ADAMSON UNIVERSITY COLLEGE OF ARCHITECTURE

BALUMBON: A PROPOSED SCHOOL FOR CHILDREN WITH DEVELOPMENTAL

DISABILITIES IN ANTIPOLO CITY

A Thesis Proposal Presented to the

College of Architecture
Adamson University

In Partial Fulfillment
Of the Requirements of the Degree
Bachelor of Science in Architecture

By

MARILLA, ALLYSSANDRA NICOLE M.

DECEMBER 2022
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ACKNOWLEDGEMENT

Many people's support and assistance is needed to make this research

a reality. A genuine appreciation goes out to everyone who participated in this

study project.

In the first place, the researchers wish to thank God for the knowledge,

strength, serenity, and good health he has bestowed upon them in order to

complete this study.

Second, the researcher wishes to express her sincere appreciation to

Ar. Rosheilla May Malit, her Research Methods for Architecture adviser, for

mentor her during the entire process of generating this study and imparting

her experience and knowledge in research.

The researcher is also grateful to Adamson University's Architecture

Department for giving direction and continual monitoring, as well as for

supplying vital information regarding this research and for assistance.

Finally, the learner extends his or her gratitude and appreciation to the

family, friends, colleagues and those who have freely assisted with their skills.

This research will never be completed without the assistance of the individuals

indicated above.
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ABSTRACT

Antipolo City is the largest population in CALABARZON, located in the

northern half of Rizal Province, 25 km away from Manila. It is known as the

"Pilgrimage Capital of the Philippines" because of its rich history, particularly

in terms of religious sites and artifacts.

According to PhilHealth, one out of every seven Filipino children, or

around 5.1 million, has a disability. Region IV-A (CALABARZON) has the biggest

number of PWD among the 17 regions, with 193 thousand. The research aims

to fill this information gaps by providing statistics that will aid in the creation

of suitable national programs and effective national programs and services for

children with learning disabilities in the Philippines. It would be a great chance

to create an eco-friendly and sustainable learning facility that ensures

accountability in learning of students with disabilities by their participation in

state and local assessment programs, to build a modern learning environment

with universal design spaces that support children's development, including

lecture spaces in classrooms, areas for indoor and outdoor activity with no

social barriers, providing equal footing for students with developmental

disabilities, and allowing testing of the student's capability rather than their

disability.

The concept of universal design is that a structure or area can be

developed and planned in such a way that it is accessible to a diverse group of

individuals to an educational facility that cater the prior needs and increase
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participation of students with disabilities in statewide testing and

accountability of progress of children with disabilities.

The project aims to strengthen the country's first smart, resilient, and

green city will benefit from addressing the gaps of children with

developmental disorder in learning environment facilities.

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TABLE OF CONTENTS

I
TITLE PAGE
II
APPROVAL SHEET
IV
ENGLISH EDITING CERTIFICATION

ACKNOWLEDGEMENT 1
ABSTRACT 2
TABLE OF CONTENTS 4
LIST OF TABLES ERROR! BOOKMARK NOT DEFINED.
LIST OF FIGURES ERROR! BOOKMARK NOT DEFINED.
LIST OF GRAPHS ERROR! BOOKMARK NOT DEFINED.
THE INTRODUCTION 5
1.1. BACKGROUND OF THE STUDY 5
1.2. STATEMENT OF THE PROBLEM 6
1.3. OBJECTIVES OF THE STUDY 7
1.4. SIGNIFICANCE OF THE STUDY 8
1.5. CONCEPTUAL FRAMEWORK 8
1.6. PROJECT SCOPE, LIMITATIONS & DELIMITATIONS 8
1.7. DEFINITION OF TERMS 9
THE LITERATURE REVIEW 11
2.1. REVIEW OF THE LITERATURE 11
2.2. CASE STUDIES 15
2.3. RESEARCH PARADIGM ERROR! BOOKMARK NOT DEFINED.
2.4. SYNTHESIS 17
THE RESEARCH METHOD 18
3.1. RESEARCH DESIGN 18
3.2. DATA GATHERING 18
3.3. DATA PROCESSING 18

REFERENCES 20
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CHAPTER 1

THE INTRODUCTION

Education, it is the foundation and the process of the students in

acquiring the body of knowledge and skills. A good education develops a

critical thinking of a student, it also encourages intellectual curiosity which will

lead to a long-term learning. Students may acquire knowledge and skill by

practicing, studying, training and being enthusiast in learning (Carl Rogers

1987). Students with special needs live in the same neighborhoods as everyone

else as they also need to develop behavior in a well learning environment. This

study attempts to create a welcome climate in educational settings with

teachers who are prepared with relevant and effective teaching techniques for

inclusive classrooms that include persons with developmental disabilities

(Chidindi J. 2012).

1.1. BACKGROUND OF THE STUDY

COVID-19 pandemic is one of the most devastating worldwide virus

outbreak in history that has profound consequences for health systems,

economies, and civilizations. It lessen the opportunities for children with

developmental disabilities to experience a well learning environment. It mainly

affects education as well as with health, social, and economic growth.

According to PhilHealth, Filipino children with developmental

disabilities statistical data is estimated around 5.1 million or one out of seven
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percent of the population of the Philippines have lack of assistance to establish

a learning environment for special children. As stated in the outcome of the

qualitative study of the Development Academy of the Philippines Center for

governance 26.56 percent of less fortunate Filipino children with

developmental disabilities aged 0-14 presented that there are still no inclusive

strong referral systems that integrates the various social services. The

Department of Social Welfare and Development stated that the poverty, a lack

of data, poor governance, and discriminatory attitudes toward disabled

children are still continue to experience. With that outcome statistics dictates

and showed how less fortunate children suffer and disregarded by the society.

1.2. STATEMENT OF THE PROBLEM

Major Problem

The lack of appropriate learning facility for children with

developmental disabilities that will provide their special education needs.

Sub-Problems

 How can the proposed learning environment help to improve the

current situation of the children with developmental disability?

 How can the proposed project provide learning environment to acquire

and practice the bridging social capital that bind persons who are

separated by a chasm, that traditionally separates society?

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 How can the proposed project be a learning environment with a

universal design for children with developmental disabilities for their

special needs and convenience with no exception?

1.3. OBJECTIVES OF THE STUDY

The main goal of this study is to provide a learning environment for

children with developmental disabilities and social bridging envisions a

learning environment where its students can securely move without feeling

bound, so they can focus on enjoying life and appreciating acquaintances

through zoning, the complex remains to be knitted together by roads that

provide equal access from its core. This permits targeted prevention and rapid

reaction without severing connection altogether., this, along with the familiar

setting it provides, produces a barrier free that makes it a comfortable

sanctuary for the children with developmental disabilities.

 To establish an inclusive and enthusiastic learning environment for

children with developmental disabilities.

 To create an eco-friendly and sustainable learning facility that ensures

accountability in learning of students with disabilities by their

participation in state and local assessment programs.

 To develop learning environment for a modern with universal design

spaces that support the development of the children including the

space for lecture which is the classrooms, areas for indoor and outdoor

activity with no social barrier.

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1.4. SIGNIFICANCE OF THE STUDY

The significance of this study is to create a suitable learning

environment for the children with special needs. This project will break the

gaps within the society and expand the learning settings to those less fortunate

children with special needs.

1.5. CONCEPTUAL FRAMEWORK

The illustration shows the organizational flow of how the study has

been conducted. Designing a learning environment for the children with

special needs will follow and consider the following phases and strategies in

order to attain the main goal of the study and to provide suitable solutions to

the problem.

1.6. PROJECT SCOPE, LIMITATIONS & DELIMITATIONS

The scope and the limitation of this proposed school for children with

attention-deficit / hyperactivity disorder (adhd) in antipolo city will only focus

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to a learning environment project which an educational facility that cater the

prior needs and increase participation of students with disabilities in statewide

testing and accountability of progress of children with disabilities as it also

helps psychologist, psychiatrist, or neurologist perform a training program and

practice for children with developmental disabilities to the health, physical,

and psychological state of target users.

1.7. DEFINITION OF TERMS

BALUMBON – It technically means anything paper rolled up but on the

other hand, this symbolizes children which represents learning, knowledge,

wisdom, life, and time.

ATTENTION-DEFICIT / HYPERACTIVITY DISORDER (ADHD) – It’s one of

the most commonly pediatric neurodevelopmental diseases. It is typically

diagnosed in childhood and might extend into maturity. Children with ADHD

may have difficulty paying attention, restraining impulsive actions (doing

without considering the outcome), or being extremely active.

BRIDGING SOCIAL CAPITAL – A sort of social capital known as bridging

social capital is one that allows people to connect with one another. explains

the ties that bind persons who are separated by a chasm. that traditionally

separates society (such as race, or class, (or faith). It is associations that serve

as a 'bridge' between people. Communities, organizations, or groups are all

examples of communities.
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LEARNING ENVVIRONMENT – According to (Higgins et al. 2005;

Woolner 2010), Only a few academic researchers focus on the relationship

between the architecture of the school and classrooms and the learning that

takes place within these schools and classrooms. The architecture and

education have uncovered various implications and potential influence to the

learning environment and it might have effect on the social condition of the

student specially for children with developmental disability. Moos (1979).

DEVELOPMENTAL DISABILITIES (DD) – Developmental disabilities are

illness of the growing neurological system that manifest as developmental

delays or functional limits in one or more domains, such as cognition, motor

skills, vision, hearing and speech, and behavior, throughout infancy or

childhood. As more people with intellectual/developmental impairments are

physically involved in community life, such as schools, neighborhoods, jobs,

recreation, and congregations, the problem of achieving real social inclusion

becomes more obvious.

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CHAPTER 2

THE LITERATURE REVIEW

2.1. REVIEW OF THE LITERATURE

2.1.1 HISTORY OF SPECIAL EDUCATIONAL NEEDS

Special education is a relatively new topic of study in the fields of

education and psychology. The scientific study of this component of education

may be dated back to the last century. While special needs children have

always existed, special education programs are a relatively new development.

There is much debate concerning the history of this discipline, as well as its

legal and moral implications (Armstrong, 2003). Historically, the services

provided to these children tended to focus on providing protection, shielding

them from the outside community's "institutionalization" due to the

difficulties they faced in adjusting to daily life. The democratic ideals advocated

by the French and American revolutions prompted a call for these exceptional

children to be educated in special schools or institutions of their own (Weijers,

2000).

The modern idea of special education emerged in the 1890s with the

formation of associations specializing in special education legislation and the

development of programs for each category of special education. Many

nations have now enacted specific regulations to guarantee that children

obtain a minimum level of acceptable education (Fred, 1986).

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2.1.2 CONFINEMENT OF DISABLED CHILDREN

According to PhilHealth, one out of every seven Filipino children, or

around 5.1 million, has a disability. Nonetheless, there is limited data on the

frequency of disabilities among Filipino children. Disabled children are less

likely to attend school, receive medical care, or have their voices heard in

society. Their disabilities also put them at a higher risk of physical abuse and

discrimination, and they are frequently denied proper nutrition or

humanitarian assistance in times of crisis. The Development Academy of the

Philippines suggests establishing a comprehensive service framework for

children with disabilities, as well as a robust referral system that incorporates

various social services. Addressing financial obstacles to social services is also

vital, as is improving the accessibility of health, education, social welfare, and

transportation services for people with disabilities (Unicef, 2018).

2.1.3 INCLUSIVE EDUCATION

Schools are so focused on their 'regular' students that the needs of

Persons with Disabilities appear invisible to them. They’ve always had trouble

reaching out to teachers, but it's even more difficult now because children

can't physically see them. The most significant shift in educators'

understanding of inclusive education is that they recognize it as a right, but

they have yet to assume responsibility for providing it. They are only more

charitable to people with disabilities. Teachers will always believe that

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education of people with disabilities is not their responsibility, but that of SpEd

as long as our department of education adheres to their SpEd concept.

We also have allies in organizations such as the Institute for Inclusive

Educations and others. Schools in our country must ensure that students with

disabilities are not considered a burden. Person with disability (PWD) provide

an insight and perspective on life that many others do not. When school

administrators and teachers allow them to flourish, thrive, and reach their full

potential, they add so much value to the classroom and society (Ambiong,

2020).

2.1.4 INSTITUTION

Institutionalization of disabled children can amount to deprivation of

liberty. Many institutions routinely lock rooms and buildings where children

live, children are not allowed to move freely without permission, and

caregivers have complete and effective control over a child's care and

movements, sometimes even denying family members permission to visit.

There are often no periodic reviews of a child's placement in an institution. No

child should be institutionalized because of his or her disability. Instead, the

government should provide the required and sufficient community support

and resources so that all children can live with their families or in alternative

family care, such as foster care and adoption (Human Rights Watch 2017).
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2.1.5 LEARNING ENVIRONMENT

Providing an inclusive and high-quality education for all contributes to

the United Nations' Sustainable Development Goals. High-quality learning

environments that are based on what works in education benefit all students,

but they are especially beneficial for children with disabilities. This article

contributes to the advancement of knowledge in order to improve the quality

of education for students with disabilities who attend special schools. This

study investigates how, if at all, interactive learning environments can be

developed in special schools to improve learning opportunities for children

with disabilities. We contend that rethinking the learning context through the

introduction of interaction-based instruction models benefits children with

disabilities by providing high-quality learning as well as safe and supportive

relationships for these students, thereby promoting their educational and

social inclusion (Carrion, Roldan, & Campos, 2018) . Openness is a key to help

children overcome their learning disability. She said the condition should be

discussed with the children based on their ability to understand. For example,

Reach discusses with them there is a problem with the way they process

information. The school should find ways for them to work around it (Reyes,

2017).
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2.2. CASE STUDIES

2.2.1 MARY IMMACULATE PARISH SPECIAL SCHOOL

The Mary Immaculate Parish Special School is one of the Disability

Inclusive Schools which is located in Las Piñas City with a lot size around

12,335.87 m². The school caters to both the regular and children with special

needs such as Mentally Challenged, Slow Learner, Hearing Impaired, Autism,

Visually Impaired, in the Parish and in the neighboring communities who

desire for holistic Christian education.

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2.2.2 INTEGRATED MOVEMENT ACADEMY, INC.

Integrated Movement Academy, Inc. (IMAI), located at Pamplona, Las

Piñas City with a lot size around 529.55 m². The school caters Learning

disability, and other related disorders. It views education as developmental

stages that the child should achieve and master in a stress-free and effective

manner. The commitment of the academy is to provide a high standard of

education for both regular and special students in a stress-free learning

environment, as well as the highest quality therapy services for special

children.
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2.3. SYNTHESIS

Schools are composed of various integrated design strategies needed

to function properly also for the children who needs a safe learning

environment to practice and train their mental, physical, and emotional being

from the programs integrated in a system. In order to propose innovative

approaches to the community's existing challenges, it is necessary to

understand the past and future developments of schools. The connected case

studies have highlighted the effectiveness of integration and innovation since

the stage it is in is rapidly changing. The sudden shift in trends and concepts

provides an opportunity to provide various design solutions for the

advancement and improvement of the site to maintain good urban

development in the Philippines.

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CHAPTER 3

THE RESEARCH METHOD

3.1. RESEARCH DESIGN

The study utilized both qualitative and quantitative research methods

that are necessary in fufilling its objective. The research design is determined

through the collection of data such as survey questionnares, personal

interviews and keen observation that will able to design an efficient and well-

circulated type of Structure it needed.

3.2. DATA GATHERING

3.2.1 SURVEY

The researcher will conduct a survey in which participants would

provide information for the study in order to get a broad and wider

understanding on the specific matter and know the various perspectives

people have regarding the proposed project.

3.2.2 INTERVIEW

The depth interviews were conducted with a range of experts who have

a deeper understanding of this field, such as medical doctors, psychologists,

person with disabilities/parents/guardian of children with disabilities and

individuals who could provide necessary information for the study's

development. These experts and individuals will provide insight into the

researcher's target users' existing problems and needs.

3.3 DATA PROCESSING

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After gathering the data needed for the study, the researcher will

tabulate it and assesses the research problem that have been demonstrated.

Through evaluation, the researcher evaluates the collected data; additionally,

this provides a broader perspective on the study to consider what is suffering

from a lack within the proposed project.

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