CHAPTER 05

DESIGN PROPOSAL
5.1 Conceptual Design
A. Design Concept

“DUNONG: Open Gates of Wisdom”

This proposed Inclusive Learning and Resource Center in Quezon City draws inspiration
from the concept of "Open Gates of Wisdom," harmoniously integrating the biblical essence
of Matthew 19:13-14 into its architectural design. Heavily inspired by the design philosophy
of the proposal. The verse shows how inclusive the Kingdom of Heaven is, so the
designer/researcher delves into the concept of openness and inclusivity.

Inclusive Education encompasses more than cultural value since there should be no
hindrances to the right to learning. This thought is integrated not only in the physical design
of the proposed center but also in the foundation of the center’s values: Inclusivity, Openness,
Compassion, Individualized Learning, Family Engagement, Love, and Respect.

As for the physical structure of the proposed center, the designer/researcher integrates and
considers the following:

1. Contemporary Vernacular Architecture Style

This style incorporates elements that respond to the tropical climate of Quezon City,
providing natural ventilation and utilizing local materials. Open and flexible spaces
can be designed to allow for easy movement of children with special needs and
accommodate various learning activities. Of course, even if inclusivity encompasses
more and beyond culture and tradition, the designer/researcher keeps in mind to
exemplify local/national culture using traditional materials, colors, and design motifs
can help the center feel connected to the local culture and to instill even a small sense
of patriotism in the children.

2. Biophilic Design
Integrating nature into the design can have positive effects on well-being. Use of
natural light, greenery, and open spaces can create a calming and stimulating
environment. This design approach aligns with the idea of inclusivity by considering
the well-being of all individuals within the space.
 3. Interactive and Sensory Design
Design spaces that engage the senses to support the diverse needs of children with
special needs. Consider interactive installations, textured surfaces, and color-coded
wayfinding. Thoughtful use of lighting and acoustics can create a sensory-friendly
environment.

4. Sustainable Architecture
Given the global emphasis on sustainability, incorporating eco-friendly design
principles can be beneficial. This includes energy-efficient systems, rainwater
harvesting, and green building materials. Demonstrating a commitment to
sustainability can also serve as an educational opportunity for the children.

B. Design Philosophy

Matthew 19:13-14 (ESV)

“13Then children were brought to him that he might lay his hands on them and pray. The
14
disciples rebuked the people, but Jesus said, “Let the little children come to me and do not
hinder them, for to such belongs the kingdom of heaven.”

Within the cultural milieu of Christ's era, children occupied a subordinate social standing in
Jewish society, ascribed with a role primarily centered on passive roles of listening, learning,
and serving. Despite their seemingly marginal status, an incident recounted in the biblical
narrative employs children as exemplars of purity and humility—qualities that grant access to
the Kingdom of Heaven. Jesus underscored the virtues of humility and purity embodied by
children as virtues for emulation, suggesting a broader significance in cherishing and
nurturing successive generations, irrespective of their circumstances, extending beyond mere
philanthropic motivations.
C. Design Goals and Objectives

The goal for the proposed ILRC should align with the goal of creating a supportive and
accessible environment for its target-users, their families, and eventually impact society with
the integration of children and young people as fully functional and capable members of
society, contributing to the locality’s growth—economically, socially, and sustainably. The
specific objectives are the following:

1. To design an inclusive and conducive learning environment that caters to educational,

emotional (supportive to caregivers), and psychological needs of children with LDs
and IDs;
2. To design a facility that also caters to the educational needs of caregivers with
regards to the care of their child, providing supportive care accordingly;
3. To design a center that incorporates energy-saving processes and is eco-friendly in
terms of energy and resources consumption;
4. To create an aesthetically pleasing and welcoming environment that contributes to a
positive and supportive atmosphere; and
5. To design a facility that meets the standards and mandate of the Quezon City
Ordinance No. SP-2617, S-2017, as amended by City Ordinance No. SP-2718, S-
2018 – An Ordinance Institutionalizing A Comprehensive Program for Children with
Disabilities (CWDs), Thereby Establishing A Center and Providing Funds Thereof
and for Other Purposes and Batasang Pambansa 344 pr the Accessibility Law.

D. Design Procedures and Approach

i. DESIGN CRITERIA

a) STANDARD REQUIREMENTS AS PER BATASANG PAMBANSA BLG. 344

The Philippines does not have a published design standard specifically for ILRCs.
However, Republic Act 11650 Section 24 indicates the responsibilities of agencies
responsible for to establishment of such centers in the Philippines. According to Section
24 (d) DPWH is responsible for the physical structure and surrounding environment of
the center in accordance with BP 344, otherwise known as the “Accessibility Law”, and
other universal design concepts to ensure accessibility and mobility or learners with
disabilities.
BP 344 establishes guidelines for ensuring accessibility for persons with disabilities in
buildings and facilities. These standards include specifications for the following:

A. DESIGN CRITERIA
CATEGORIES OF DISABLED PERSONS. The categories of disability dictate the
varied measures to be adopted to create an accessible environment for the
handicapped. Disabled persons under these Rules may be classified into those who
have:
i. Impairments requiring confinement to wheelchairs; or
ii. Impairments causing difficulty or insecurity in walking or climbing stairs or
requiring the use of braces, crutches or other artificial supports; or
impairments caused by amputation, arthritis, spastic conditions or
pulmonary, cardiac or other ills rendering individuals semi-ambulatory; or
iii. Total or partial impairments of hearing or sight causing insecurity or
likelihood of exposure to danger in public places; or
iv. Impairments due to conditions of aging and incoordination;
v. Mental impairments whether acquired or congenital in nature.

The nature of the proposal suggests the focus on children with learning disabilities
with mainly cognitive dysfunction/difficulties. However, the researcher also
recognizes the concept of the severity of the types of IDs and LDs and have taken
that into account, thus considering all of the abovementioned categories.

B. ANTHROPOMETRICS AND DIMENSIONAL DATA AS GUIDES FOR DESIGN.

The minimum and maximum dimensions for spaces in the built environment should
consider the following criteria:
i. The varying sizes and structures of persons of both sexes, their reaches and
their lines of sight at both the standing and sitting positions.
ii. The dimensional data of the technical aids of disabled persons. Included in
the second consideration are the dimensions of wheelchairs; the minimum
space needed for locking and unlocking leg braces plus the range of distance
of crutches and other walking aids from persons using such devices. By
applying at this very early-stage dimensional criteria which take into account
 wheelchair usage, the physical environment will ultimately encourage and
enable wheelchair users to make full use of their physical surroundings.
iii. The provision of adequate space for wheelchair maneuvering generally
ensures adequate space for disabled persons equipped with other technical
aids or accompanied by assistants.
In determining the minimum dimensions for furniture and fixtures accessible
to disabled persons, the following anthropometric data shall serve as guides
for design:
 The length of wheelchairs varies from 1.10 m to 1.30 m.
 The width of wheelchairs is from 0.60 m to 0.75 m.
 A circle of 1.50 m in diameter is a suitable guide in the planning of
wheelchair turning spaces.
 The comfortable reach of persons confined to wheelchairs is from 0.70
m to 1.20 m above the floor and not less than 0.40 m from room corners.
The comfortable clearance for knee and leg space under tables for
wheelchair users is 0.70 m.
 Counter height shall be placed at a level comfortable to disabled persons'
reach.

C. BASIC PHYSICAL PLANNING REQUIREMENTS

No group of people shall be deprived of full participation and Page 6 of 22
enjoyment of the environment or be made unequal with the rest due to any disability.
In order to achieve this goal adopted by the United Nations, certain basic principles
shall be applied:
i. ACCESSIBILITY. The built environment shall be designed so that it shall
be accessible to all people. This means that no criteria shall impede the use
of facilities by either the handicapped or non-disabled citizens.
ii. REACHABILITY. Provisions shall be adapted and introduced to the
physical environment so that as many places or buildings as possible can be
reached by all.
iii. USABILITY. The built environment shall be designed so that all persons,
whether they be disabled or not, may use and enjoy it.
 iv. ORIENTATION. Finding a person's way inside and outside of a building or
open space shall be made easy for everyone.
v. SAFETY. Designing for safety insures that people shall be able to move
about with less hazards to life and health.
vi. WORKABILITY AND EFFICIENCY. The built environment shall be
designed to allow the disabled citizens to participate and contribute to
developmental goals.
Since the Philippines’ does not have an established and explicit standard for such an
center (RA 11650 only recently signed by President Rodrigo Roa Duterte), the researcher
rakes into account the projected functions of an ILRC as per Section 7 and the
multidisciplinary team as per Section 8 when designing the physical structure.

Other universal design concepts include those as defined in the "United Nations
Convention on the Rights of Persons with Disabilities", refers to the design of product,
environments, programs, and services to be usable by all people, to the greatest extent
possible, without the need for adaptation or specialized design.
ii. DESIGN CONSIDERATIONS

Designing ILRC for children with intellectual and learning disabilities in Quezon City requires
careful consideration of various factors to create an environment that promotes accessibility,
comfort, and effective learning. Here are some key design considerations:

a. HUMAN FACTOR. This consideration ensures that the center is designed to be inclusive and
accessible to a diverse range of individuals, addressing the unique cognitive and physical needs
of children with special needs. The incorporation of sensitivity reflects a commitment to
recognizing and respecting the diverse backgrounds and circumstances of the center's users (to
include the type and severity of the children’s disability/disabilities). Additionally, designing
with empathy fosters social inclusion by creating spaces that promote interaction and
collaboration among the children, contributing to a supportive and enriching learning
environment. Moreover, prioritizing the human/diversity factor aligns the design with legal and
ethical standards, ensuring compliance with accessibility requirements and adherence to
inclusive guidelines for educational facilities.

b. CIRCULATION. Thoughtful circulation planning is crucial to facilitate the seamless

movement of individuals within the facility, particularly catering to diverse mobility
requirements. Adequate and accessible pathways, including ramps and elevators, ensure that
the center is navigable for individuals with different physical abilities. Furthermore, well-
designed circulation contributes to the creation of an inclusive environment, promoting
independence and fostering a sense of autonomy among the children. Properly planned
circulation pathways also play a pivotal role in emergency egress, enhancing safety protocols
within the center. In considering circulation, the design addresses both the functional and
inclusive aspects necessary for the optimal functioning of the learning environment.

c. SECURITY AND SAFETY. Given the diverse needs and potential vulnerabilities of the
center's users, a comprehensive security and safety framework is imperative. Incorporating
measures such as handrails, non-slip flooring, and padded surfaces ensures a physically secure
environment, addressing the unique challenges individuals with special needs may face.
Additionally, the design should consider emergency protocols and egress routes to guarantee
swift and safe evacuations. By prioritizing security and safety in the architectural planning, the
center not only meets regulatory standards but also establishes a protective and supportive
setting, fostering a conducive learning atmosphere for all children.
d. ACCESSIBILITY AND CENTRALIZATION. Accessibility ensures that the facility is
designed to accommodate diverse mobility requirements, incorporating features such as ramps,
elevators, and tactile pathways to facilitate ease of movement for individuals with varying
physical abilities. Centralization, on the other hand, streamlines the organization of spaces to
optimize functionality and enhance operational efficiency. By strategically centralizing key
facilities and resources, the center promotes a cohesive and easily navigable environment,
facilitating effective communication and coordination among staff and students. The synthesis
of accessibility and centralization not only addresses the unique needs of the center's users but
also contributes to the creation of an inclusive and well-organized educational setting in
Quezon City.

e. SUSTAINABILITY. A sustainable design approach not only aligns with global environmental
imperatives but also promotes the long-term viability of the facility. Sustainable practices, such
as energy-efficient systems and materials with low environmental impact, contribute to reduced
operational costs and ecological footprints. Moreover, a well-designed sustainable environment
enhances the well-being of the center's users, fostering a connection to nature and promoting a
healthy indoor environment. By incorporating sustainable principles, the center not only
minimizes its environmental impact but also sets a precedent for responsible and forward-
thinking architectural practices within the realm of inclusive education in Quezon City.

f. DESIGN CODES AND STANDARDS. Adhering to established design codes ensures legal and
regulatory compliance, assuring the safety, accessibility, and overall welfare of the facility's
occupants. National standards serve as a blueprint for constructing an environment that is all-
encompassing, impartial, and conducive to effective learning. By integrating these codes, the
design not only aligns with governmental directives but also underscores a dedication to the
utmost benchmarks of quality and inclusivity in educational spaces tailored for children with
special needs in Quezon City.

g. UNIVERSAL DESIGN PRINCIPLES. Universal Design Principles promote the creation of

environments that are accessible, usable, and beneficial to individuals of diverse abilities. By
integrating these principles, the center ensures that its physical spaces and features are
inherently inclusive, accommodating a wide range of needs without the need for separate or
specialized designs. This approach fosters an environment that maximizes independence,
 promotes equity, and encourages a sense of belonging for all students, aligning with the core
principles of inclusivity in educational spaces for children with special needs in Quezon City.
h. POST-COVID 19 SITUATION. The pandemic has fundamentally altered societal norms,
emphasizing the necessity for resilient and adaptable design. In response to evolving health
protocols, the center's design should incorporate measures for social distancing, enhanced
sanitation, and flexible spatial configurations. Moreover, the consideration of digital
infrastructure for remote learning and communication becomes pivotal in light of the lessons
learned during the pandemic. By addressing the dynamic post-COVID-19 landscape, the
architectural design can contribute to the center's ability to navigate unforeseen challenges,
ensuring the safety, continuity, and effectiveness of educational services for children with
special needs in Quezon City.

i. SPATIAL PLANNING. The layout should accommodate open and flexible spaces conducive to
various learning activities, while also allowing for easy movement of children with special
needs. By strategically organizing and configuring spaces, spatial planning fosters an inclusive
environment that promotes accessibility, minimizes barriers, and enhances the overall
functionality of the center. It plays a pivotal role in creating an atmosphere that is both
supportive and conducive to the diverse educational requirements of children with special
needs in Quezon City.

j. HOLISTIC DEVELOPMENT APPROACH. The researcher considers this philosophical

approach into architectural application, taking into account the overall impact that the
ambience of the structure will have on the development and wellbeing of its target users—the
children, the staff, and the caregivers.
iii. DESIGN PARAMETERS
a) LAWS
 Presidential Decree 1096 – National Building Code of the Philippines
 Presidential Decree 1185 – The Fire Code of the Philippines
 Presidential Decree 1152 – Philippine Environment Code
 Presidential Decree 856 – The National Sanitary Code of the Philippines
 Batasang Pambansa 344 – The Accessibility Law
 Republic Act 1378 – National Plumbing Code
 Republic Act 7920 – Philippines Electrical Code
 Republic Act 11650 - An Act Instituting A Policy Of Inclusion And Services For
Learners With Disabilities In Support Of Inclusive Education, Establishing Inclusive
Learning Resource Centers Of Learners With Disabilities In All Schools Districts,
Municipalities And Cities, Providing For Standards, Appropriating Funds Therefor,
And For Other Purposes

b) ACCESSIBILITY
Ensure wheelchair accessibility with ramps, elevators, and barrier-free pathways.
Implement tactile indicators and signage for individuals with visual impairments.
Provide accessible parking spaces close to the entrance.

c) SETBACK
The setback and buffer zone will be based on the City Zoning Ordinance of Quezon City.

d) LANDSCAPE AND BUFFER ZONE

The design will make use of existing and surrounding vegetation of the site as buffers to
prevent unwanted factors from entering the premises of the site (e.g. noise, unwanted
views, etc.)

e) NATURAL LIGHTING AND VENTILATION

The lighting and ventilation of the structure will be based on Chapter VIII – Light and
Ventilation of the National Building Code of the Philippines (PD 1096).
f) SENSORY DESIGN CONSIDERATIONS
Incorporate elements that address sensory needs, such as calming colors and textures.
Designate sensory rooms or areas where individuals can regulate sensory input.

g) DISABILITY CHARACTERISTICS
The researcher considers the characteristics of the disabilities that the center ought to
specialize in in order to determine what design elements must be integrated into the
physical structure.

h) GARBAGE DISPOSAL SYSTEM

Garbage disposal will be based on Chapter IX – Sanitation of the National Building
Code of the Philippines (PD 1096) and the National Sanitary Code of the Philippines
(PD 856).

i) DRAINAGE SYSTEM
Stepped drains for stable sloping will be installed and overall planning will be based on
the National Plumbing Code (RA 1378).

j) SECURITY
Selecting a strategic area will ensure the safety of the community within the center.
Strong surveillance and security posts will be taken advantage of in consideration of
strengthening the security and safety of the target-users.

k) TRANSPORTATION
The researcher acknowledges that the accessibility of the center is of paramount
importance given that some caregiver respondents provided opinions and observations on
the accessibility of the existing ILRCs within QC.

l) SPATIAL REQUIREMENTS
Spatial Requirements will be based mainly on the Accessibility Law, and for other
spaces for multidisciplinary practices and educational spaces, DepED Order No. 64
s2017 and the DOH Planning and Design Guidelines for Primary Care Facilities.
 m) ADAPTABLE (CHILD-FRIENDLY) FURNITURES AND FIXTURES

Use adjustable and adaptable furniture to accommodate various needs. Ensure that
furniture is arranged to allow easy movement for individuals with mobility aids. Such
standards will be based on BP 344 and other models used in private institutions and
foreign models.

n) BUILDING STRUCTURE
The standards for the building structure itself will be based on Chapter XII – General
Design and Construction Requirements of the National Building Code of the Phiippines
(PD 1096)

o) HAZARDS AND UTILITIES

These will be identified with the use of the local government’s copies of Quezon City’s
Land Use Maps, Hazard Maps, Utility Maps, etc.

5.2 Site Analysis

A. Macro Site Analysis

This comprehensive assessment delves into key factors, including accessibility, surrounding
infrastructure, and the educational milieu, to ascertain an optimal location aligned with the
center's commitment to inclusivity. By critically examining the district's spatial and
contextual features, the macro site analysis lays the groundwork for informed decision-
making in the establishment of an inclusive learning center for children with special needs.

i. Historical Background

Quezon City, located in Metro Manila, Philippines, was established as the country's capital in
1948, succeeding Manila. It was named after Manuel L. Quezon, the second President of the
Philippines. Over the years, the city has evolved into a highly urbanized and populous area,
divided into several districts for administrative purposes. 1

Quezon City was initially divided into four districts, each with its own set of barangays
(neighborhoods). The districts were created to streamline administration and provide efficient
public services to the growing population.

1
Quezon City. Retrieved from quezoncity.gov.ph
 Over the decades, Quezon City has experienced rapid urbanization, transforming from a
collection of suburban areas into a bustling metropolis. As the city grew, additional districts
were established to accommodate the expanding population and developments. District IV is
situated within the triangle park of QC, a place known for the accumulation of medical, civic
services, parks and open spaces, as well as its commercial areas.
The site does not have official historic documents. However, CPDD states that the area has
been inhabited by informal settlers for over a decade.

ii. Land Use and Zoning

The site falls within the zoning category of Special Urban Development Zone (SUDZ),
according to Quezon City’s Zoning Ordinance of 2016.

SECTION 26. Use Regulations

in Special Urban Development
Zones

(4) CBD Special Urban Development Zone.

As per Ordinance No. SP-2117, S-2011 the
QC-CBD shall be devoted solely and
particularly to uses/purposes mentioned in the
said ordinance.

The site is located within the East

Triangle, specifically in the Downtown
Hub, which entails that it is included in
the CBD Special Urban Development
Zone as per QC Ordinance No. No.
SP-2117, S-2011.
 According to the said ordinance, the following uses related to the proposal are permitted:

SECTION 3. Organization of Land Uses

3.2. Allowable Uses in Mixed Use Institutional Zones (Downtown Hub/Districts).
3.2.1.2. Colleges, universities, senior high schools, vocational schools, technical
schools and other learning centers/institutions of higher learning.
3.2.1.3. General Hospitals, medical centers, multipurpose clinics,
convalescing/rehabilitation homes, and other health and wellbeing
centers.

The proposal is therefore feasible in terms of the zoning of the site, all according to Quezon
City’s local government’s ordinances.

iii. Demographic Profile

According to the disaggregated data provided by the Philippine Statistics Authority (PSA) in
2015, the demographic cohort comprising children and youth, aged 0 to 30 years, accounted for
over half of the overall population, specifically 58.78%, equivalent to 1,725,832 individuals.
Among this age group, 1.75% or 51,480 individuals were classified as infants (0-11 months),
while 7.11%, totaling 208,844 individuals, fell within the 1-4 years age range, signifying the
child population. The significance of a youthful demographic is twofold, representing both an
asset due to the potential increase in human resources and a liability necessitating a heightened
demand for services to cater to the needs of this demographic segment. 2

2
Quezon City. 2018 Ecological Profile. 26
 Chart 5._. Age and Sex Composition of Quezon City (Source: CPDD)

There are no current updated population profiles specific to District IV, where the site resides.
However, according to the data acquired from the interview with the OIC of QC Kabahagi Center
in Batasan, District II is the most populated district in the city, followed by District VI, V, and V
with reference to the child intake trend of said center.

Chart 5._. Child Intake Trend of QC Kabahagi Center as of 2021-2023

(Source: QC Kabahagi Center for Children with Disabilities)

B. Micro Site Analysis

i. Site Location and Description

Location: The designated location possesses an official address denoted as Lot 3-B-3-A-1-B-
3-B-2 Block BSD-22015, identified by Pin No. 16-021-012-007, situated along Quezon
Avenue and Sen. Miriam Defensor-Santiago Avenue in the Downtown Hub of Diliman,
Quezon City, specifically in the East Triangle of District IV. The geographic coordinates
pinpoint its precise location at approximately 14.645619 and 121.042341. The site is found
within Barangay Pinyahan of District IV.

Description: The property owned by the National Housing Authority stands in its current
state adorned with the shanties of informal settlers who have been inhabiting the place for
over 10 years. A comprehensive assessment indicates that the site is positioned at an elevation
of approximately 45 meters above sea level. Noteworthy features include a low to moderate
 susceptibility to flooding, minimal threats of soil erosion, and landslide incidents, while the
soil composition is identified as Novaliches Clay.

The locale surrounding NHA’s property is characterized by a main road, almost always busy
traffic, and several establishments presenting a bustling urban setting. Directly opposite the
lot, the Philippine Children’s Medical Center and the Lung Center of the Philippines in the
northeaster of the site contribute to the area's prominence. In the northern proximity of the
site, the Ninoy Aquino Parks and Wildlife Center further enrich the surrounding landscape.
Moreover, the site enjoys convenient access to essential amenities, including a nearby
supermarkets and shopping malls, lodging facilities, and a couple of banking institutions,
rendering it strategically positioned within a comprehensive urban context.

ii. Hazard Analysis

Based on the maps that the City Planning and Development Office has provided, the researcher
divides this portion into two analyses: Natural Hazard and Manmade Hazard.

Natural Hazard Analysis

a. FLOOD SUSCEPTIBILITY

Figure 5.1. Flood Susceptibility Map, Site-Focus

The site exhibits a susceptibility ranging from low to predominantly moderate in relation to
flooding. There is also a part of the lot where rainwater deposits during storms/low pressure area
incidences. In line with this, the researcher remains committed to implementing design measures
aimed at mitigating the potential risks associated with flooding incidents which may be the cause
of damage to the proposal and affect the target-users negatively.
b. LANDSLIDE SUSCEPTIBILITY

Figure 5.2. Landslide susceptibility map,

site focus.
The proposed location displays little to
no landslide susceptibility. This makes
the property suitable for building the
structure.

c. GROUNDSHAKING/EARTHQUAKE SUSCEPTIBILITY

Figure 5.3.
Earthquake/Ground shaking
map, site focus.
 The site is not located anywhere near a fault line. Just like the rest of the
city, the site will most likely experience a 7.5-8 magnitude earthquake at
most.
d. LIQUEFACTION

Figure 5. 4. Liquefaction Map Site-Focus.

The site poses little to no threat of liquefaction of land because of groundshaking or

earthquakes.

e. RIVER BASIN
 Figure 5.5. River Basin Map, site focus.
The site is included in the San Juan Basin since the said river cuts through the lot itself.
The researcher will take this into account especially in the design process.
 f. SEVERE WIND HAZARD

Figure 5.6. Severe Wind Hazard Map, Site Focus

The location of the site is situated in

the Central Business District of
Quezon City. Meaning that there are
less vegetation and more mid to high
rise buildings in the area that can
block our strong winds.

Manmade Hazard Analysis

a. MAJOR INFRASTRUCTURES

Figure 5. 7. Map of the Site and its surrounding establishments.

The site is enveloped by mainly the transportation infrastructures Mega Manila Subway, BRT
Line 3, BRT Line 7.
iii. Topography

Figure 5. 8. Elevation Map of the Site

As mentioned in the earlier parts of the study, the mean elevation from sea level of the site is
approximately 45 meters. According to the Elevation Map as provided by the CPDD, the site is
situated in an area where the elevation is estimated around 16 meters to 50 meters above mean
sea level.
 Figure 5. 9. Slope Map of the Site
The slope gradient of the property is mostly 0.3%. This indicates that the terrain of the site is
relatively flat and requires less alteration in the physical properties of the area.

iv. Physical Features and Vegetation

Figure 5.10. Satellite View of the Site for Vegetation

The site is surrounded in its northeastern and southeastern quadrants by vegetation and trees.
Although, inside the lot itself, there are only a few trees that have grown for at least 10 years. The
remaining spaces around the site is enveloped by establishments of different uses. There are no
available information on the specific trees and vegetation that is in the site.
 v. Climate Analysis

While there are no available climate data or analyses specific to the site or District IV, the data
provided by the local government will be utilized. In Quezon City, the climate is characterized by
brief, intense summers with high temperatures and overcast conditions, and short, warm, and wet
winters with partial cloud cover. The climate is consistently oppressive throughout the year.
Throughout the annual cycle, temperatures typically range from 22°C to 34°C, seldom falling
below 20°C or exceeding 36°C.3

Rainfall and Thunderstorm Incidences

With the help of the Disaster Risk Reduction and Management Office Emergency Operations
Center (DRRMO-EOC), the local government of Quezon City monitors its rainfall incidence
every amendment of the Ecological Profile. As of 2018, it has been observed that rainfall was
most frequent during the wet season during June to September. As shown in the table figure
below.
Graph 5.1. Rainfall Trend
in Quezon City as of 2018
(Source: QC-DRRMO
Accomplishment Report)4

Similarly, the
Emergency Operations
Center (EOC) of the
Disaster Risk
Reduction and
Management Office
(DRRMO) tracks the occurrences of thunderstorm incidents within the city.
Instances of thunderstorms exhibited an increasing trend starting in April, reaching their zenith in
June, and persisting until October of the preceding year.

3
Quezon City Climate and Average Weather Year Round in Quezon City. PAG-ASA. Retrieved from
https://www.pagasa.dost.gov.ph/climate/climatological-normals
4
Quezon City Ecological Profile 2018. 199
 Graph 5.2. Monitored Thunderstorm Events in Quezon City as of 2018
(Source: QC-DRRMO Accomplishment Report)5

The same observations can be applied with the data shown above. Thunderstorms and severe
rainfall incidences frequent mostly during the wet season between June to September.

The following parts of the analyses will not focus on the site or District IV but on the entirety of
Luzon since that is the available information taken from PAG-ASA through the Ecological
Profile.

Extreme Rainfall Events

In the southwest monsoon season (June to August), a notable augmentation in precipitation is

anticipated in Luzon provinces, encompassing Quezon City, the focal point of the current
analysis, with expected increments ranging from 0.9% to 63%.

Extreme Temperature Events

Predictions for extreme events in 2020 and 2050 indicate a sustained rise in the frequency of
elevated temperatures, denoted by the occurrence of days with maximum temperatures surpassing
35 ºC. Additionally, an escalation in the count of dry days (defined as days with precipitation less
than 2.5mm) is anticipated across all regions of the country. Moreover, instances of heavy daily
rainfall events (exceeding 300mm) are projected to persistently increase in Luzon.

5
Quezon City Ecological Profile 2018. 200
 Seasonal Temperature Change

An overall increase in temperature is anticipated for all regions in the Philippines, particularly
during the relatively warmer summer months. Projections suggest that the annual mean
temperature, calculated as the average of maximum and minimum temperatures, will ascend by
0.9 ºC to 1.1 ºC in 2020 and further rise to 1.8 ºC to 2.2 ºC by 2050.

Extreme Temperature Events

Forecasts for extreme occurrences in 2020 and 2050 indicate a sustained escalation in the
prevalence of high temperatures, as evidenced by the increased frequency of days with maximum
temperatures surpassing 35 ºC. Additionally, there is an anticipated rise in the occurrence of dry
days (defined as those with less than 2.5mm of rainfall) across all regions of the country.

Moreover, instances of heavy daily rainfall events (exceeding 300mm) are projected to
persistently increase specifically in Luzon.

vi. Utilities Analysis

WATER SUPPLY

Figure 5.11. Water Supply and Sewerage of

the site.
(Source: CPDD)

According to the Comprehensive Land

Use Plan 2011-2025 of Quezon City, the
site’s water provider is Manila Water, a
trusted/reliable water provider sourcing
to multiple parts of southern Quezon
City.
 ELECTRICITY PROVIDER
The CLUP of the city does not have a recent updated map of its electricity and power suppliers.
However, the Department of Energy’s Distribution Development Plan 2019-2028, Quezon City’s
sole electricity provider is MERALCO (Manila Electric Railroad and Light Company) 6, as it is
for the entirety of the National Capital Region.

vii. Transportation, Traffic, and Vehicular Analysis

Figure 5.9. Transportation Infrastructure Map of the Site

The site is enveloped by mainly the transportation infrastructures Mega Manila Subway, BRT
Line 3, BRT Line 7.

viii. SWOT Analysis

STRENGTHS

6
Department of Energy. Distribution Development Plan 2019-2028. 11.
  LGU Representatives and QC Kabahagi Center for Children with Disabilities in Batasan
recommends District IV as the ideal place for the proposal, strengthening empirical
studies and the primary data gathered and analyzed.
 The site is situated in an urban area in the Central Business District where it will be most
accessible to the constituents of District IV. Aside from this, the site is enveloped by
establishments which the target-users can also benefit from.
 The site holds little to no risk of exposure to natural or manmade hazards.
 The site is accessible to and from modes of transportation, making commuting and
travelling easier.
 It will be one of the few public centers for CSNs whose services will be both holistic and
attainable by people who cannot afford private services.
WEAKNESSES

 Noise from the open or busy road may affect the overall tranquility in the ambiance of the
project, which is imperative given the nature of the proposal.
 The site is inhabited by informal settlers. Establishing a center in the site may entail a
compromise of civil rights.
 The site has been almost entirely cleared of vegetation, so heat and ventilation is of
significant consideration.

OPPORTUNITIES

 The lot area of the site is approximately 9.6 hectares. Further expansion and improvement
of the center is feasible.
 Since the QC Kabahagi Center’s administration states that they are in partnership with
PCMC with its health initiatives, the site is ideal for the center to refer its clients to
PCMC for an extension of its services and vice versa.
 The site is situated walking distance from the Ninoy Aquino Parks and Wildlife Center
which the proposed ILRC can utilize for recreational activities for its clients.
 The site is near the Quezon City Hall.

THREATS

 The establishment of the project in this specific site will entail the eviction of these
informal settlers. Doing so might trigger a civil rights movement among the community
which may lead to bigger problems in the future.
5.3 Behavioral Analysis

A. FLOW DIAGRAM
i. Children with Intellectual Disabilities
Based on the characteristics of children with IDs, interactive and child-friendly spaces are
imperative to service their proper care and development.

Receptionist Lobby Consultation Interactive

Log in Wait for appointment Rm. Playroom
Consult with respective For cognitive and skills
professional development

Comfort Rm Livelihood Rm Sensory Rm Garden

For hygiene Livelihood development A place to relax A place for leisure
sessions

Receptionist
Log out

ii. Children with Learning Disabilities

Teaching children with LDs can be challenging, and so they need a space engaging enough to aid
with their attention and willingness to engage in class activities.

Receptionist Lobby Consultation Specalized

Log in Wait for appointment Rm. Classrooms
Consult with respective For education and
professional special tutoring

Comfort Rm Livelihood Rm Sensory Rm Garden

For hygiene Livelihood development A place to relax A place for leisure
sessions

Receptionist
Log out
iii. Teachers and Specialized Staff
The users in this part of the study were identified with reference to RA 11650 were the required
staff for an ILRC were indicated. (Section 8, (b) Multidisciplinary Team)

a) Educational Psychologist

Office Office Consultation

Receptionist Pantry Rm
Settle down and
Parking Time in prepare for the day Prepare food or For consultation
Pantry sessions w/ parents
and clients

Comfort Observation Training Rm

Rm Rm Common Resource For when there are
For hygiene to observe classroom Lounge Library trainings and seminars
settings a place to relax Research purposes

Conference Canteen Office Receptionist

Rm Get ready to head Time out Parking
Eat lunch or meals
meetings with other out
staff and specialists

b) Guidance Counselor

Receptionist Guidance Office Pantry Lobby

Parking Time in Office Prepare food or confirm appointment
Settle down and Pantry w/ client
prepare for the day

Guidance Comfort Rm Common Resource Training Rm

Office For hygiene Lounge Library For when there are
trainings and seminars
counselling with a place to relax Research purposes
client

Guidance Office Receptionist

Canteen Prepare to head out Time out
Eat lunch or meals Parking
c) Psychometrician

Receptionist Office Office Pantry Consultation

Parking Rm
Time in Settle down and Prepare food or
prepare for the day Pantry For counselling w/
parents

Comfort Rm Observation Common Resource Training Rm

Rm Lounge Library For when there are
For hygiene trainings and seminars
to observe classroom a place to relax Research purposes
settings

Conference Rm Canteen Office Receptionist

meetings with other
staff and specialists Eat lunch or meals Get ready to head out Time out Parking

d) Developmental Pediatrician

Office Office Examination

Receptionist Rm
Parking Settle down and Pantry
Time in prepare for the For medical
Prepare food or
day Pantry examinations with
children

Consultation
Rm Comfort Observatio Common Resource
Rm n Rm Lounge Library
For 1 on 1
conversations with to observe
For hygiene classroom settings
a place to relax Research purposes
parents/caregivers

Training Rm Conference
For when there are Rm Canteen Office Receptionist
trainings and seminars
meetings with Eat lunch or Get ready to head Time out
other staff and meals out
specialists

Parking
e) Neurological Psychiatrist

Office Office Examination

Receptionist Rm
Parking Settle down and Pantry
Time in prepare for the For medical
Prepare food or
day Pantry examinations with
children

Consultation
Rm Comfort Treatment Common Resource
Rm Rm Lounge Library
For 1 on 1
conversations with For hygiene to treat the client a place to relax Research purposes
parents/caregivers

Training Rm Conference
For when there are Rm Canteen Office Receptionist
trainings and seminars
meetings with Eat lunch or Get ready to head Time out
other staff and meals out
specialists

Parking

f) Physical Therapist

Office Office Examination

Receptionist Rm
Parking Settle down and Pantry
Time in prepare for the For medical
Prepare food or examinations with
day Pantry children

Private
Consultation Interactive Common Treatment
Rm Comfort Playroom Rm
Rm Lounge
For 1 on 1 conversations to treat the client a place to relax to faciliitate
with parents/caregivers For hygiene with active play treatment when
privacy is
imperative

Conference
Training Rm Rm Canteen
For when there
Office Receptionist
are trainings and
meetings with Eat lunch or Get ready to
Parking
other staff and meals Time out
seminars specialists head out
g) Occupational Therapist

Office Office Examination

Receptionist Rm
Settle down and Pantry
Parking Time in prepare for the day For medical
Prepare food or
Pantry examinations with
children

Consultation Interactive
Rm Comfort Rm Common Resource
Playroom Lounge
For 1 on 1 For hygiene
to facilitate
Library
conversations with a place to relax
treatment for the Research purposes
parents/caregivers client

Training Rm Conference Rm
For when there are meetings with other Canteen Office Receptionist
trainings and staff and specialists Get ready to head Time out
Eat lunch or meals
seminars out

Parking

h) Speech and Language Therapist/Pathologist

Office Office Assessment Rm

Receptionist
Settle down and Pantry For medical
Parking Time in prepare for the day
examinations with
Prepare food or children
Pantry

Consultation Rehabilitation
Rm Comfort Rm Common Resource
Rm Lounge
For 1 on 1 For hygiene
to facilitate treatment for
Library
conversations with a place to relax
the client Research purposes
parents/caregivers

Training Rm Conference Rm
For when there are meetings with other Canteen Office Receptionist
trainings and staff and specialists Get ready to head Time out
Eat lunch or meals
seminars out

Parking
i) Reading/Braille Specialist

Office Office Assessment Rm

Receptionist
Settle down and Pantry For assessing the degree
Parking Time in prepare for the day
of comprehension or
Prepare food or word recognition of the
Pantry child

Consultation Reading Rm
Rm Comfort Rm Common Resource
to facilitate reading Lounge
For 1 on 1 For hygiene sessions Library
conversations with a place to relax
Research purposes
parents/caregivers

Training Rm Conference Rm
For when there are meetings with other Canteen Office Receptionist
trainings and staff and specialists Get ready to head Time out
Eat lunch or meals
seminars out

Parking

j) Sign Communication or Visual Specialist

Office Office Assessment Rm

Receptionist
Settle down and Pantry For assessing the degree
Parking Time in prepare for the day
of comprehension or
Prepare food or word recognition of the
Pantry child

Consultation Sign Language

Rm Comfort Rm Common Resource
Rm Lounge
For 1 on 1 For hygiene
to facilitate reading
Library
conversations with a place to relax
sessions Research purposes
parents/caregivers

Training Rm Conference Rm
For when there are meetings with other Canteen Office Receptionist
trainings and staff and specialists Get ready to head Time out
Eat lunch or meals
seminars out

Parking
 k) SpEd Teachers, Mobile Teachers, and Para-Teachers

Faculty/Office Office Classroom

Receptionist Pantry To conduct
Settle down and
Parking Time in prepare for the day Prepare food or
specialized classes
Pantry

Comfort Private Training Rm

Tutoring Rm Common Resource
Rm Lounge For when there are
to conduct private
Library
For hygiene trainings and seminars
tutoring classes a place to relax Research purposes

Conference Rm
Canteen Office Receptionist
meetings with other
staff and specialists Eat lunch or meals
Get ready to head Time out Parking
out

iv. Parents and Caregivers

Consultation Lobby/Waiting
Receptionist Lobby Rm. Area
Parking Log in Wait for Consult with
respective For waiting for
appointment appointment
professional

Respective Training Rm
Comfort
Canteen Treatment Rm Garden
Rm Where seminars and
A place where A place for
For meals trainings are held for
For hygiene treatment with the leisure
caregivers
child is held

Common Pantry
For socializing and Receptionist
support group sessions
Parking
Log out
v. Administrative Support Staff
a) ILRC Supervisor

Office Office Pantry Conference Rm.

Private
Parking Entrance
Settle down and Prepare breakfast or Meetings and consultations with
get ready for meryenda
staff
the day

Development Private
Comfort Lounge
Garden Office
Staff Office Rm A place for Get ready to head
For PWD staff and A place to unwind out
For hygiene and relax leisure
employees

Private
Entrance Parking

b) Administrative Unit

Receptionist Office Office Pantry Conference Rm.

Parking Log in Settle down and
get ready for the
Prepare breakfast or Meetings and consultations with staff
meryenda
day

Development Staff Comfort Garden

Office Lounge Office
Rm A place to A place for Get ready to head
For PWD staff and employees unwind and leisure out
For hygiene
relax

Receptionist
Log out Parking

c) Educational Unit

Receptionist Office Office Pantry

Conference
Parking Log in Settle down and Prepare breakfast or
get ready for meryenda Rm.
the day Meetings and
consultations with staff

Development
Staff Office Comfort Lounge Garden Office
For PWD staff and
Rm A place to
A place for
Get ready to heat
unwind and out
employees For hygiene leisure
relax

Receptionist
Parking
Log out
d) Social Empowerment Unit

Receptionist Office Office Pantry

Parking Log in Settle down and get Prepare breakfast or
ready for the day meryenda

Conference Rm. Development Comfort Rm Lounge

Meetings and consultations with Staff Office For hygiene A place to unwind and
staff relax
For PWD staff and
employees

Garden Office Receptionist

A place for Get ready to head Log out Parking
leisure out

e) Health Unit

Receptionist Office Office Pantry

Parking Log in Settle down and get Prepare breakfast or
ready for the day meryenda

Conference Rm. Development Comfort Rm Lounge

Meetings and consultations with Staff Office For hygiene A place to unwind and
staff relax
For PWD staff and
employees

Garden Office Receptionist

A place for leisure Get ready to head Log out Parking
out

f) Quality Assurance and Compliance Unit

Receptionist Office Office Pantry

Parking Log in Settle down and get
Prepare breakfast
ready for the day
or meryenda

Conference Rm. Development Comfort Rm Lounge

Meetings and consultations with Staff Office For hygiene A place to unwind and
staff relax
For PWD staff and
employees

Garden Office Receptionist

A place for leisure Get ready to head out Log out Parking
 g) Support Staff

Clerical Locker Rm Security Office

Parking Office For storing things and getting For security guars
Time in ready for the day CCTV monitoring

Office Pantry Storage/Clean- Electrical Rm Mechanical Rm

for electrical
Prepare breakfast or ing Rm maintenance staff
for mechanical
maintenance staff
meryenda For janitorial staff

Break Room Clerical

Comfort Rm Garden Office
For taking For hygiene A place for Get ready to head out
Parking
lunchbreaks and a
place to lounge leisure Time out

vi. Community and Visitors

a) Local community members

Receptionist Lobby
Parking Log in Wait for appropriate staff to
entertain them

Comfort Rm Multipurpose Hall Garden

For hygiene Where seminars and trainings are held for A place for leisure
caregivers

Receptionist
Log out Parking
vii. Government Agencies and Partner Institutions

a) Government Representatives

Private Lounge Comfort Rm

Private
Parking For hygiene
Entrance For waiting

Conference Rms Training Rm Multipurpose Hall

For community-based events and
For meetings and regular For seminars and trainings trainings
reports/updates

Garden Private
A place for Entrance
Parking
leisure

b) Administrators and Important People in Partnership with the Center

Private Lounge Comfort Rm

Private
Parking For hygiene
Entrance For waiting

Conference Rms Training Rm Multipurpose Hall

For community-based events and
For meetings and regular For seminars and trainings trainings
reports/updates

Garden Private
A place for Entrance
Parking
leisure
B. END-USER ORGANIZATIONAL AND STRUCTURAL DIAGRAM

Security

Electrical/Mechanical
Clerical Staff Maintenance

Janitorial Staff

Livelihood Program Manager

Livelihood Unit
Livelihood Training Unit

Specialists

Health Unit Official Nurse

Health Services Director

Educational Director

Education Unit SpEd Teachers

Administrative Unit
ILRC Supervisor

Para/Mobile Teacher

Kabahagi Parent Advocates

Organization (KPAO)

Social Services Coordinator

Social
Empowerment Unit Community Outreach Specialist

Counsellors

Counsellors Parental Involvement

Coordinator

Receiving Desk
Reception Coordinator

Front Desk

Compliance Officer

Quality Assurance and

Compliance Unit Quality Assurance Officer