impaired people are over sixty-five years of age
and over 96 percent lost their vision after age twenty-five. As a result, visual
impairment is often accompanied by other age-related problems such as balance
problems or limited mobility.

visual function is put into four categories:

• normal vision
• moderate visual impairment
• severe visual impairment
• blindness

14
 Figure 2-1

visual impairment is a wide concept which includes low vision and blindness.
Moderate visual impairment combined with severe visual impairment are grouped
under the term low vision Blindness refers to eyes condition which is irreversible
blindness (No perception of light)”as well as eyes‟ conditions that “have light.

2.2.2 Statistics

• 285 million people are estimated to be visually impaired worldwide: 39 million are
blind and 246 have low vision
• 82% of people living with visually impaired are aged 50 and above
• Female ratio is more than male
(Dissertation on architecture for blind and visually impaired)

15
 Figure 2-2 (school environment for the visually impaired students )

Figure 2-3 (school environment for the visually impaired students )

According to a recent study for estimating the prevalence of blindness and visual
impairment in the Indian population, more than one fourth of people aged 50 years
and above are visually impaired in India and the prevalence of blindness among
them is 1.99%.
(Times of India, n.d.)

16
 Figure 2-4 (Dissertation on architecture for blind and visually impaired)

Figure 2-5 (Dissertation on architecture for blind and visually impaired)

The survey was conducted from 2015 to 2019 by Dr Rajendra Prasad Centre for
Ophthalmic Sciences of the AIIMS, in collaboration with the Union health ministry,
using the Rapid Assessment of Avoidable Blindness (RAAB) method.

17
It covered 93,018 people, aged 50 years, in 31 districts over 24 states and Union
territories, with the assistance of National Programme for Control of Blindness &
Visual Impairment (NPCB&VI).
(Times of India, n.d.)

Figure 2-6

Among the 31 surveyed districts, the highest prevalence was seen in Bijnor, Uttar
Pradesh (3.7%), whereas the lowest was in Thrissur, Kerala (1.1%).
(Times of India, n.d.)

Prevalence of blindness was higher among females than males in all districts except
Khera (Gujarat), Birbhum (West Bengal), and Kadapa (Andhra Pradesh), where
prevalence among males was higher. In Warangal (Telangana) there was equal
prevalence among males and females.
(Times of India, n.d.)

The major causes of blindness included cataract (66.2%), followed by corneal

opacity (8.2%), cataract surgical complications (7.2%), posterior segment disorders
(5.9%), and glaucoma (5.5%).
(Times of India, n.d.)

The proportion of blindness and visual impairment that is due to avoidable causes is
92.9% and 97.4%, respectively.
(Times of India, n.d.)

Dr Vashist said India has implemented a series of effective measures in its current
National Programme for Control of Blindness and Visual Impairment (NPCB&VI) to

18
combat the situation, and it has resulted in a significant decline in prevalence of
blindness over the past few decades.
(Times of India, n.d.)

In the population aged 50 years and above, the prevalence of blindness has declined
from 5.3% in 2001 to 3.6% in 2007, and to 1.9% in the current survey
(Times of India, n.d.)

The study revealed that a higher prevalence was noted in females than In males and
participants residing in rural regions had higher prevalence of blindness than those
living in urban regions.
(Times of India, n.d.)

Also, participants who are illiterate had nearly six times higher odds of being blind
than those who are educated, the study stated.
(Times of India, n.d.)

VISUALLY IMPAIRED
Blind

low vision

Figure 2-7 (Dissertation on architecture for blind and visually impaired)

India's air pollution is one of the highest in the world and poses a serious threat to
the country's health. Pollution acts as a catalyst for infections and illnesses that have
a malignant effect on eye health. For this reason, proper care is required for the
protection of eyes from a variety of illnesses. Eye diseases are very common and
can turn out to be far more devastating than one might think. In addition, as we get
older, our eyes become more susceptible to a variety of eye diseases. Getting eye
examinations on a regular basis by an ophthalmologist are essential for good eye
care. Trained optometrists or ophthalmologists usually perform special tests to look
for signs of eye damage or illness. Such ailments include cataracts, diabetic
retinopathy, glaucoma, dry eye, congenital disorders, visual impairment or blindness.
(www.firstpost.com, n.d.)

People with diabetes are generally 25 times more likely to lose sight than those who
do not, and this risk increases as the disease progresses. Complications of diabetic
eyes can range from certain infections (viral conjunctivitis or keratitis) and increased

19
likelihood of early cataracts to diabetic retinopathy, which can impair vision. More
than three-quarters (75 per cent) of people who have had diabetes for more than 20
years have severe eye involvement, and one-tenth may need special treatment to
prevent blindness. Knowing the risks and complications of diabetes and how to
identify and manage them in simple steps is important to prevent people from being
unnecessarily blinded by diabetic retinopathy. Studies such as Diabetes
Management and Complications Studies (DCCT) have shown that early detection
and treatment of diabetes may be effective in reducing the risk of blindness. A
second test, twice a year, helps diabetics check and detect eye damage.
(www.firstpost.com, n.d.)

Certain bad habits must be avoided to prevent damage of the eyes and overall
health. For example, in addition to causing lung cancer and a host of other diseases
in various parts of the body, smoking decreases your body’s ability to provide
adequate oxygen and nutrition to tissues, including the tissues in the eye. Smoking
can cause irreversible eye damage, which can be a major cause of blindness over
time. This phenomenon, known as macular degeneration, creates blind spots in one
or both eyes. Studies show that smoking increases the risk of age-related macular
degeneration, cataract, glaucoma, diabetic retinopathy and dry eyes.
(www.firstpost.com, n.d.)

We often undervalue the impact of a healthy lifestyle, only to realise its importance
later on in life when we are faced with diseases. Therefore, making small and simple
lifestyle adjustments can often go a long way in avoiding blindness and maintaining
good eye health.
(www.firstpost.com, n.d.)

Low vision people:

when they use building, rely quite entierly on
their ability
visually
impaired Blind people:
when they use building, rely quite entierly on
their ability

Figure 2-8 (Dissertation on architecture for blind and visually impaired)

2.3 Problems encounter by visually impaired people

People with actual disabilities face clear difficulties in getting to space.

Notwithstanding, people with visual impairment face a larger number of challenges
than people groups with physical impairment in light of the fact that the principal
feeling of sight is inaccessible for them in this present circumstance which is vital for

20
a mobility process. An absolutely typical individual can in any case fall or outing over
on a very much planned asphalt or walkways and simply how it would be for people
without the vision handles what is going on with only a stick. Visually impaired
people commonly depend on the tactile that they can get with, to get to themselves
into space and this is already considered as a huge task for them.
that persons with disabilities are people “who have long-term physical, mental,
intellectual or sensory impairments” and these impairments might cause different
types of barriers which hinder them from fully and effectively participation in society
as equal as the others (p.no).In the light of this statement, visually impaired people
are people with disabilities.
To solve the problems that a disabled person encounters, we need to explore at
which level the difficulties come and appropriate ways to intervene.
there are three main levels of difficulties that a disabled person might experience:
First, the impairment which including a person’s physical or medical limitations. The
solution to this problem is often a medical treatment such as Braille, long cane or a
guide dog for a visually impaired person. Second, limitations that are generated by
the environment such as inaccessible transportation, uneven floor in schools,
discrimination and treating disabled people unfairly. Solution to this problem is to
remove barriers and create a level field, accessible transportation and treating
people fairly. Third, for some disabled people, placing medical treatment and
removing the barriers are not enough. There might be a need for extra support.
Some settings cause visually impaired people serious orientation problems. Because
visually impaired people depend on well-defined paths and memorable landmarks to
find their way, ambiguous and poorly defined settings may be difficult to orient in. For
example, many visually impaired people complain about the difficulty in crossing
large open spaces, such as building lobbies or paved plazas. After a limited
distance, it becomes easy to lose one's bearings and particularly so if there are no
auditory or other cues. Similarly, because visually impaired people depend on their
cognitive maps, environments that are hard to represent mentally are also hard to
orient in. A building with a simple geometric circulation plan, such as a square or
cross, is likely to be easy to understand and is generally simple to map cognitively. A
complex building, with many turns and oblique angles or curves, may be very difficult
to orient in (even for people with perfect vision).
Because many visually impaired people are taught to pay attention to the cardinal
points and simple rectangular shapes, oblique angles and curves present special
orientation problems. Whereas it is relatively easy to maintain cardinal directions with
a 90-degree turn, it is difficult with a 45-degree turn. It may be very difficult with an
odd turn, such as 35-degrees or 65-degrees, and almost impossible when following
a curvilinear path.
(TEMPLER, 1984)

2.3.1 Social Theory-

21
Sense of Community - A feeling of belonging to a group of people in which the
members of the big group contribute to each other. In this sense of community, a
mutual engagement process can be seen. The idea is closely related to the blind
community because every visually impaired person often depends on each other
because of their connection to each other.
• Sense of Learning to create a sense of learning environment where learners can
easily accommodate and know, understand the system, and practice a product full of
the learning process.

2.3.2 Architectural Theory-

Theory of Way-Finding the concept of having a built environment that is easily

accessible and able to move in the building without any trouble for the visually
impaired peoples. For this purpose, the universal design is created for the
convenience of people with disabilities. The way-finding is improved in this principal
so that visually impaired people can make full use of the building without any
distractions

2.3.3 Theory of Accessibility –

Contrary to the way-finding principle, accessibility should be given priority in

measures to promote equal opportunities for disabled persons.

2.3.4 The Environment and the Blind

an architect can design an artificial environment completely tailored to the sensory needs of
the blind person however this would be labelled as 'protective'.
- Jose R. Bernardo

An environment which disregards the blind person altogether and labels it 'hostile'.
whether an environment that is difficult to cope with would make the sighted
environment easier to manage. the most suitable environment is perhaps one that is
'progression'. A developmental sequence of environments serves to integrate the
blind minority into the sighted majority. Such an environment will be 'protective'
within the centre and 'hostile' towards the exterior when introducing the individual to
the sighted environment. the only way to truly assess what environment to design is
for the architect to consult the visually impaired people for whom he is designing.
(wayfinding in architecture)

22
2.4 Architecture and the Senses

• There are 5 main senses- sense of touch, hearing, sight, smell and taste. in
varying degrees and sometimes subconsciously when interacting with the
built environment.
• By looking at each sense independently we can distinguish how each sense is
used.
• The consequence when one sense is removed or its effectiveness reduced is
that the other senses are greater depended upon.
• In addition, into these, there are also other senses which can be considered
into the usage for multisensory architecture (temperature, pain, kinaesthetic,
etc)

2.4.1 Touch Sensory- The tactile experience

• The surrounding texture is very vast and it helps to determine the material, the
smooth and roughness and the hot and coldness of a surface. Tactile cues
are one of the greatest aids for the visually impaired and blind peoples as this
helps them to indicate or identify on what they are touching. The only sensory
which has direct connection between the world and the body.
• Texture can only offer information at arm’s length. Texture can be informative
but cannot give information about something a long distance away, only that
which is imminent.

2.4.2 Hearing Sensory – The auditory experience

• For a person without sight. the most informative and developed sense is
hearing.
• Sound is omni-directional providing information about activities which are all
around, far or near.
• Sound gives warning and offers direction. Buildings return sound to us,
structuring and articulating our understanding of space.
• Where the sound is able to direct the character of the space through its
distributions. Most of the buildings nowadays goes with sound absorbent
creating a silent blank situation.

2.4.3 Sight Sensory- The sight experiences.

• Architecture basically has been pleasing the eyes most of the time or it is
purposely designed to please the eyes of the users.
• Vision helps to stimulate other senses in our body where pleasing the design
through eye is actually helps to stimulate other sense too.
• Sight is the sense most relied upon.

23
 • Our vision allows us to comprehend images that are far and near.
• We can see the nature of objects, whether they are smooth or rough, soft or
hard.
• Our eyes reflect the environment back to us.
• Less than 10% of visually impaired people are totally blind.
• It is therefore important not to exclude the inclusion of visual elements in the
way of bold forms, tonal contrasts and colour.

2.4.4 Smell Sensory – The olfactory experience.

• Smell plays well with the memory. where a person can be brought back into
times or space with the smell sensory.
• This can be used as an element to identify the identity too.
• Smell is rarely used as a directional clue.
• However, it can be used as a source of information and guidance. A coffee
shop, for example, emits an aroma of coffee disclosing its location to the
visually impaired person.
•

2.4.5 Taste Sensory – The oral experience.

• The taste sensory doesn't much helps in the world of architecture, but colours
are able to delicate details on generating oral sensations.
(school environment for the visually impaired students )

Figure 2-9 (school environment for the visually impaired students )

24
3 Case study

3.1 Selection

Case study are selected on based on

1) The building for the visually impaired people as main focus
2) Buildings should be public building
3) The building adopts a multisensory design approach.
4) Availability of resources or data of the building – drawings, plans and
photographed images

The following building meet the specified requirements:

a) School for Blind and Visually Impaired Children, Gandhinagar India
b) Anchor centre for the blind children
c) Centre for Scottish War Blinded

25
3.2 School for Blind and Visually Impaired Children, Gandhinagar India

City: Gandhinagar
Country: India
Area: 750 m²
Year: 2021

Figure 3-1 (www.archdaily.com, 2022)

Design - The new academic building, on the west of the existing one, has ten
classrooms with five different types arranged around a central courtyard. This space
provides a contained exterior space for the children to play, perform, or celebrate
festivals. This simple building typology allows the students to create a mental map of
the spaces. The corners are identified with strokes of light or articulated volumes,
and the corridor surrounding the central plaza has different widths and volumes on
each side. This allows the students to identify their location in the building. Each
classroom around the central plaza has different features for specific uses – music
rooms, meeting spaces, workshops, etc. Based on their functions, the "special"
classrooms have various forms, volumes, and light qualities. The other classrooms
are like verandas; each opens to a private courtyard with the possibility of outdoor
learning. The relation with exterior spaces allows for better ventilation and controlled
light quality.

26
Figure 3-2 (www.archdaily.com, 2022)

This school is designed to be navigated with the help of more than one of the five
senses:
Sight - Many students have low vision; they can distinguish spaces that have the
contrast of light and shadow or contrasting colors and surfaces. Specific skylights
and openings are designed to create contrasting areas with light and shade. For
example, the entrance vestibule of the special classrooms is marked by a high
ceiling with a skylight making a flare of light. Also, contrasting colors are used on the
doors, furniture, and switchboards so that the students can easily differentiate the
elements during navigation. Since the students with low vision are sensitive to direct
sunlight, the classroom has indirect, filtered light from the private courtyards and
skylights.

Figure 3-3 (www.archdaily.com, 2022)

27
Hearing - The sound of the voice or the walking steps changes according to the echo
produced in the spaces. The design attributes different heights and widths to areas
of corridors and classrooms so that children can recognize them by sound. For
example, the entrance corridor has a high ceiling height (3.66m), and it gradually
reduces in height (2.26m) and width, giving an identifiable sound quality to each
space.
Smell - The landscape has a significant role in the design. Courtyards, located next to
the classroom and connected to the corridor, have aromatic plants and trees, which
help in the navigation of the building.

Figure 3-4 (www.archdaily.com, 2022)

Touch - The material and textures of the walls and floor, with smooth and rough
surfaces, guide the students throughout the spaces.

Figure 3-5 (www.archdaily.com, 2022)

28
Floor: Kota stone is the principal material used for the flooring. Rough Kota stone
marks the entrance to each classroom, whereas the other spaces have smooth Kota
stone. While navigating, this change in textures guides the students.

Figure 3-6 (www.archdaily.com, 2022)

Walls: There are five different wall plaster textures used in the building. The two
longer sides of the corridor have horizontal textures, whereas the shorter side has
vertical textures. This helps students identify which sides of the corridor they are
navigating. The central courtyard has a semi-circular texture, whereas the external
surface of the overall building is sand-faced plaster.
(www.archdaily.com, 2022)

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3.3 ANCHOR CENTRE FOR BLIND CHILDREN

Architect: Davis Partnership Architects

Location: Denver, United States
Year: 2007
Category: Social Housing

Figure 3-7 (www.archello.com, n.d.)

The Anchor Center for Blind Children’s 15,000-square-foot teaching facility is a

functional yet graceful facility that serves as an active teaching tool for blind and
visually-impaired infants, toddlers and pre-schoolers.
Anchor Center is an institution that provides early education and intervention
services for children birth to five years old that are blind or visually impaired. This
single storey height building with a built-up area of 2170sqm is located at in Denver,
Colorado, completed in 2007.

30
Figure 3-8 (www.archello.com, n.d.)

Figure 3-9 (https://anchorcenter.org, n.d.)

The design architects of the project, Davis Partnership Architects present that the
interior architecture is intentionally simple and free of obstructions, with variations in
scale, materials, and lighting, as well as child-sized detailing to assist children with
orientation throughout this touch-friendly site. This triad of hues, integrated
throughout the building in the form of skylights, door lights, and wall sconces, were
chosen based on a careful study of colour theory and the passive or active nature of
each pod.

31
Figure 3-10 (www.archello.com, n.d.)

The Circulation Way

The building had chosen a pedestrian-friendly environment that enables its staff to
help students explore their environment safely. Classroom pods are connected by a
central circulation spine are flooded in diffused light through a series of filtered
clerestory windows just below the angled roofline. Light wells help the children, a few
of whom are deaf and most of them who have some degree of sight, navigate the
hallways. The floors have different textures: the wooden hallways are interspersed
with hard tile outside classrooms, so the sound of a white cane on them will sound
different.

Figure 3-11 (www.archello.com, n.d.)

Situated on a 2.2-acre site, this serene facility has been meticulously designed to
elevate learning and engage children in a deeper understanding of their world.
Subtle, strategically placed sensory elements and child-sized detailing throughout
this “touch-friendly” building and site serve as intuitive guides and integrated
teaching tools. By embracing the senses of sight, sound, touch, smell and taste in
innovative ways,

32
Figure 3-12 (www.archello.com, n.d.)

Davis Partnership’s seamless marriage of interior and exterior spaces provide the
ideal container for Anchor Center’s specialized multi-sensory curriculum.
Classroom - The Destination
Rooms are baffled so sounds are strictly directional, with no aural bounce or echo;
textures abound. Children with visual impairments can be sensitive to light and can
perceive colour, so classrooms are designed with featured coloured and textured
walls that assist with wayfinding.

Figure 3-13 (www.archello.com, n.d.)

Figure 3-14 (www.archello.com, n.d.)

Designed as an integral part of its neighbourhood, this one-story structure aligns with
the street edge, respectfully mirroring the adjacent residential scale. Classroom

33
“pods”, clad in a subtle Braille-inspired-pattern of blond masonry that plays light
against shadow, reach skyward, while revealing the building’s interior spatial
organization. The elongated series of pods, connected by a central circulation spine,
are flooded in diffused northern light through a series of filtered clerestory windows
just below the angled roofline. Variations in scale, materials and lighting assist
children with orientation.

Figure 3-15 (wayfinding in architecture)

The building’s interior architecture is intentionally clean, simple and free of

obstructions. Internally, three colors- — blue, yellow and rose — serve as way-
finding elements while visually separating the three “mind, spirit and body” pods of
the building. Chosen based on a careful study of color theory and the actual passive
or active nature of each pod, this triad of hues is integrated throughout the building in
the form of skylights, door lights and wall scones.

Figure 3-16 (www.archello.com, n.d.), (https://anchorcenter.org, n.d.), (wayfinding in architecture)

34
3.4 Centre for Scottish War Blinded

Architects: Park Architects

Country: UK
Year: 2011
Address: Wilkieston, Kirknewton, Midlothian EH27 8, UK

Figure 3-17 (www.archdaily.com, 2011)

Scottish War Blinded was founded in Edinburgh in 1915 with the object of caring for
Scotland’s sailors, soldiers and airmen and women who were blinded in the service
of their country. With the organisation now taking in a higher number of veterans of
more recent conflicts, the Scottish War Blinded recognized that a new facility was
required so that the scope and quality of the services they offer could be improved.
Their new 750m2 facility is located on an inspiring site at Linburn, West Lothian and
replaces the charity’s 1950’s facility which occupied an adjacent site. The scheme
takes inspiration from a hand-carved Chinese celestial dragon memorial sculpture
which was housed in the display room of the previous facility. This inspiration
manifests itself in the sweeping and twisting geometry of the building’s undulating
zinc roof.

35
Figure 3-18 (www.archdaily.com, 2011)

The building operates as a day care centre and offers a comfortable and sociable
environment whilst also providing rehabilitation and life skills assistance for ex-
servicemen and women suffering from visual impairments. Facilities include a
workshop, art space, training areas, a gym, therapy spaces and administration as
well as a remembrance room. A terrace and landscaped sensory garden to the south
of the building is also provided for recreational use in addition to education. The
shifting demographic of users that the organisation now supports has influenced this
broad mixture of activities.

Figure 3-19 (www.archdaily.com, 2011)

The curving geometry has been formed by the use of steel portal frames set out on a
radial grid and in-filled with cold rolled purlins. The twists and sweeps of the
geometry have been formed by gentle facets, with the steel frame only including two
relatively short curved structural members. A restrained palette of materials are used
throughout the building to clad the steel structure beneath. The roof is formed in zinc
strips with the external walls clad in timber panels set out alongside large glazed

36
openings. Internally, the ‘pod’ type spaces are picked out in oak and detailed to sit
like pieces of furniture under the large twisting roof.

Figure 3-20 (www.archdaily.com, 2011)

Inclusive Design
Given the nature of the Client, inclusive design was at the forefront of our thoughts
from the very start. With the building users having visual impairments of varying
degrees, in addition to many of the users being elderly, careful consideration had to

37
be given to a number of key areas of the scheme. As a team we had to go much
further than simply meeting the DDA requirements. Advice was received from Adapt
Access Services in addition to members of the War Blinded Client group.

Figure 3-21 (www.archdaily.com, 2011)

38
Firstly, the building and surrounding garden are all on one level so as to allow full
access to wheelchair users. In addition to this, there are ultra-low-profile thresholds
throughout the building so as to avoid any potential trip hazards.
Inside the building, the primary circulation route is a generous width and has a
continuous handrail down one side to provide support where required in addition to
acting as a guide to the visually impaired. Where access to rooms occur off this

Figure 3-22 (www.archdaily.com, 2011)

Green Credentials
From the onset the design of the new centre for the Scottish War Blinded was based
on sustainable principles. Natural ventilation is utilized in the majority of the spaces
and heating is supplied from a ground source heat pump. In order to minimise
energy requirements, high levels of insulation and air tightness have been designed
in to the building envelope. In addition, carefully controlled amounts of glazing have
been provided, balancing the need for pulling light deep in to the plan with the need
to control glare and solar gain / heat loss. corridor, bold gestures have been made at
these locations both in the layout and in terms of the colours used on the walls.

39
Figure 3-23 (www.archdaily.com, 2011)

Figure 3-24 (www.archdaily.com, 2011)

40
4 Analysis and inferences

4.1 Design strategies

4.1.1 Design for visually impaired

Design strategy acts as the reference to start a design process of implementation.

By figuring out the strategies needed, research and studies can be made to
strengthen the strategies and along with that, it can be used as a guide- line to follow
throughout the designing process. Design strategies can be approached through the
case studies done by recording the similarities found in different case studies

4.1.2 Accessible Design

architects can make a significant contribution to the quality of life of the visually
impaired.
-Selwyn Goldsmith

Careful consideration of the way in which visually impaired people experience the
environment should lead to a building of conscious design which meets the needs of
visually impaired people in a variety of aspects.

Building designed for visually impaired people must be given importance to the
accessibility aspects. This element helps the visually impaired peoples to access the
building without facing any problem. Some of the accessibility aspects and strategies
found and used in the case studies are as follows: -

• Usage of right angles in building orientation. Right angles allow visually impaired
to make tum easily without thinking how much the turning given in a corridor
junction. This limits them to only turn left and right on a 90-degree angle. If the
building has a corridor junction with different angles and without any indications,
they might not know on what scale to turn around and they also might hit on the
nearby wall.

• Straight and Equidistant Corridors. Equidistant conditions allow visually impaired

people to remember the location of the start and endpoint through the corridor
and also on the corridor intersection. This allows them to remember the corridor
situation faster.

• Stairs at the edge of corridors. By placing stairs at the edge of corridors, this
allows the spaces in-between are not disturbed and eases the visually impaired
to find the staircase location.

41
• Spaces arranged in a well manner. Scattered spaces can create a troubling
situation for the visually impaired to find the location. It also requires more
additional navigation and indication ideas to be proposed for the clear
accessibility of the visually impaired peoples.

4.1.3 Interactive Spaces

Interactive spaces allow the user to make it multi-functional. For visually im- paired
peoples, it is more recommended to have interactive spaces rather than closed
packed small rooms for learning purposes. This will create a less interesting situation
of learning environment for them. Some of the interactive spaces introduced in the
case studies are as follows: -
• Covered exterior spaces. It is good to have visually impaired people outside
where they can feel and sense the weather in the surrounding. This could lift their
spirit in learning processes.

• Outdoor activity spaces. Playgrounds, sitting areas, playing areas are best to be
situated at the exterior for more freedom outside closed rooms.

• Sports facility with community engagement. Involving visually impaired people

into sports helps them to concentrate more on whatever they are doing and also
helps them to exercise and take care of their health.

• Gardening spaces. Help visually impaired people to be close to nature.

• Talent development spaces. By providing spaces where they can express and
showcase their talents, it helps them to be confident.

4.2 Design Installation for Visually Impaired Occupants

4.2.1 Textured Pathway

• The textured pathway comes with 2 lanes (to come and go), where it has a
similar design of tactile pavement points indicating the direction of flow, it also
comes with different textured points (indicating reach of a space, nearby
seating area, reaching an intersection point, reaching a nearby braille
handrail, etc.)
4.2.2 Braille Handrail
• proposed mostly in front of the entrance of major spaces, where it gives
information about the condition of the space to be entered. Also used at
staircases.

42
4.2.3 Braille Building Map
• proposed at all entrance of spaces, where it shows the layout of the spaces
which are about to be entered. This helps them to get to know the layout on
their own and easy to be remembered
4.2.4 Bright coloured paints
• Bright coloured is painted in spaces where this helps the B3 and B3 category
visually impaired people to notify the obstacles and location easily
4.2.5 Sensory Garden
• The sensory garden is a special garden designed to stimulate all senses
possessed by humans. This type of garden is very recommended for disabled
peoples and also children. In some places, the sensory garden is used as a
learning spot, to learn about plants.
• Stimulating sensory. The sensory garden has portions of plants well-arranged
according to the senses we have. For example, for the sense of smell,
different fragrance flowers will be placed to stimulate our sense of smell and
use it for learning purposes.
• Gardening spaces. It can also be used as a gardening space where
interaction among others can happen
4.2.6 Audible Signals
• proposed at open areas inside the building. Indicating the time, which space
are you at, what are the nearby other spaces in a low tone

43
5 Conclusions

When designing spaces, you must consider the needs of all the people who will use
them, including those with vision difficulties. It’s not always easy to design for the
visually impaired, but it’s crucial to maintaining compliance with regulations and to
ensuring that all people who visit your space are able to use it well.
By gaining an understanding of the challenges faced by those with vision
impairment, and implementing the right designs into your buildings and outdoor
spaces to accommodate them, you can create spaces that accommodate everyone
who needs to use them.
A building for the Society for the Visually impaired must accommodate the needs of
the Society and provide appropriate facilities that enable the continuation of
assistance and education for visually impaired people.
This research's intention is to explore the ways in which designers can make a
significant contribution to the quality of life of the visually impaired user in their
mobility, independence, self-determination and their overall enjoyment of the built
environment

44
6 Recommendation

6.1.1 Layout and planning

• Aim for simple logical layout which is legible and easy to navigate
• Linear planning is more favourable which help in mobility and orientation
• Right angled comers are preferred rather than obtuse and acute
• While designing curved spaces ensure that the radius is large enough
• Large open spaces should be broken down into smaller sections

6.1.2 Walkways and pathways

• All pathways should have a minimum vertical clearance of 200cm.
• Use of tactile floor surface for easy mobility
• Keep pathways dear from any obstacles
• Free-standing pillars or poles should be buffered from circulation route by
handrails or tactile indication
• Use of different materials on pavements to demarcate walkways
• Corridors should not end with a large window or other sources of artificial or
natural light.

6.1.3 Entrances
• A tactile indicator placed in front of the door can also complement the auditory
cues.
• Different materials can be used to define their path

6.1.4 Floor Surfaces

• Matt-finish (slip-resistant) for all surfaces
• Change in texture at strategic points
• Contrast between the floor and wall surfaces to aid orientation

6.1.5 Walls, ceilings and doors

• Avoid highly reflective, glossy surfaces
• Contrasting door frames
• Consider door closers to ensure doors are not left open in circulation areas
• Hinged doors should open inwards from busier areas like foyers to quieter
areas

6.1.6 Landscape
• Proper design of pathways without any hindrances or protruding surfaces on
the ground

45
 • In landscaping selection for plants should be made which enhances olfactory
and aural legibility

6.1.7 Stairways and ramps

• Stairways should be easy to find and placed preferably perpendicular or at the
side to the path of travel
• Stair area should be well lit
• Apply slip resistant contrasting strips to the tread at the nosing of each step
• Handrails should be provided on either sides and should extend well beyond
the bottom and top step
• Avoid open risers and nosing with lipped edges

6.1.8 Signage
• Location of sign should be part of the process of planning the building
• Should be well lit
• Sign board should contrast with the background
• Signs should be simple, short; consistent and easily understood using
prescribed typefaces, colour and graphic devices
• Tactile models, maps can be a useful navigational tool
• Usage of braille

6.1.9 Colour scheme

• Neutral colour scheme is preferred to warm colours
• Contrasting colours should be used to demarcate a particular space which
helps in orientation like nosing of stairs, frames of doors, etc.

6.1.10 Lighting
• Brighter lighting can be used at main entrances
• Adopt lighting which is glare free
• Position of light fixtures should be properly designed
• Over-head lighting should be recessed
• Diffused natural light (e.g. use of vertical blinds, window tinting etc.)

6.1.11 Acoustics
• Avoid intrusive levels of background noise which can make interactions with
other sound and make orientation difficult for the users.

46
6.2 Outdoor Spaces – Design
Navigating the outdoors is a definite challenge for people who are visually impaired.
Unlike their own homes, where they can control the environment, the outdoors are
filled with challenges and constantly changing hazards. An overemphasis on shared
spaces, roadways without clear barriers that are shared by motorists, pedestrians,
and cyclists, in urban locations around the globe has increased this challenge and
the risk to people with vision issues.

6.2.1 Increase Contrast

People with low vision often can rely on increased contrast to help them see where
roadways and hazards are. Here are some areas where you can add contrast to
improve the navigability of your outdoor space.
• Use color contrasts to indicate a difference in function.
• Add colored contrast to the edge of steps.
• Use illumination or lighting contrasts to help people see areas where their
safety may be at risk.
• Add illumination to the ground for contrast after dark.
• Use contrasting textures, like bubble pavement, to indicate changes.
• Use tactile paving to indicate a change between areas designated for
pedestrians, bikes, and other uses.

6.2.2 Utilize Sounds

People with vision concerns learn to rely on their other senses to navigate the world.
For example, they may perceive when they’re approaching a cross street by listening
for the sounds of oncoming traffic or feeling a change in the wind direction due to the
lack of buildings blocking the wind.
• Create spaces that minimize echoes.
• Utilize auditory (sound) cues at important areas.
• Consider different sounds given off by different textures when making textured
surfaces.
6.2.3 Create Barriers
In outdoor spaces, barriers are important to help individuals with vision impairment
discern where they are and where they should or should not be.
• Use fencing to indicate the boundary of shared spaces.
• Add contrasting colors to boundaries to make them more visible.
• Utilize non-solid boundaries where fencing is not appropriate.
• Keep boundaries low enough that a user can trail the boundary by hand.

47
 ❖ Don’t use textures in areas where they do not make sense.
❖ Don’t make the walkways too curvy.
❖ Don’t add boundaries that could be more hazardous than helpful.

6.3 Indoor Spaces – Design

Contrast, textures, sounds, and lighting are equally important indoors as they are
outdoors. People living with visual impairment can benefit from additional design
features that help them navigate indoor spaces with ease. As a designer, you can
implement these, including both the required strategies and additional ones, to make
your space safer and friendlier to those with vision impairment.

6.3.1 Elevators

• Install alarms or beeps in elevators to signal to people with vision issues what
floor they’re passing and when they arrive.
• Use contrasting textures and colors at the opening to an elevator.
• Include textured or Braille markings on elevator buttons.
• Or substitute keypad input for Braille.

6.3.2 Stairways

• Display tactile and visual signals around stairways.

• Use the texture of stripes at the top and bottom of the staircase.
• Add textured tape or another textured warning signal to the edge of each step.
• Use contrast to mark the edge of steps.
• Add railings to all staircases.

48
Figure 6-1 staircase (www.bigrentz.com, n.d.)

6.3.3 Doorways and Windows

• Add stickers or glazing to glass windows and doors to improve visibility.

• Create significant color contrast on the flooring near doorways.
• Add color contrast around the frame of the door.
• Consider installing automatic doorways.

Figure 6-2 Doorways and Windows (www.bigrentz.com, n.d.)

49
6.3.4 Lighting

• Keep your spaces well lit

• Implement floor or other area lighting.
• Consider the problem of glare.
6.3.5 Signage

• Keep signage large and contrasting.

• Use high-contrast lighting to illuminate signs.
• Know where you must add signage throughout your facility.
• Add tactile signage and tactile maps.

Figure 6-3 Signage (www.bigrentz.com, n.d.)

6.3.6 Restrooms

• Make restroom signage tactile so people know which restroom to use.

• Use contrasting colors to make toilet, sink, and paper towel locations clear.

❖ Don’t make everything the same shade.

❖ Don’t use textures on the floor that could be mistaken for wayfinding
cues.
❖ Don’t keep the space too “open” with many glass barriers.

50
6.4 Walkways – Design

Navigating walkways is a primary concern for those with vision impairment who wish
to remain independent. Individuals with vision impairments rely on their senses to
navigate walkways, but designers can make this easier with a few design tweaks.

6.4.1 Outdoor Walkways

• Use textures as wayfinding cues at crosswalks, intersections, and transitional

spaces.
• Consider tactile ground surface indicators.

Figure 6-4 Outdoor Walkways (www.bigrentz.com, n.d.)

• Add railings to mark walking paths.

• Avoid features that could mislead someone with low vision.
• Avoid skewed crosswalks.
• Keep trees and plants out of pathways.
• Create a clear barrier around a bed of trees along the walking path.
• Utilize natural guidance lines.
• Add curb cuts near intersections.

6.4.2 Indoor Walkways

• Change flooring texture to indicate doorways or openings to seating areas.

• Add a commercial rug at doorway entrances.
• Use color contrast on the flooring to help with wayfinding.
• Keep route guidance as straight as possible.
• Avoid contrasting patterns of dark and light floor tiles.

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Figure 6-5 (www.bigrentz.com, n.d.)

52
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https://anchorcenter.org. (n.d.). Retrieved from anchorcenter:
https://anchorcenter.org/ourbuilding/
hui, w. y. (n.d.). wayfinding in architecture.
Prabu Alagappen, A. C. (n.d.). school environment for the visually impaired students
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sajan, s. (n.d.). Dissertation on architecture for blind and visually impaired.
TEMPLER, C. Z. (1984). J. ENVIRONMENTAL SYSTEMS. Atlanta, GA: Baywood
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Times of India. (n.d.). Retrieved from www.timesofindia.com:
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