UNIVERSITY OF SAINT ANTHONY

(DR. SANTIAGO G. ORTEGA MEMORIAL)

CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

A PROPOSED INNOVATIVE AND SUSTAINABLE ZOOLOGICAL PARK

A Thesis
Presented to the
Faculty of the Graduate Studies and Research
UNIVERSITY OF SAINT ANTHONY
Iriga City

In Partial Fulfilment of the

Requirements for the Degree
BACHELOR OF SCIENCE IN ARCHITECTURE

MA. KRISTEL ANGIE S. SOROAN

2024

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 UNIVERSITY OF SAINT ANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

CERTIFICATION
This thesis entitled A PROPOSED INNOVATIVE AND SUSTAINABLE
ZOOLOGICAL PARK prepared and submitted by MA. KRISTEL ANGIE S. SOROAN,
in partial fulfillment of the requirements for the Degree of Bachelor of Science in
Architecture, has been examined and is recommended for acceptance and approval for
Oral Examination.
ENGR. JOCELYN G. GARLANDO, RCE, DBM
Adviser
THESIS COMMITTEE

Chairman

Member Member

Member Member
APPROVAL SHEET
Approved by the Panel of Examiners during the Oral Examination on,
2021 with the grade of %.
Chairman

Member Member

Member Member
ACCEPTED and APPROVED in partial fulfillment of the requirements for the
degree of Bachelor of Science in Architecture.
DOMINGO R. ORTEGA, JR., Ed.D.
Dean, Graduate Studies and Research

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 UNIVERSITY OF SAINT ANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

CERTIFICATION FROM THE SECRETARY

This is to certify that the suggestions given by the Panel of Examiners in connection with
the Oral Examination of MA. KRISTEL ANGIE S. SOROAN in the defense of here thesis
entitled, A PROPOSED INNOVATIVE AND SUSTAINABLE ZOOLOGICAL PARK , were
complied with.

Secretary

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

CERTIFICATION OF THE EDITOR

This is to certify that the thesis of MA. KRISTEL ANGIES. SOROAN entitled, A
PROPOSED INNOVATIVE AND SUSTAINABLE ZOOLOGICAL PARK was edited by
the undersigned.

Editor

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 UNIVERSITY OF SAINT ANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

STATEMENT OF THE PROBLEM

1. The population of persons with disabilities (PWD) in Rinconada

2. The profile of the PWD in Rinconada?

2.1 Sex
2.2 Age
2.3 Educational attainment
2.4 Classification in PWD

3. The proposed design in terms of:

3.1 Architectural design

3.1.1 Floor plan

3.1.2 Perspective

3.1.3 Landscaping

3.1.4 Structural plan

3.1.5 Plumbing

3.2 Design Consideration

3.2.1 Accessibility
3.2.2 Safety and Security
3.2.3 Layout and Flow
3.2.4 Sustainability
3.2.5 Social places

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 UNIVERSITY OF SAINT ANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

INTRODUCTION

In a world that is increasingly emphasizing diversity, inclusivity, and equal

opportunities for all, the importance of education and skill training for individuals with

special needs cannot be overstated. This introduction serves as a gateway to a vital

institution dedicated to fostering personal growth, independence, and societal

integration for individuals with diverse abilities.

Our Education and Skill Training Institute for Special Needs is a beacon of hope

and opportunity for those who have, for too long, faced unique challenges in their quest

for education and personal development. This institute stands as a testament to the

belief that every individual, regardless of their abilities or disabilities, has the right to

access quality education and skill-building opportunities.

Institution for special needs make a major role in Rinconada that will make a

huge opportunity and knowledge for the community. situations for individuals with

special needs are not isolated entities but integral parts of a community's fabric. They

help build a more inclusive, compassionate, and understanding society where all

members can lead fulfilling lives and contribute to the well-being of the community.

Their importance extends far beyond the individuals they directly serve, positively

impacting the broader community as well.

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

The following sections will provide an overview of our institute's mission, goals, and the

comprehensive services we offer to empower individuals with special needs to thrive

and contribute meaningfully to society.

 Mission and Values:

Our mission is clear and unwavering: to provide a supportive, inclusive, and

dynamic learning environment where individuals with special needs can develop their

unique skills, unlock their potential, and build a brighter future for themselves. Our

values include a commitment to equality, inclusivity, respect, and the belief in the

boundless potential of each individual.

 Programs and Services:

At our institute, we offer a wide range of programs and services tailored to the

unique needs of our students. These include:

 Inclusive Education:

We are committed to providing inclusive education for individuals of all ages. Our

classrooms are designed to accommodate diverse learning styles and abilities, fostering

a sense of belonging and acceptance among our students.

 Skill Development:

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

We recognize that skill-building is essential for personal growth and independence.

Our skill training programs cover a variety of areas, including vocational skills,

communication, technology, and daily living skills.

 Support Services:

To ensure the success of our students, we provide support services such as

counseling, speech therapy, occupational therapy, and special education support. Our

team of dedicated professionals is here to offer the assistance needed to overcome

barriers and succeed.

 Transition Services:

We understand that the transition to adulthood can be challenging for individuals

with special needs. Our institute offers comprehensive transition services to help

students prepare for life beyond the classroom, including post-secondary education,

employment, and independent living.

 Commitment to Innovation:

In an ever-evolving world, we are committed to staying at the forefront of educational

innovation. We leverage the latest technology, evidence-based practices, and a

dynamic curriculum to ensure that our students receive the highest quality education

and training.

 Community and Inclusivity:

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

We firmly believe that building a supportive and inclusive community is key to the

success of our students. We actively engage families, educators, and the broader

community to foster a sense of belonging, understanding, and collaboration.

In the chapters that follow, you will find a more detailed exploration of our institute's

programs, services, success stories, and our unwavering commitment to creating a

world where individuals with special needs can thrive. Together, we will build bridges to

a brighter, more inclusive future.

REVIEW OF LITERATURE

Long-term versus Short-term Orientation (LSO) (Routamaa, Hautala and Mohsin,)

This is the last of Hofstede’s dimensions is that the values are characteristically

associated with short-term orientation, such as protection of reputation, fulfilment of

social responsibilities and a respect for tradition, are balanced by those values that are

deemed to be long-term: perseverance and the ability to make sacrifices for long term

gains (Hofstede, 2001). These make it possible to understand what people are focusing

on and especially whether they are more concerned with a short-term or long-term

approach to life.

The ways in which these attitudes manifest in different countries and different

cultures can be explained by means of Hofstede’s cultural dimensions (Routamaa,

Hautala and Mohsin, 2007). For example, the countries of Northern Europe could be

seen as individual and feminine, in contrast to Arabic countries which are collective and

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

masculine. In addition, there are often systemic differences in values and attitudes of

these cultures.

By using these five dimensions above, it is possible to more fully understand a

culture, which can enable deeper understanding of the individual actions and beliefs

within that particular society. Hofstede (1980, 1997, and 2003) claims that Western

societies tend to be orientated towards individualism, with people being motivated by

personal or family needs, and which suggests that historical or cultural issues are less

important in these societies than in Eastern countries. According to Dimmock and

Walker (1999:98) stated that "eastern and less- developed societies are more

collectivist". However, the caveat to this is that immigration is making these Western

countries more multi-cultural. In this theory, Eastern societies are more collectively

orientated, placing greater emphasis on culture and history, which affects individual

behaviour within the societies. For example, this perspective is likely to influence the

attitude of people towards those with special needs. The individualistic approach of

Western people manifests in a strong sense of human rights, with the development of

human rights, guidance and laws to protect children with special needs. This position

holds that the state has a responsibility to implement policies and run institutions that

meet the special needs of children and guarantee the protection of their rights. It is

therefore evident that improved understanding of national cultural values and norms is

an essential step in understand the perception and attitudes about children with special

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

needs, as “In terms of child rearing practices or childcare, we derive our meaning and

understanding of childhood from our culture” (Owusu-Bempah, 1999: 20).

Cross- cultural issues have been extended to include at least in the Arab world. In

cooperation with UN Convention, many of the Arab countries such as Saudi Arabia; the

United Arab Emirates; Jordan; Syria; Morocco; Bahrain and Egypt signed an agreement

in 1991 to deal with the Principles underpinning of special education policy

( ElZein,2009). The Arab countries began for providing the needs and rights for children

with SEN in 1991.

Children with Special Education and Politics (Oliver, 1990)

Politics plays an important influence over individuals and societies. It can have

an enormous effect on markets and commerce, as well as on the way state services are

administered. For instance, welfare care is influenced by formal policies which

determine how the requirements of individuals, and the community should be met. To

discuss the terms of children with special needs and politics, one should approach the

definition of disability from a pressure group's point of view. Oliver's (1990) argues that:

"If disability is defined as social oppression, then disabled people will be seen as the

collective victims of an uncaring or unknowing society rather than as individual victims

of circumstance" (Oliver, 1990: 2).

If such a point of view is acknowledged, it will lead to social approaches that will

be directed toward the reduction of repression instead of towards compensating for the

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

disability. The significance of a formal (political) definition of disability lies in the rising

number of the urban poor in contemporary industrialized nations. About the process of

identification and categorization, disability has often become an essential classification

which offers an appropriate social status to those who might be described as unable to

acquire a job, in comparison to those who might be categorized as disinclined to do so,

as argued by Oliver (1990). One can also provide another key factor for the significance

of a political description when considering the financial consequences on a disabled

child.

In terms of the most important challenges facing parents of a child with special

needs or disability, they include offering a useful plan for their child's mental and

emotional growth with suitable care and learning. The major impacts on the growth of

such children, this is the part played by the government and its national policies. There

are several rules for children with special needs, including policies for separation or

inclusion in the educational process. These regulations and rules can affect families and

how their special needs children develop. This in fact brings forward the ‘for or against’

family rights debate. As notes by Pugh (1968:39) the impact of state intervention on the

family can be seen in the fact that: "How far parents are able to share in making realistic

plans for their child will bear some relation to their intelligence and emotional maturity. It

will depend on their capacity for looking ahead; on their ability to see the child as an

individual with needs differentiated from their own; on the extent to which they have

been able to come to terms with the separation and with the role of the local authority”.

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

The next Section presents the origin of the term 'special educational needs' (SEN), its

definitions, and the type of special education needs as well as discussing the definitions

and models of disability.

Pedagogy for children with SEN (Hawsawi and McCormack, 2002)

There are a number of essential factors involved in properly fulfilling the needs

of individual students and helping them to obtain the benefits of education. The

knowledge and skills of teachers, the appropriate use of behavioral interventions, and

an appropriately designed curriculum are all fundamental in the success of students

with these difficulties. Generalizing a universally applicable strategy is difficult given the

previously stated variations among children with SEN in general and I/D, other than to

underline the importance of creating and implementing an Individual Education Plan

(IEP) to ensure that instruction and curriculum design meet the needs of students. Thus,

one of the most effective learning strategies is one based on individual learning which a

teacher can employ in the planning of educational procedures to meet the difficulties

faced by students with intellectual disabilities (Hawsawi, 2002). Gibb and Dyches (2000)

mentioned that, in terms of preparation and application, an individualized educational

plan is based on a set of steps as follows. With regards to the first step, it concerns

identifying the practical performance level of the student, by starting to teach the special

education skill, which should be done individually through standardized reference tests,

as well as those based on curricula and scientific observations. The data from these

evaluative tools should give a true picture of the child's unique and special needs in the

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

designated skills to be taught. The second step takes account of the formulation of the

behavioral objective considering the child’s unique and special needs. This behavioral

objective is formulated in terms of special sequential behavioral skills to be learned by

students in order to achievement a wider skill. As for the third step, it involves the

division of the behavioral goal, by using task analysis, into the elements of which it is

composed starting from that part of the knowledge already possessed by the student. In

this sense, the task of analyzing the behavioral objective is the process by which the

teacher recognizes the elements of the behavioral objective on the one hand, and the

student’s mental characteristics, cognitive abilities, and experience, as well as how they

learn, on the other; in so doing, these students should be provided with the most

appropriate learning environment. In other words, this process of segmenting the skills

represented in the behavior target includes small gradual steps which together permit

the more complex steps to be constructed leading to the achievement of the annual

goals (McCormack, 1976)

Accessibility and Inclusivity in Philippine Education (2019) by Almario et al.:

As an educational agenda, inclusive education was institutionalized in response

to the needs of diverse learners with particular emphasis on those with perceived

difference (UNESCO, 1994). The school community should be a context where the

learners’ presence, participation, and collaboration are the top priority (Sharma & Sokal,

2015). Baglieri and Shapiro (2017) similarly claimed that IE enables children to be

valued, to be considered in inclusive learning, and to be encouraged toward purposeful

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

participation in the classroom. The policy stemmed from the mandate which asserts that

quality education is a basic human right (United Nations, 1948). Through the

Salamanca Statement (UNESCO, 1994), government signatories adopted the

framework of action and implemented IE in their own context. Inclusive education

necessitated a fundamental shift in infrastructure, systems and structures, and state-

wide school curricula (UNESCO, 1994). On a larger scale, IE has challenged cultures

and values that continue to marginalize. In the school context, it has altered the

landscape of curriculum, pedagogy, teachers’ training and preparation, other delivery

modes, and cultures. IAFOR Journal of Education: Inclusive Education Volume 9 –

Issue 1 – 2021 115 Some researchers believe that IE is idealistic and unrealistic. For

instance, Florian (1998) and Hornby (2014, p. 2) claimed that achieving IE is a struggle,

while the latter argued that IE is “theoretically unsound and practically impossible.”

Nonetheless, Florian (1998) explained that the full inclusion of learners with SEN could

be possible in the long run. The success of inclusion is a gargantuan task that entails

the cooperation of stakeholders, especially those in the classroom. Inclusive

approaches happen through the transformation of school cultures, where the learners

with SEN become full members of the school community.

Barriers to Employment for Persons with Disabilities in the Philippines (2017) by

Andal

People with disabilities face all forms of discrimination and exclusion from the

social, cultural, political, and economic life of their communities. In many contexts,

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

people with disabilities are more likely to experience poverty, yet are often not

appropriately considered or included in development programs. There is growing

recognition of the need for disability-disaggregated data to increase understanding of

the prevalence of disability and, equally importantly from a development programming

perspective, to support the design, implementation, and monitoring of effective,

inclusive development programs. Responding to the needs and priorities of people with

disabilities, for example, requires context-specific information on the lived experience of

disability and how this intersects with access to essential life domains, such as health,

education, employment, and social inclusion.

The Women with Disability acting on Reproductive and sexual health project

(referred to hereafter as W-DARE), is a three-year participatory action research project

[6]. The aim of W-DARE is to improve access to quality sexual and reproductive health

for women with disability in the Philippines and has comprised three distinct research

phases. In line with the participatory action research approach, the findings from each

phase informed the design and activities of the subsequent phase. Phase one involved

the collection of quantitative and qualitative data to understand the lived experience of

people with disabilities in the Philippines. This included a cross-sectional household

survey using the Rapid Assessment of Disability (RAD), in two districts of the

Philippines. This paper outlines the quantitative findings from this survey that aimed to

determine the prevalence of disability and its socioeconomic correlates in people aged

18 years and above in District 2 of Quezon City and in Ligao City; and compare well-

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

being and participation of people with disabilities in their community to those without

disability in the two locations.

The Philippines is an emerging market economy and one of the world’s most

populated countries with a population of 92.3 million people. The Philippines was

ranked 117 out of 187 countries in the 2013 Human Development Index. Similar to

many lower- and middle-income countries, the population is young with a median age of

23.4 years, and highly urbanized with 45.3% of people now living in urban areas. Non-

communicable diseases such as cardiovascular diseases, cancer, chronic obstructive

pulmonary disease, and diabetes are on the rise and are a major cause of mortality and

morbidity in the Philippines. There are numerous and wide-ranging estimates of the

prevalence of disability in the Philippines, ranging from 1.6 as estimated in the 2010

Census of Population and Housing, to 28.2 % according to the World Report on

Disability. These differences in estimates are mainly due to the variation in methods

used for measuring disability.

The Philippines ratified the United Nations Convention on the Rights of Persons

with Disabilities (CRPD) in 2008, and several laws and policies to promote the rights of

people with disabilities have been enacted . However, a study commissioned by

Disability Rights Promotion International (DRPI) and the National Federation of

Organizations of people with disabilities in the Philippines (Katipunan ng

Maykapansanan sa Pilipinas, Inc., KAMPI) in 2008, found that a number of the rights of

people with disabilities were regularly violated. The study interviewed people with

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

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disabilities from Metro Manila, and the Luzon, Mindanao, and Visayas island groups.

The authors highlighted that despite having several policies and laws to protect their

rights, people with disabilities often faced discrimination in educational and employment

settings, and experienced barriers to social participation and access to health and

rehabilitation services . The study recommended a set of immediate measures to

eliminate barriers to participation and for the economic empowerment of people with

disabilities. However, socioeconomic factors associated with disability and the level of

access to services and participation in the community compared to people without

disability were not studied.

International recognition that people with disabilities were excluded from the

Millennium Development Goals has led to better inclusion of people with disabilities in

the development of the recently agreed Global Goals for Sustainable Development

(SDGs) 2015–2030, with disability explicitly mentioned in 5 of the 17 goals, particularly

Target 17, which focuses on disability data disaggregation. In line with Article 31 of the

CRPD, which charges State Parties to collect data on disability to inform disability-

inclusive policies, the SDGs will include targets for collecting data specific to disability.

Given the current global agenda for disability inclusion, it is crucial to increase

understanding of the situation of people with disabilities in the Philippines. This includes

generating reliable estimates on the prevalence of disability and data about the

participation of people with disabilities in the community. Information on the level of

participation and the impact of social and environmental factors on a person’s

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CITY OF IRIGA

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functioning are important for both the planning and monitoring of disability-inclusive

policies and programs in the Philippines.

DEFINITION OF TERMS

Unwavering- steady or resolute; not wavering

Underpinning- a solid foundation laid below ground level to support or strengthen a

building.

Disaggregation- the breakdown of observations within a. common branch of a hierarchy

to a more detailed level to that at which. detailed observations are taken

Pedagogy- the method and practice of teaching, especially as an academic subject or

theoretical concept.

Disability- s any condition of the body or mind (impairment) that makes it more difficult

for the person with the condition to do certain activities (activity limitation) and interact

with the world around them (participation restrictions).

Prevalence- the fact or condition of being prevalent; commonness.

Segmenting- involves identifying the individual sounds (phonemes) in a word. Students

should practice segmenting initial sounds, onset-‐rime, and individual sounds in a word.

Segmenting tasks take place orally without the written word.

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

Industrialized- of a country or region) having widely developed industries.

m
Input Process Output

Design
The population of persons ► Reach out to local government
with disabilities (PWD) in authorities, such as the municipal,
Rinconada
Department of Health office or
 The profile of the PWD in
Rinconada? barangay office, and inquire if they

2.1 Sex have up-to-date information on the

number of persons with disabilities

2.2 Age
2.3 Educational attainment
2.4 Classification in PWD
 The proposed design in
terms of:
(PWD) in Rinconada. They may
have recent list or survey data that
Educational and Skill-training
can be useful. Institution to special needs in
Rinconada
► Common methods include

3.1 Architectural design interviews, observations, and the

3.1.1 Floor plan analysis of existing data sources

(e.g, government records, or

3.1.2 Perspective
community surveys).
3.1.3 Landscaping

3.1.4 Structural plan ► Design Consideration

3.1.5 Plumbing  Accessibility

 Safety and Security
 Layout and Flow
 Sustainability
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CONCEPTUAL FRAMEWORK
FEEDBACK
This study is rooted in the input-process and output approach. The conceptual

paradigm.

The Input includes the Results of the survey on the population of persons with

disabilities (PWD) with different profiles, the Architectural Designs, and Consideration

for the Educational and Skill-training Institution to special needs.

The process involves identification of the population of persons with disabilities

(PWD), profiling, architectural planning, design considerations, interviews, data analysis

of existing data sources, site selection and zoning. The process utilizes the Architectural

plans and considerations which includes Analysis, Development, Implement and

Evaluate.

The output of this study will be the Architectural plans, Structural plans,

Electrical plan, and Plumbing of the Educational and Skill-training Institution for persons

with disabilities. The plans contain the design considerations that provides the

comfortability, and accessibility of the users which is the persons with disability. It shall

also provide as a

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CITY OF IRIGA

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Significance of the study

his study is deemed significant and beneficial to the special needs, teachers,

trainers, Department of Health, Department of Education, Community, Parents, Local

Businesses and Service Providers, and Future Researchers.

Special Needs. This study will provide them the quality, needs, and wants of learning

and training. Through this study it will aim to know what they are capable of in spite their

disabilities and help them in long time success.

Teachers. teachers, instructors, and special education professionals gain valuable

experience and expertise working in these institutions. They develop strategies for

adapting teaching methods and resources to meet the diverse needs of students with

special needs, enhancing their professional skills and fulfilling their passion for

education.

Trainers. This study will provide the proper way to handle and train the students despite

their disabilities and be more capable to train. This study helps trainers to develop new

knowledge about different kinds of disabilities and their needs.\

Department of Health. This study provides the importance of Alternative Learning

System (ALS) that provides access to and complete basic education in a mode that fits

their distinct situations and needs. This will aim to provide also health research on how

they will improve and learn.

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Department of Education. This study can be utilized as an innovation of teaching that

will serve new way of teaching and training to special needs. This will promote the

importance of their learning and what they are capable of.

Community and Society: The presence of well-functioning educational skill training

institutions for individuals with special needs fosters a more inclusive and empathetic

society. It helps reduce stigmatization and promotes a sense of community, where

everyone is valued and has access to quality education.

Local Businesses and Service Providers: The presence of educational skill training

institutions for special needs can stimulate the local economy. Businesses providing

specialized services, such as therapy centers, transportation services, and assistive

technology suppliers, may experience increased demand.

Researchers. Specialized educational institutions contribute to research in the field of

special education. This research informs best practices, policy development, and the

continuous improvement of educational methods and interventions for individuals with

special needs.

SYNTHESIS OF THE STATE OF THE ART

There were similarities and differences observed from review of related literature

and studies. In the pursuit of advancing knowledge and understanding within a specific

field, it is imperative to conduct a thorough review of related literature and studies. In the

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

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realm of Institution for special needs, our investigation has uncovered a rich tapestry of

research and studies that have delved into various aspects of this critical field.

The studies of Routamaa, Hautala and Mohsin, and Oliver all focuses on the

long term and importance of education for special needs that focuses on what they are

capable of and being independent of their own not just by relying on their parents or

love ones by taking Care of themselves.

The studies of Almario, Andal, Hawsawi and McCormack focuses on the

accessibility, comfort, and rights to have the proper treatment and help of the people by

designing buildings and materials that are comfortable to them. They saw the importance of

comfort of the people with special needs that and lessen the barriers that they will encounter.

All these reviewed literature and studies served as a guide and provided insights to the

researcher in this study.

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 UNIVERSITY OF SAINT ANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

NOTES

“Children with Special Educational” by Mohammed Ali Alkahtani

https://files.eric.ed.gov/fulltext/EJ1126490.pdf

Students with disabilities in higher education: a review of the literature

https://go.gale.com/ps/i.do?id=GALE
%7CA131318266&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=01463934&p=
AONE&sw=w&userGroupName=anon%7Ea2ecfab3&aty=open-web-entry\

Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in

The Philippine

https://files.eric.ed.gov/fulltext/EJ1291741.pdf

Rapid assessment of disability in the Philippines: understanding prevalence, well-being,

and access to the community for people with disabilities to inform the W-DARE project

https://pophealthmetrics.biomedcentral.com/articles/10.1186/s12963-016-0096-y

Research Gap

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

Research in the field of both educational and skill training institutions for individuals with

special needs has made significant progress, but there are still several research gaps

that need attention is that there is no institution that handle both Educational and Skill-

Training.

Theoretical Framework

An Individualized Education Plan Theory (IEP)

is a legally mandated and highly individualized document developed for students

with disabilities in the United States. It is a key component of special education services

and serves to ensure that students with disabilities receive an appropriate and tailored

education. The "I" in IEP stands for "Individualized." Each IEP is unique and tailored to

the specific needs of the student. It is developed based on a thorough assessment of

the student's strengths and weaknesses, as well as their specific disability and related

needs.

The IEP is informed by assessments and evaluations that determine the

student's current levels of performance, their specific learning and support needs, and

any related services required to address their disability. The IEP outlines specific,

measurable, and achievable goals and objectives for the student. These goals are

aimed at addressing the areas where the student needs additional support and may

encompass academic, social, emotional, and behavioral objectives. The IEP is a crucial

tool for ensuring that students with disabilities receive the support and accommodations

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

they need to access a quality education. It is designed to be flexible and responsive to a

student's evolving needs, making it an essential component of special education

services in the United States.

Disability Rights Theory

is a framework and a set of principles that advocate for the rights, dignity, and

equal treatment of individuals with disabilities. It is grounded in the belief that people

with disabilities have the same fundamental rights as everyone else and that society

must work to remove barriers and prejudices that can prevent them from fully

participating in all aspects of life.

Disability Rights Theory emphasizes that individuals with disabilities have the

right to be treated equally and without discrimination. This includes protection against

discrimination in education, employment, housing, and public services. people with

disabilities have the right to fully participate in society, just like anyone else. This means

not only physical access but also the opportunity to engage in all social, cultural, and

economic activities. The theory promotes the removal of physical and societal barriers

to ensure that people with disabilities can access public spaces, transportation,

information, and communication. It also includes providing assistive technologies and

reasonable accommodations when necessary. Disability Rights Theory emphasizes the

right of children with disabilities to receive an inclusive education in the least restrictive

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

environment. It opposes segregation and supports the inclusion of children with

disabilities in regular classrooms with appropriate support.

Disability Rights Theory has had a significant impact on legal and policy changes

around the world, leading to greater recognition and protection of the rights of people

with disabilities. It aligns with broader human rights principles and efforts to create a

more inclusive and equitable society for all individuals, regardless of their abilities.

Web Content Accessibility Guidelines (WCAG)

The WCAG is developed by the World Wide Web Consortium (W3C), and it

provides a set of internationally recognized standards and guidelines for making web

content accessible to people with disabilities.

Information and user interface components must be presented in a way that is

perceivable by all users. This includes providing text alternatives for non-text content,

offering alternatives for time-based media, and ensuring content is adaptable to different

sensory modalities. Users should be able to interact with and navigate the interface, and

it should be operable by keyboard or other assistive technologies. This principle covers

keyboard accessibility, time limits, and navigational elements. Web content should be

easy to understand and operate. This involves clear and predictable navigation,

consistent and understandable content, and the prevention of errors and issues.

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(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

Content should be robust enough to work reliably with current and future technologies,

including assistive technologies.

Web accessibility is not just a legal requirement in many countries, but it's also a

moral and ethical obligation to ensure that the internet is inclusive and accessible to all.

By following the principles and guidelines set forth by WCAG, website developers and

content creators can make the web a more inclusive and equitable place for everyone.

Universal Design for Learning (UDL) Researcher’s Theory

Focuses on making learning accessible and effective for all students, regardless

of their diverse abilities, learning styles, or needs. It recognizes that learners vary in how

they process information, engage with content, and express their understanding. UDL

provides a flexible and inclusive approach to curriculum design and instructional

practices. Here are the key principles and components of Universal Design for Learning:

Multiple Means of Representation:

 Provide information and content in various formats (e.g., text, audio, video,

images) to accommodate different learning styles.

 Offer diverse sources of information and allow for customization of content

presentation.

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 UNIVERSITY OF SAINT ANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

 Use clear and accessible language and provide options for comprehension.

Multiple Means of Engagement:

 Create engaging learning experiences that appeal to students' interests and

motivations.

 Allow for various ways of expressing engagement, including options for

participation, interaction, and collaboration.

 Provide opportunities for students to self-regulate their learning by setting goals

and monitoring progress.

Multiple Means of Expression:

 Offer various means for students to demonstrate their knowledge and skills (e.g.,

written assignments, oral presentations, multimedia projects).

 Allow for alternative methods of response, such as providing options for

communication and expression.

 Provide tools and supports for students to effectively communicate and express

themselves.

UDL is based on the idea that one-size-fits-all approaches to education are inadequate

because students have different strengths, weaknesses, backgrounds, and

experiences. By implementing the principles of UDL, educators can create more

inclusive and equitable learning environments. This approach benefits all students,

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 UNIVERSITY OF SAINT ANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

including those with disabilities, English language learners, and students with diverse

learning profiles.

Key elements of Universal Design for Learning include:

Flexibility: UDL offers flexibility in content, learning methods, and assessment to meet

the needs of diverse learners.

Accessibility: UDL emphasizes the importance of designing materials and resources

that are accessible to all, including students with disabilities.

Equity: UDL promotes equity by ensuring that every student can access and engage

with the curriculum.

Differentiation: UDL supports differentiation by allowing educators to tailor instruction

to individual needs and preferences

Continuous Improvement: UDL encourages ongoing reflection and improvement in

teaching practices to better meet the needs of all students.

UDL has become increasingly important as technology has advanced, providing

educators with more tools and resources to implement this framework effectively. It is

widely recognized and used in inclusive education and is considered a best practice for

designing inclusive and accessible learning experience.

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 UNIVERSITY OF SAINT ANTHONY
(DR. SANTIAGO G. ORTEGA MEMORIAL)
CITY OF IRIGA

COLLEGE OF ARCHITECTURE AND ENGINEERING DEPARMENT

DISABILITY
RIGHTS
THEORY
AN
Web Content
INDIVIDUAL
Accessibility
EDUCATION
Guidelines
PLAN

UNIVERSAL
DESIGN FOR
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LEARNING THEORY

(Researcher's Theory)