CHAPTER 1

ABSTRACT

The purpose of this study is to study the facilities available in

Intellectual schools for the differently-abled children. This study investigates
the architectural design of classroom space for intellectually differently
abled students based on their disability and needs and to ensure students
with special needs to have a normal school environment where they can be
themselves.

INTRODUCTION

Special education is the branch of education for individuals who are

different from normal human beings. It is specially designed for students
who are disabled, gifted child or with special learning needs.
The United Nations Convention on the Rights of Persons with
Disabilities defines disability as: long-term physical, mental, intellectual or
sensory impairments which in interaction with various barriers may hinder
a person's full and effective participation in society on an equal basis with
others.
Differently-abled people need to learn how to live independently and
how to perform basic skills: The people with disabilities require support
from others to carry out their daily tasks, so the basic approach to
educational institutions should first be to teach them how to manage their
daily life skills.

NEED OF STUDY

Intellectually differently-abled students differ from other students in

terms of rational, behavioural, and physical aspects; their education and
activities must be planned practiced to enable them to be integrated with
healthy students. The provision of special needs to people with intellectual
disabilities is a reflection of the aspirations of any country aiming to care for
all categories of society.

1
AIM

This study investigates the architectural design of classroom space for

differently-abled students by comparing the design specifications of school
classrooms for intellectually differently-abled and healthy students. To
encourage students with special needs, have a normal personal life and to
try to integrate them into the primary school community, the impact of
abnormal health status on their classroom must be considered.
RRESEARCH QUESTION

 Is Inclusive design a key to innovation?

OBJECTIVES

The objectives of this study and the architectural factors that must be
considered in this context are:
1. Understanding the impact that the classroom can have
(physically and mentally) on differently-able students
2. Detailing the basic architectural factors for a school classroom
for intellectually differently-abled students
3. Ensuring The space and environment of the classroom, mobility,
resource accessibility, ramps and/or elevators in multi-level
school buildings

METHODOLOGY

 We can achieve objective 1 by studying the layout of the

classroom; flooring materials; toilets; transition area; foldable
furniture; insulation and sunspace.
 We can achieve objective 2 by re-conceptualizing and
studying the architectural strategies required in classrooms for
intellectually differently-able students in schools.
 We can achieve objective 3 by having case studies of schools
for the differently-abled

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SCOPE

The scope of special education includes identification of differently-

abled children based on physical and behavioural characteristics,
assessment of such children (medical, psychological and functional
assessment), their care and rehabilitation. Placement of differently-abled
children in the appropriate setting forms an important part of the scope of
special education. Placement of differently-able children in a particular
setting depends upon the degree of disability, nature and extent of previous
training and experience of the differently-able child and their special
educational needs
The scope of special education includes various types of intervention
measures such as, environmental, administrative, social and academic and
various levels of intervention such as, preventive, remedial and
compensatory efforts.

LIMITATIONS

Students with disabilities continue to face negative attitudes and

stereotypes in the education system. Lack of knowledge about and
sensitivity to disability issues on the part of some educators, staff and
students can make it difficult for students with disabilities to access
educational services equally.
In the event of a fire or earthquake, elevators should not be used for
the emergency evacuation of a building. In this situation, people with
limited mobility may be trapped or have to wait for a prolonged period of
time in an area of refuge.

CONCLUSION

Children with disabilities face a number of barriers to achieving the

full potential. Due to various hurdles, particularly for those who are poor
and who suffer other forms of humiliations, the design shows the
combination of all the architectural and design factors that should be
utilized within an ideal classroom for students with intellectual disabilities.