1

INCLUSIVE INTERNATIONAL SCHOOL,NELLORE

A THESIS

Submitted by

D.JAYA SRAVYA SRI

Reg: No: 1140100428

in partial fulfillment of the requirements for the degree of

BACHELOR OF ARCHITECTURE

SCHOOL OF PLANNING AND ARCHITECTURE

VIJAYAWADA

MAY 2019

SCHOOL OF PLANNING AND ARCHITECTURE

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VIJAYAWADA

DECLARATION

I declare that this thesis entitled “INLUSIVE INTERNATIONAL

SCHOOL,NELLORE” is the result of my work and prepared by me and that it has

not formed the basis for the award of any degree, diploma, associate-ship or

fellowship of any other university or institution previously. Due acknowledgement

have been made whenever anything has been borrowed from other sources.

Date:
Name: [Signature]
Reg. No:
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SCHOOL OF PLANNING AND ARCHITECTURE

VIJAYAWADA

CERTIFICATE

The work embodied in the present Thesis titled “INCLUSIVE

INTERNATIONAL SCHOOL,NELLORE” has been carried out in the
Department of Architecture, School of Planning and Architecture, Vijayawada.
The work reported herein is original and does not form part of any other thesis or
dissertation on the basis of which a degree or award was conferred on an earlier
occasion or to any other scholar.

I understand the School’s policy on plagiarism and declare that the thesis are my
own work, except where specifically acknowledged and has not been copied from
other sources or been previously submitted for award or assessment.

CANDIDATE GUIDE
D.Jaya Sravya Sri Mr. Venkata Krishna Kumar Sadhu

THESIS COORDINATOR HOD ARCHITECTURE

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ABSTRACT

(One page Abstract, 500-750 words)

Keywords: (minimum of five keywords)

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GRAPHICAL ABSTRACT

(One graphic showing the essence of your thesis)

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ACKNOWLEDGEMENT

(Write the acknowledge here, followed by your name)

[YOUR NAME]
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TABLE OF CONTENTS

ABSTRACT ii
LIST OF TABLES iv
LIST OF FIGURES v
LIST OF ABBREVIATIONS vi

1. THESIS PROPOSAL 1
1.1 ………………………………. 1
1.2 ………………………………..
2. INTRODUCTION 5
2.1 ………………………………
3. LITERATURE REVIEW 9
3.1 ………………………..
4. CASE STUDIES 12
4.1 ………………
5. STUDY AREA 16
5.1 ………………
6. CONCEPTUAL DEVELOPMENT 20
6.1 ………………
7. ANALYSIS AND RESULTS 20
7.1 ………………
8. CONCLUSION 24

REFERENCES 80
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LIST OF TABLES

Table 1. Climate data of Vijayawada 3

Table 2.
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LIST OF FIGURES

Figure 1. (Location Map) 12

Figure 2.
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LIST OF ABBREVIATIONS

SEN - Special Education Need

ICSE - Indian certificate for Secondary Education

CBSE - Central Board of Secondary Education

IGCSE - International General Certificate of Secondary Education

IB - International Baccalaureate

IEDC -Integrated Education for Disabled Children

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1. THESIS PROPOSAL
1.1 Background

It is estimated that there are 8 million children in India (MHRD 2009 statistics) in
the age group of 5-15 years, the typical schooling age. Many of them are
marginalised by dimensions such as poverty, gender, disability and caste.
According to the National Sample Survey Office (NSSO)’ 1991 report, there is at
least one member of a household with a disability in approximately 8.4% of rural
households and 6.1% of the urban households in India. According to Baquer and
Sharma (1997), the Persons With Disability (PWD) Act of 1995 includes seven
categories of disability in India. They are namely, blindness, low vision, locomotor
disability, leprosy cured, hearing impairment, mental illness and mental
retardation. While the more developed countries of the world include individuals
with learning disabilities and behavioral/emotional disturbances in their account of
individuals with disabilities, India does not account for these groups of people in
their statistics of individuals with disabilities (Pandey & Advani, 1995, p.15).
Because of traditional educational methods, even though the concept of inclusion
is there from many years, the Schools don’t provide customised facilities in reality
to the special need children. This often leads the special need children to feel
excluded from a social group. Hence, it is expected that integration of children
with normal and special needs on a single platform enables meaningful interaction
and development of their skills. Thus, this can be termed as the inclusive
education’ approach. Students with disabilities add to the diversity of the
classroom and bring new possibilities that make for a more interesting classroom.
They can humanize any educational environment by sending a message to students
that we all need to pitch in to help each other in life.

1.2 Statement of problem and research questions

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More than seventy years post independence the education system has not been
able to evolve effectively.The system is still focused on scoring high marks in
examinations that test a limited range of skills,mostly academic.The fact that each
child is different is ignored in a majority of schools,where conformity is preferred
over diversity.Children are railroad into a testing culture that squeezes out the joy
of learning and turns schools into “factories”.Because of this type of system their
is a increase in the dropout rate each year.This is because of the way teaching
methods in schools are involved .

As on date, Schools (K-10 scheme) in India cater only to either children with
normal needs or children with special needs. Even the Schools which cater to the
children of special needs, are further classified by the nature of disability. In the
said context, it is proposed to design a School which is meant for both the user
groups. The inclusive education not only benefits students with disabilities, but
also creates an environment in which every student including those who do not
have disabilities, has the opportunity to flourish. An international School is
proposed in Nellore, A.P with an implicit intent to make it inclusive. Hence, the
proposed project and its context are utilised herein for the purpose of the proposed
Academic Thesis.
1.3 Aim of the thesis
To design an international School for the children with normal and special needs,
in an inclusive manner.

1.4 Objectives of thesis

1.To shape a flexible teaching learning environment wherein both the children
with normal and special needs can study

2.To ascertain the architectural interventions which will be helpful to

accommodate the requirements of different user groups of a School

3. To explore the ways to blend different user groups of a School and arrive at a
flexible design solution.

4.To achieve an inclusive environment through sustainable practices in terms of

materials used etc.
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1.5 Conceptual and Theoretical framework (pertaining the chosen topic)

(Briefly discuss a review of previous research work, not more than 1000 words)

1.6 Description of the project or the study area

The proposed School is expected to enroll 1000 students, including residential
facilities for the teachers and the taught.
Nellore is home to many prominent educational institutions including schools,
junior colleges, degree colleges, PG colleges and Universities . It is ranked 7th in
terms of literacy rate out of total 23 districts of Andhra Pradesh and 126 out of
total 640 districts of India.

1.6.1 Location and climatic zone classification

The proposed Site is located in Kodavalur, 18 km off Nellore city. It admeasures
nearly 15 acres. It belongs to the Revenue department of the Government of
Andhra Pradesh and is reportedly earmarked for Public and Sem-Public /
Institutional land use.
Distance from Nellore Railway Station: 18 kms
Distance from Nellore RTC Bus Stand: 22 kms
Distance from Planned Airport for Nellore:5 kms
Distance from Kavali:36 kms
Site area-60,702.85 sq.m.
Vegetation:small trees at the west part of the site
Climate: hot and humid
Temperature: 33.7
Max.Temperature:38 in May
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Min. Temperature:24 in Dec.

Wind direction :The wind flows mainly through west direction and south east
direction.
Climate
Temperature-
Maximum Temperature-38
Minimum Temperature-24
Precipitation-
Maximum Rainfall-268mm
Average annual Rainfall-984mm
1.6.2 Typology of the project or study area (Residential/commercial or Urban
scale)
This is an International Boarding School from kindergarten to Class 12th which
facilitates the hostel for students , residences for the faculty and guest quarters,
with active learning spaces,common spaces/open class rooms integrated with
natural environment.
1.6.3 Scale of the project or study area
 15 Acres in area and it is government proposed area.
 Student Teacher ratio is 25:1
 1000 students ( pre-primary to 12th with 2 classrooms for each class)
 Open air theatre,auditorium,Academic block,Infirmary,therapy
rooms,Residences for faculty and Hostels for students,Guest quarters and sport
facilities

1.7 Proposed methodology

Synopsis including setting the

scope, implications and addition to
the body of knowledge
Scope of the live project

Types of Schools
LITERATURE in India
REVIEW
 Polices for inclusion
Inclusive School requirements

Types of Disabilities in Children

Comparative analysis of -disabilities
Facilities necessary to support 5
Architectural interventions
Space and material standards
Design Principles

CASE STUDIES SITE STUDY

Case Study 1 of a School Site Inventory wrt Physical, Visual and -Statutory
Case Study 2 of School for special children aspects
Case Study 3 of International School Development Control Regulations
Comparison of the case studies (requirements, Comprehensive Site Analysis
physical aspects & spatial implications Zoning and Volumetric Analysis

Inferences and formulation of design requirements

Conceptual design

Preliminary design

Critical Appraisal of Design options

Final Design and Validation

1.8 Limitation of the thesis

Following are the direct limitations of the proposed work:
 Market demand and financial Feasibility of the proposed project
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 Customisation of the regular Academic Curriculum

 Residential facilities will be indicated at the Site level only
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2. INTRODUCTION
2.1. Current scenario of Indian education
The modern school system was brought to India, including the English language,
originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was
confined to “modern” subjects such as science and mathematics, and subjects like
metaphysics and philosophy were considered unnecessary.Teaching was confined
to classrooms and the link with nature was broken, as also the close relationship
between the teacher and the student.The Indian education system is firmly struck
with the old and traditional system of ‘chalk and talk’.Technology plays a very
little role in student assessment process,teaching methods etc.In schools teachers
impart theoretical and not practical knowledge to students at any level.In the
process students loose curiosity which could have helped them to learn better and
much faster rate.Schools try to impart diversity in the classroom but neglect the
disability students which fails to create a inclusive classroom.
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3. LITERATURE REVIEW

3.1 Indian education system structure

Pre-school: Education at this level is not compulsory.The montessori system is
especially popular at pre-school level
Private playschools:Catering for children between the ages of 18 months and
three
Kindergarten:This is divided into lower kindergarten(for three-four years old)
and upper kindergarten (for four-five years old)
Primary school:First to fifth standard/class/grade(for six-ten years old).
Middle school:Fifth to eighth standard (for 11-14 year olds).
Secondary school:Ninth and tenth standard/class/grade(for 14-16 year olds)
Higher secondary or pre university:11th and 12th standard/class/grade (for 16-17
year olds).
Under graduate:A Bachelor of Arts,science,commerce are three-year
degree.Specialized courses such as medicine and engineering and other
professional course can be longer
Post graduate:A two year course.
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3.2. Different Curricula in India

3.2.1. CBSE
CBSE is recognized by the Indian government and by most of the universities and
colleges in India.Schools affiliated to CBSE follow NCERT curriculum.The
Central board of Secondary Education, Dept. Of HRD,follows the curriculum
developed by National Council of Educational Research and Training.
3.2.2. CICSE
Council of Indian School Certificate Examinations is a private, non- governmental
education board in India.
The curriculum aims to enable children to:
 become successful learners who enjoy learning;
 successfully apply core concepts learnt from various subjects;
 understand texts of different subjects so as to communicate knowledge and
ideas in ways specific to the subject;
 articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts;
 use technology to access and provide information and to communicate with
others;
 understand cross-curricular linkages- connect learning across subject areas;
 become confident individuals who are able to live safe, healthy and fulfilling
lives;
 become responsible citizens who make a positive contribution to society;
 understand and apply knowledge to real life experiences;
 develop a sense of responsibility towards others;
 function successfully in the local and world community;
 respect diversity (in terms of religion, gender, regions, etc. and differences of
opinions and beliefs).
 exhibit sensitivity towards environmental issues;
 learn to manage and utilise resources judiciously
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3.2.3. State Boards

State Board of Secondary Education of various states of India follows curriculum

developed by the respective state council of Educational Research and Training.

3.2.4International Baccalaureate(IB)
International Baccalaureate Organisation (IBO)19: IBO was founded in 1968 as an
international, non-governmental, non-profit educational organization based in
Geneva, Switzerland. IB World Schools in India offer three IB programs—primary
years program (PYP), middle years program (MYP) and IB Diploma program
(IBDP).
The IB learner profile
The profile aims to develop learners who are:
 Inquirers 
 Knowledgeable 
 Thinkers 
 Communicators 
 Principled 
 Open-minded 
 Caring 
 Risk-takers 
 Balanced 
 Reflective
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IB’s Primary Years Program curriculum outline

3.2.5. IGCSE
The International General Certificate of Secondary Education is an English
language based examination similar to GCSE and is recognized in the UK as being
equivalent to the GCSE for the purposes of recognizing prior attainment. It was
developed by University of Cambridge International Examinations.
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3.3 Inclusive education in India

Inclusive education has been defined at various ways that addresses the learning
needs of the differently abled children.The efforts of the Government of India over
the last five decades have been towards providing comprehensive range of services
towards education of children with disabilities.Till 1990s ninety percent of India’s
estimated 40 million children in the age group- four-sixteen years with physical
and mental disabilities are being excluded from mainstream education. The
overwhelming majority of them are vagabonds not out of volition but because of
callous school managements and over-anxious parents of abled children in a
travesty of humanity and social justice. They have consistently discouraged
children with disabilities from entering the nation’s classrooms. Social justice and
equity which are dominant sentiments of the Constitution of India demand that
India’s 35 million physically challenged, if not the 5 million mentally challenged,
children should be given preferential access into primary and secondary schools.
Fewer than five percent of children who have a disability are in schools.
Remaining nine-tenths of them are excluded. Against this backdrop of continuous
neglect, there is an urgent need to find ways for developing potential of this large

3.4 Policies of Inclusive education

In 1974, the centrally sponsored scheme for Integrated Education for Disabled
Children (IEDC) was introduced to provide equal opportunities to children with
disabilities in general schools and facilitate their retention.

The government initiatives in the area of inclusive education can be traced back to
National Educational Policy, 1986, which recommended, as a goal, 'to integrate
the handicapped with the general community at all levels as equal partners, to
prepare them for normal growth and to enable them to face life with courage and
confidence'.

Most recent advancement is the Right of Children for Free and Compulsory
Education (2009) which guarantees right to free and compulsory education to all
children between ages six to fourteen.
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National policy for Persons with Disabilities:

National Policy for Persons for Persons with Disabilities has been announced in
February,2006.The National Policy recognizes that Persons with Disabilities are
valuable human resource for the country and seeks to create an environment that
provided them equal opportunities, protection of their rights and full participation
in society.The focus of the policy is on
a) Prevention of Disabilities and
b) Rehabilitation Measures.
The salient features of the National Policy are:
 Physical Rehabilitation ,which includes early detection and intervention,
counselling & medical interventions and provision of aids & appliances.It also
includes the development of rehabilitation professionals.
 Educational Rehabilitation including vocational training.
 Economic Rehabilitation for a dignified life in society.
 The policy specifically focuses on issues concerning women and children with
disabilities
Various Ministries/Departments in Central Government and the State Government
and UT Administrations are implementing the policy,which is a continuous
process.
3.5. Benefits of Inclusion for students with Special needs
 Spending the school day alongside classmates who do not have disabilities
provides many opportunities for social interaction that would not be available
in segregated settings.
 Children with SEN have appropriate models of behaviour.They can observe
and imitate the socially acceptable behaviour of the students without SEN.
 Teachers often develop higher standards of performance for students with
SEN.
 Both general and special educators in inclusive settings expect appropriate
conduct from all students.
 Students with SEN are taught age -appropriate, functional components of
academic content, which may never be part of the curriculum in segregated
settings(for example , the sciences,social studies,etc.)
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 Attending inclusive schools increases the probability that students with SEN
will continue to participate in a variety of integrated settings throughout their
lives(Ryndak and Alper,1996).
3.6. Benefits of Inclusion for students without SEN
 Students without SEN have a variety of opportunities for interacting with peers
of their own age who experience SEN, in inclusive school settings.
 They may serve as peer tutors during instructional activities.
 They may play the role of a special “buddy” for the children with SEN during
lunch,in the bus, or on the playground.
 Children without SEN can learn a good deal about tolerance, individual
difference, and human exceptionality by interacting with those with SEN.
 Children without SEN can learn that students with SEN have many positive
characteristics and abilities.
 Children without SEN have the chance to learn about many of the human
service professions,such as special education ,speech therapy,physical
therapy,recreational therapy and vocational rehabilitation.For some,exposure
to these areas may lead their making a career in any of these areas later on.
 Inclusion offers the opportunity for students without SEN to learn to
communicate and deal effectively with wide range of individuals.This also
prepares them to fully participate in a pluralistic society when they are adults.
 Inclusive education ensures that a school responds to the educational needs of
children in the neighbourhood .It brings a school closer to the community.
3.5 Disability

Children with disabilities are one of the most marginalized and excluded groups in
society. Facing daily discrimination in the form of negative attitudes, lack of
adequate policies and legislation,lack of facilities to be provided in regular schools
they are effectively barred from realizing their rights to healthcare, education, and
even survival.

Estimates suggest that there are at least 26 million children with disabilities in the
India, out of which 24.5% of differently abled in india are of age group 5-19.About
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44%of male and 56% of female are of differently abled in india.Highest

percentage of them are suffering from physical disability(about 31%).Even though
the literacy is higher then iliteracy rate most of them are stopping their studies at
primary level.They are less likely to attend school, access medical services, or
have their voices heard in society. Their disabilities also place them at a higher risk
of physical abuse, and often exclude them from receiving proper nutrition or
humanitarian assistance in emergencies.

3.6. Types of disability

They are different types of disability.They are

 Physical disability

 Developmental disability

 Behavioral disability

 Sensory impaired

 Learning & social deflicts disability

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3.6.1. Physical disability comparative study and Architectural interventions

S.No. Disability Cause Effects Age External Arch/design measur
support
1 cerebral palsy abnormal Body movement Wheel chair -Exercise ben
brain and muscle activated
development, coordination programs,enlarged
often before Visual,learning keyboards,more
birth disability,intellectua activities
l disability,hearing -Sensory chairs for c
impairment
2. spinal bifida developing muscle weakness, Wheel chair Pc provisio
baby's spinal stiff muscles, or classrooms,provision
cord fails to overactive learning disability
develop reflexes,intellectual
properly. disability, nerve
injury, paralysis,
paralysis of the
body's lower half, or
physical
deformity,illegible
hand writing
3. multiple immune difficulty walking, Wheelchair, Therapy roo
sclerosis(rare) system eats inability to rapidly crutches,can rooms,display
away at the change motions, e walls,open spaces
protective involuntary classrooms pin b
covering of movements, muscle memorize everything
nerves paralysis, muscle
rigidity, problems
with coordination,
muscle
spasms,visual
impairment
4 chronic fatigue Cause inability to Wheelchair Alternative physical
syndrome unknown exercise,pains in (not
(in adults than May be joints,inability to compulsory)
younger kids) environmenta exercise,excess
l or genetic sleepiness,muscle
conditions weakness
5 Muscular genetic abnormality Wheel chair Furniture heights,si
dystrophy diseases that walking, flaccid wide corridors so tha
cause muscles, muscle create disturban
progressive weakness, loss of circulation,reading ra
weakness and muscle, or the classroom,adjusta
loss of muscle permanent
mass shortening of
muscle,learning
disability
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6 spinal cord Damage to permanent loss of Wheel chair Portable s

injury(rare) any part of strength, sensation seating,flexible table
the spinal and function below
cord or nerves the site of the injury.
at the end of
the spinal
canal
7 traumatic brain occurs as a instability or stiff Wheel Room lighting,pro
injury result of a muscles,behavioral chair(not open space
severe sports disability,intellectua compulsory) classroom,activity sp
injury or car l
accident disability,sensitivity
to light or sensitivity
to sound,slurred
speech
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3.6.3. Learning disability comparative study and Architectural

interventions

S.NO Disability Cause Effects Paraprofessio treatment Arch/ design

nal measures
requirement
1 Auditory Processing multiple how sound that not Speech therapy- A. V /P.A
Disorder (APD) sclerosis,chronic travels unimpeded compulsory no definitive system,
ear through the ear is cure.Electronic B. anthropo
infections,head processed or devices, like an metry of the
injury,genetic interpreted by the FM (frequency furniture,layo
brain,difficult in modulation) uts of the
recognizing the system, can help classroom
direction of your child hear
sound,noisy the teacher more
environment clearly. His
teachers can
suggest ways to
help him focus his
attention, like
sitting toward the
front of the class
and limiting
background noise.

2 Dyscalculia Neurobiological Understand Concentration Specialized Smart class

brain maths,math facts, on student learning strategies Furniture re-
disorders,memor word problems- while teaching and strategic arrangement
y problems everything related accommodations, Flexible
related to the to numbers practical activities, classrooms
environment,psy Normal-small Interior
chomotor group of seperations
alterations students,need
interactive
videos,math
learning games
3 Dysgraphia · brain damage. illegible Not necessary use of word Display
· physical illness handwriting, processor friendly
or deformity. inconsistent oral exams walls,spaces
· intentionally spacing, poor occupational for pc in the
poor spatial planning therapy.pre- class
penmanship. on paper, poor organization
· no or spelling, and strategies, such as
inadequate difficulty use of graphic
instruction. composing writing organizers.
· disorientation. as well as thinking Computer-
and writing at the Encourage
same time student to
become
comfortable using
a word processor
on a computer.
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4 Dyslexia impairment in Language-Based Paraprofessio optimum learning Therapy room

the brain's ability Learning Disability nal conditions and Labs and
to process reading and needed.school alternative activity rooms
phonemes (the related language- psychologist, avenues for
smallest units of based processing nurse, speech student
speech that skills.uncoordinat therapist, performance.Alter
make words ed and have reading natives to
different from difficulty with specialist, and traditional written
each organized sports other assignments
other,hereditary or games. pertinent should be
professionals. explored and
utilized.speech
pathologist
5 Language Processing specific type of processing of Paraprofessio Small class sizes Smart
Disorder Auditory language.expressi nal or allow the classroom
Processing ve language separate experienced staff technique
Disorder (APD) in and/or receptive therapy rooms to create a flexible
which there is language. positive classroom
difficulty difficulty gaining learning.visualizati layouts
attaching meaning from on techniques to
meaning to spoken language enhance listening,
sound groups
that form words,
sentences and
stories.
6 Non-Verbal Learning significant trouble Some person Minimize Placement of
Disabilities discrepancy interpreting need to help transitions and person
between higher nonverbal cues the student give several verbal flexibility
verbal skills and like facial manage cues before No complexity
weaker motor, expressions or transitions transition.student in floor plans
visual-spatial body language, choose where to Verbal
and social skills and may have sit signages
poor
coordination,verb
ally label
everything
7 Visual Perceptual/Visual dyslexia it can result in No alternative for Having pc in
Motor Deficit (problems with missing subtle paraprofessio written classroom
language) may differences in nal need assignments.Using Audio
lead to visual shapes or printed software that classrooms,cra
perception letters, losing allows the child to ft
dysfunction.serio place frequently, speak words and collaborative
us head struggles with have the spaces
injury,born cutting, holding computer put it
premature and pencil too tightly, into writing.
being very small or poor eye/hand
at birth coordination.Lose
s place
frequently.Does
not recognize an
object/word if
only part of it is
shown
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3.7. Models of Disability

The shifting approaches to disability have translated into very diverse policies and
practices. The various models of disability impose differing responsibilities on the
States, in terms of action to be taken, and they suggest significant changes in the
way disability is understood. Law, policy, programme , and rights instruments
reflect two primary approaches or discourses: disability as an individual pathology
and as a social pathology. Within these two overriding paradigms, the four major
identifiable formulations of disability are: the charity model, the bio-centric model,
the functional model, and the human rights model.

1. The Charity Model

The charity approach gave birth to a model of custodial care, causing extreme iso-
lation and the marginalization of people with disabilities. Unfortunately, in some
contemporary practices the reflection of this model can still be traced. For
instance, the findings of an investigative project undertaken by the National
Human Rights Commission of India between 1997-99 confirmed that a large
number of mental health institutions today are still being managed and
administered on the custodial model of care — characterization by prison-like
structures with high walls, watchtowers, fenced wards, and locked cells. These
institutions functioned like detention centers, where persons with mental illness
were kept chained, resulting in tragedies like the one at “Erwadi” in Tamil Nadu,
in which more than 27 inmates of such a centre lost their lives.

2. The Bio-centric Model

The contemporary bio-centric model of disability regards disability as a medical

or genetic condition. The implication remains that disabled persons and their fam-
ilies should strive for “normalisation”, through medical cures and miracles.
Although, biology is no longer the only lens through which disability is viewed in
law and policy, it continues to play a prominent role in determining programme
eligibility, entitlement to benefits, and it also influences access to rights and full
social participation (Mohit, 2003). A critical analysis of the development of the
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charity and bio-centric models suggests that they have grown out of the “vested
interests” of professionals and the elite to keep the disabled “not educable” or
declare them mentally retarded (MR) children and keep them out of the
mainstream school system, thus using the special schools as a “safety valve” for
mainstream schools (Tomlinson, 1 982). Inclusive education offers an opportunity
to restructure the entire school system, with particular reference to the curriculum,
pedagogy, assessment, and above all the meaning of education (Jha, 2002).

3. The Functional Model

In the functional model, entitlement to rights is differentiated according to

judgments of individual incapacity and the extent to which a person is perceived as
being independent to exercise his/her rights. For example, a child's right to
education is dependent on whether or not the child can access the school and
participate in the classroom, rather than the obligation being on the school system
becoming accessible to children with disabilities.

4. The Human Rights Model

The human rights model positions disability as an important dimension of human

culture, and it affirms that all human beings are born with certain inalienable
rights. The relevant concepts in this model are:

 Diversity The Greek philosopher, Aristotle, once said that “things that are
alike should be treated alike, whereas things that are unalike should be treated
unalike in proportion to their in-alikeness.” The principle of respect for
difference and acceptance of disability as part of human diversity and
humanity is important, as disability is a universal feature of the human
condition.

 Breaking Down Barriers Policies that are ideologically based on the human
rights model start by identifying barriers that restrict disabled persons'
participation in society. This has shifted the focus in the way environments are
arranged. In education, for example, where individuals were formerly labeled
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as not educable, the human rights model examines the accessibility of schools
in terms of both physical access (i.e., ramps, etc.) and pedagogical strategies.

 Equality and Non-Discrimination In international human rights law, equality

is founded upon two complementary principles: non discrimination and
reasonable differentiation. The doctrine of differentiation is of particular
importance to persons with disabilities, some of who may require specialized
services or support in order to be placed on a basis of equality with others.
Differences of treatment between individuals are not discriminatory if they are
based on “reasonable and objective justification”. More- over, equality not
only implies preventing discrimination (for example, the protection of
individuals against unfavourable treatment by introducing anti- discrimination
laws), but goes far beyond, in remedying discrimination. In concrete terms, it
means embracing the notion of positive rights, affirmative action, and
reasonable accommodation. Centric model, the functional model, and the
human rights model. The charity approach gave birth to a model of custodial
care, causing extreme isolation and the marginalization of people with
disabilities. The contemporary bio-centric model of disability regards
disability as a medical or genetic condition. In the functional model,
entitlement to rights is differentiated according to judgments of individual
incapacity and the extent to which a person is perceived as being independent
to exercise his/her rights and the human rights model positions dis- ability as
an important dimension of human culture, and it affirms that all human beings
are born with certain inalienable rights.
 24

3.8. Architecture of Educative Environments

The whole scenario should be structured so as to provide high eminent educative

environments that buttresses the learning requirements of every student.Education
facilities should be welcoming,safe and stimulating.The environment should not
only help in nurturing the students,but also support the staff and pave way for
developing communities.For this the schools need to be well-designed and well
-built to perform the task affirmed upon.

Various elements like air-quality,ventilation,good quality natural light and thermal

acoustic comfort ,have been shown to have a profound impact on student
attentiveness, attendance and overall performance as well as providing benefits to
staff.

3.9. Typology of different space in School

 Classrooms

 Library

 Dining area

 Science Laboratories

 Music facilities

 Hostels

 Medical facilities

 Sport facilities

3.9.1. Classrooms

A classroom is a room dedicated primarily to teaching or learning

activities.Classrooms are main space of any type of educational institution both
public and private schools,home schools, corporations and religious and
humanitarian organization.This is the place where children invest most of the time
during their learning process in any institute.This is why a designer needs to design
those classrooms very carefully to make children more comfortable.
 25

Layouts

1. Cells-and-Bells (Ford) Model

It is the original classroom-based model of a school, it made sense to regiment

several classrooms next to each other and place them on long corridors that could
be easily supervised.This was efficient from the standpoint of space and provided
the adults with the most "control," since students leaving classrooms had nowhere
to go but into the easily-supervised corridors from where they could move to the
"other" learning spaces like science labs and art rooms also preferably set up along
a double-loaded corridor.
The vast majority of school buildings are in fact cells-and-bells models. For
illustrative purposes only (in other words, we are not suggesting that this is a
workable model for 21st century schools), we start, therefore, with Pattern #1—the
early 20th century cells-and-bells pattern in which several regularly shaped
classrooms are aligned along a double loaded corridor.
An expanded main central corridor can also satisfy the need for social learning,by
slightly changing the dynamic of the control model and making the school design
more "progressive." Done well, an expanded corridor could function as a
"Learning Street" though we have not seen any Ford Model Evolution plans done
well enough to qualify as Learning Streets.
Another simple fix to the cells-and-bells model is the installation of operable walls
between two classrooms on either side of the corridor. This allows greater
flexibility in the way the overall space is utilized and also permits two teachers to
collaborate and "team-teach." Taking this one step further, some part of the
corridor walls along the classrooms could be glazed to allow in natural daylight
and also create "Transparency" which is another important design principle in new
paradigm schools

2. The Learning Studio

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the classroom goes from a rectangular box to a more flexible "Learning Studio."
The term Learning Studio is sometimes used to refer to an L-shaped classroom
which is, actually, not a new idea. One of the earliest schools featuring L-shaped
classrooms configured like Learning Studios is the Crow Island School in
Winnetka, Illinois.
The two Learning Studios can be arranged to form a "Learning Suite." This is
further described by two floor plans. The first illustrates one application of a
Learning Studio. Figure 1-6 shows the plan for an Advanced Learning Module—
which is a new generation of modular classrooms and schools now under
development to meet temporary school needs. This irregular plan creates breakout
spaces and flexible learning zones that support a significant number of the learning
modalities from the above list.

3. The Learning Suite

The two Learning Studios create a Learning Suite that spills over into adjacent
areas for both indoor and outdoor learning.it is possible to create Learning Suites
using either moveable walls or mobile furniture.A Learning Suite where the
boundaries of each classroom are more fluid and easier to change on a day-to-day
basis because it is defined by furniture and not by walls.
The key difference between these two approaches is that moveable furniture is
typically experienced as a friendlier way to create a suite, whereas the moveable
wall is more mechanistic and makes the division between Learning Studios more
rigid. The more flexible furniture-based model is appropriate when the two
Learning Studios are more likely to operate as one larger entity with the teachers
working in close collaboration with each other. In this type of situation, the
acoustical separation afforded by the moveable wall is not much of an issue.
Students get used to using their "indoor voices" much as they would in a family-
type situation with the realization that the Learning Suite caters to many different
 27

learning activities dispersed between the two studios.

Daylighting

Good natural light helps to create a sense of physical and mental comfort, and its
benefits seem to be more far-reaching than merely being an aid to sight. This owns
in part to the soft and diffused quality of natural light, its subtle changing value
and colour, which electric lighting does not have. Deep classrooms can create a
disparity in light levels between the back of the room and the area near the
window. Although natural daylighting should always be the main source of
lighting in schools, it will need to be supplemented by electric light when daylight
fades.
Skylights are light transmitting fenestration forming all, or a portion of roof of a
building space.Skylights are widely used in daylighting design in residential and
commercial buildings,mainly because they are the most effective source of
daylight on a unit area basis.
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LIGHTING THROUGH WINDOWS

Good quality sunlight is given by north-facing windows and general teaching
spaces that face north will receive even,consistent light through all seasons.
East -facing classrooms are also good,providing an abundance of day light during
morning hours when students are most alert and temperature are cooler,and
avoiding too much heat toward the end of the day when external and internal
(occupants,computers,lights) temperatures rise.However ,an east facing window
scheme should consider the glare of low light at sunrise and early morning and
may require the use of shading devices to temper the effect.South and west-facing
classrooms cannot always be avoided,and direct sunlight can produce a large
amount of glare and provide substantial amounts of solar heat gain.
ACOUSTICS
Typically,classroom acoustic design is readily achieved through the location of
sound absorbing materials or treatments to reduce noise levels;by ensuring
adequate privacy between adjacent spaces;and by controlling the noise of the
mechanical systems.The optimum reverberation time for speech in a classroom
with a volume less than 10,000 cu ft is 0.6 seconds,and for larger rooms and
lecture halls, the reverberation time should be 0.7seconds.
 29

Common sources of noise

Guidelines for acoustic design in classrooms:
 Minimize external noise
 Where possible,locate classrooms away from noisy spaces like gymnasiums
and mechanical rooms.
 There are no strict rules for room shapes and proportions,but to avoid the
flutter of sound that can be caused by parallel side walls,furnishings or wall
finishes can be used to break up direct sound waves.
INDOOR AIR QUALITY
Air quality has become increasingly problematic owing to a variety of factors,
such as: energy efficiency constraints and universal use of carpets (Burberry
1997). Daisey et al. (2003) reviewed the literature on indoor air quality,
ventilation, and building-related health problems in schools and identified
commonly reported building-related health symptoms. Children are particularly
vulnerable to all types of pollutants because their breathing and metabolic rates are
high. In a school they also have much less volume each owing to high occupancy
density (Crawford and Gary 1998).
 User controlled ventilation: Windows with large opening sizes, ideally
provided via multiple openings, allow users to ventilate the room effectively
under different circumstances. Top openings that are high in the room, but
easy to use, allow the hottest and stalest air to escape more efficiently. Roller
blinds that block air flow through the top opening windows can cause poor air
quality due to low ventilation rates.
 Room volume: In large rooms excessive levels of carbon dioxide and poor air
quality are less likely to occur due to dilution within the large volume of the
room.
 Mechanical ventilation: In situations where natural ventilation is problematic,
 30

air quality can be improved with mechanical ventilation.

3.9.2. School library
The school library provides information ,inculcates ideas and develops knowledge
that is so essential to functioning successfully in today’s information and
knowledge based society.The school library must be made the hub of all the
activities planned and executed in school.It is like a multifunctional area
forgathering people.Where along with studies other social interaction activities are
also encouraged among children which provide flexibility to study in groups and
alone.
Space for teaching ,learning and production of knowledge is more important than
space for storing materials.Flexible and adaptable library space support varying
teaching and learning styles.Flexible library spaces can be rearranged in order to
accommodate different uses.
LIGHTING
Environment plays an essential role in development of inspiring libraries.Denoting
the principal spaces with daylight brought from skylights and clerestory windows
is deeply embedded in our culture.
COLOUR
The interior environment of library should not be dull besides it need warm and
bright environment which encourages students to read.In junior library walls
should be filled with energize graphics and contrast book racks.In modern library
children use devices like computer to browsing and learn which also cause eye
stain which can be reduced by implementing proper colors that reduce glare like
mid tone and deeper colors and gives quiet and preferable for concentration.For
study area it can be painted with light green,subtle gold,smoky blues and greens
range colors creating and environment for quietness and concentration.
3.9.3. Auditorium
As a general rule ,an auditorium and theatre can be characterized as follows:A
theatre has a large stage and smaller house while auditorium has small stage and
larger house.For a auditorium with fixed seating ,a guideline of 7-9 sq ft per person
may apply depending upon the age group it is designed for and quality and size of
planned seating.Sloped floors with fixed seats in auditorium and theaters will
enhance the viewing sight lines.Auditoriums in middle and high schools with flat
floors and movable seating are rare but can be used to supplement a facility that
also has a theatre.This space can provide greater flexibility for presentations and
performances as well as allowing reconfiguration for science or art fairs.Flat floor
auditoriums may also be equipped with fold-able partitions to increase flexibility.
 31

4. Case studies

4.1 RISHI VALLEY SCHOOL

4.1.1Introduction

Location: Madanapalle ,Chittor district of Andhra Pradesh

Area:400 acre(100 acre of land is used for daily use campus)
Strength: 400 students (all residential)
Type: Residential
Architectural Style :Traditional Architecture
Classes:8-16
Curriculum:ICSE (Indian Certificate of Secondary Education)
Rishi valley school is and ICSE board Indian boarding school,founded by the
philosopher Jiddu Krishnamurthi.

It is located 15 kilometre away from the town of Madanapalle ,Chittor district of

 32

Andhra Pradesh.School is located 2km away from main road .

School provides education from class 4 to class 12.Having a total of 400 students
out of which 200 students are in class 4 to 8 (junior and middle school) and 200are
in class 9-12(senior school)

School has a total of 70 teaching and about 30 non teaching staff members.

Whole Rishi valley campus is like a big rural village with pleasant educational
environment .two wheeler and four wheeler parking is near office building after a
long entrance.No vehicular movement is allowed in school campus except for
school vehicle.Which provide security to the children who are allowed to room
freely all over the campus.
 33

Site plan of Rishi valley school

4.1.2 Junior and middle school

Class 4-8 have separate academic zones with Flexible curriculum.Each class has
25 students and each class has 2 sections .Classes are taken both indoor and
outdoor spaces.

Juniors have separate Auditorium for morning assembly used three days in a week
encourage children to interact more comfortably.They are near art and workshop
room by it they got more familiar to art work from young age having separate
junior library and staffroom.

Classroom furniture arrangement are much flexible.Have individual cupboards to

keep books which helps them to carry less books from dorm

Blocks are attached to small open play area with small semi open huts and
sandpit.It benefits that they don’t have to go far to play.

The school block have central courtyards and single loaded corridors which allows
natural light and ventilation into the rooms.
 34

4.1.3 Preparatory section

One of the small but important features of this school is that it have on
kindergarten to primary school preparatory within the campus for staff children
because the main school provide education from class 4.
35
 35

4.1.4 Senior School

Campus have completely different and individual block for senior class from 9 to
12 with 3 branch(science,commerce and humanities) for class 11 and 12.

Both junior and senior blocks are single floor and looks quite local with local
mangalore tiles which cools the inside classroom non mechanically.

No single classroom has a false ceiling under main tiled roof gives classroom extra
height.

Block’s staffroom doesn’t have any chair.Teachers have to seat on mat in floor
which creates an traditional homely ambiance for teacher and even the interacting
students.

Classroom windows are big and doesn’t have any grill which creates an impression
of openness to outside to the classroom.

Block have one medium size independent senior school library along the
classroom.

Senior school gives equal importance to all the batch in senior block without
segregating them by any board or non board preparing class .Flexible
arrangements of furniture in the class.
 36

4.1.5. Hostel

All seven hostels are spread over and All hostels have house divided into
mixed with staff quarters. total of 20 houses each have 12-22
students.All hostel layout and building
Out of which two are girls and 3 for
materials vary .Some are double storey
the boys.One for middle junior and
and some are single storey.Sloped
another two are for senior boy students
and one for girls of middle and senior roofs and mangalore tiles are some of
students. the common materials used.
37
 37

4.1.6 Hospital

School has a small double stored dispensary within the campus with regular nurse
and doctors.Having total three separate 8 bedded rooms with attached toilet facility
and one ICU. It also have nurse room,kitchen ,doctor chamber ,waiting area and
middle atrium.Filler slab , exposed brick work and jaali brick walls are some of the
interesting elements of the hospital which makes building cool and comfortable all
the time.Interior walls of some rooms are made using mixture of cement,mud,rice
straws which makes the acoustic proof.

4.1.7 Dining area

Only one dining area for all students and staff .Dining area is single stored
building but with different level differences.The kitchen is attached to the dining
hall by manager room in the transition space which is at higher level compared to
dining hall.Within dining hall they are two different levels and separate sections
for staff and students .Large open windows are designed which allows natural light
and ventilation.

4.2. Viva school,Namburu

 38

4.2.1. Introduction

Location: Namburu ,Guntur district

Area: 9510.11254 sq.m
Strength: 500 students
Type Day cum Residential
Architectural Style :modern Architecture
Classes:4-16
Curriculum:
IB ( International Baccalaureate )& CBSE (Central Board of Secondary
Education)

Site plan
The school site is located beside college building .Site has only one entry to the
buildings .Parking is located near the play area.with school and hostel block are of
same number of floors (G+4).No vehicular movement is allowed in the site
campus which allows children to circulate freely within the campus. The school
has a total strength of 500 students in which hostel facility is provided for 200
students.

4.2.2 Main School Building

 39

The main school building is located between the auditorium and the hostel
block .The school building has two different access points into the building one by
ground floor near reception and the other by assembly open area stairs.The school
building has G+4 floors.The total building receives natural lighting through
different skylights and atrium which is in the center of the building.The building
has a exterior cladding of brickwork which makes the building unique.

The primary level classrooms are located on the ground floor along with their
activity spaces ,library and art and craft space.The area for the staff of primary
schooling is provided on the ground floor.The laboratories are located on the
second floor which are connected to each other with open windows and
balcony.The administration is located on the first floor along with principal
office,chairman office.

The toilet facilities are provided near the stair case at the opposite ends of the
 40

building yet can be easily located because of the signage provided.

Each classroom have 25 students .The classrooms are provided with furniture
storage space and activity space and lockers are provided outside the
classrooms.Both sides of the classroom are transparent with fixed glass and sliding
large windows .The layouts of primary and secondary classrooms differ by layout
of furniture ,type of furniture,colors and textures inside the classroom.The primary
classrooms have flexible hexagonal and squares tables mostly used for group
studies while the secondary classrooms has normal tables and benches .The colors
inside the primary classrooms are bright and warm while the secondary classroom
colors are subtle and cool colors.

Library
The library is two stored building provided both for primary and secondary
level .The reading are for secondary level is attached ate the first floor level which
are also used for group study places .They are two different types of furniture
because of usage of different age groups .The colors of the library used are green
and cream with some inspiring quotes and arts painted on the walls.Their is no
computer facility provided in the library .
 41

Auditorium
The auditorium is two stored height building in which the dining facility is also
provided for students on daily basis.The building is having a sloped roof structure
with metal roof.The auditorium can accommodate more than 500 students .Their is
no kitchen attached to the auditorium even though it is used for dining facility.
 42

4.3. Spastic society of North India

4.3.1. Introduction
Location: New Delhi
Area: 1.25 acre
Year of construction:1985-1995
Architect:Romi Khosla
Strength: 500 students
Architectural Style : Post modern Architecture
The organization is also known as Action for Ability Development and
Inclusion.A spastic is a person suffering from cerebral palsy which affects the
muscle,control of the brain making ordinary activities like speaking,swallowing
and walking difficult.SSNI concerned with educating and earning.They provide
medical facility,vocational training and training for the teacher.The helps the
special need person to integrate with the society facilitating them enabling
environments in the best interest of the child and the adult thus ensuring equitable,
accessible, quality assured services using a life span approach.
The entry to the site is towards south west direction and has two entry/exit
points.Parking is provided on the back side of the building and outdoor area is
provided in the front.

4.3.2. Facilities provided

A. The Home Management Department

This is a registration unit.Medical history is analyzed here.Therapy will be given to

each child according to their problem. They will be admitted in the school as a
regular student. Residential accommodation for their parents could be provided for
 43

few days.

B.Center for Special education

-computer learning
-hobby classes for arts,crafts,
-physiotherapy exercises
-vocational training
C.Fund rising section

D.Administrative department

Legend

1.card printing and store 8.Toilets 16.Washrooms

2.Teacher training class 9.Pump room 17.Kitchen
room
10.Rural rehabilitation 18.Dinning area
3.Staff room pt section
19.Terrace garden
4.Lecture room 11.Library for trainee
20.Guest lectures room
5.Kitchen 12.Coordinator room
21.Waiting area
6.Class room 13.CBR director room
22.With bed classrooms
7.CBR class room 14.Outdoor area
23.With bed classrooms
(community base 15.Room
rehabilitation) 24.Teachers room
44
 44

25.Indoor play area 4.3.3. Architectural building to other part

26.Child-Parent features
association does not have any
CENTRAL covering(complete/parti
27.computer room
28.art room COURTYARD al).
29.Crafts making
Building is built around -200’*60’ wide
30.Speech therapy room
a central landscape courtyard is provided in
31.Toilets
courtyard.There are no between the building for
32.woodwork shop
level differences in this outdoor stage program
33.nursery class
34. class room for elder area which makes it and gentle slope ramp is
patients
wheel chair friendly.The also attached to this
35. special education
department exposed brick work the stage.
36.HOD room building make it
37.Social workers RAMPS
welcoming and bright.
38.Office
-They are two ramps on
39.Chair persons room -The central courtyard
either side of the
40.Central office is used as an extension
building with one have
41.Finance Department of the class as play area
42.Parent and child slope of 1:12 and the
and also to have their
room
other with 1:20.
meals outdoors during
43.Counselling room
44.Doctors clinic lunch break.
45.Speech therapy
-The low height wall
46.psychotherapy
around the courtyard
47.Social workers
enclosed them
48.Store
physically and gives a
49.Block printing
50.Bulk mailing secured feeling and
51.Staff room intimacy the child is
52.Store room looking for.
53.Fund-raising
department -The central courtyard
54.Dinning area through which one goes
55.Meditation room from one part of the
 45

-The slope of the ramp leading to the upper floors is slightly deep.but,the treatment
as a tunnel with a skylight on top,arouses the child’s interest to climb which also
provides physical exercise to differently-abled.

-The architect has been considerable to provide handrails at lower level for easy
access of the child on the wheel chair.

-Nosing are avoided on stair case and anti skid materials are used on the floor.

BASEMENT

-Basement floor area covers nearly one third of total floor area
 46

4.4.Ahmedabad International school

4.4.1. Focus
The focus is to develop leadership in
education and sustainability beyond the
levels already existing,while setting a
completely different trend in working
toward a zero carbon footprint

4.4.2. Concept
The Bindu which is non quantifiable,lends quantity due to its movement.It is the
ever vital source and the point of initiation that has the potential for continuity or
movement and together with its point of rest forms a unit in the relevant context of
space and time.The Bindu forms the central point of a mandala a starting point of
reference .The center of the proposed design balances the centrifugal and
centripetal forces that generated vectors along the force field.The vectors form a
vibrant educational environment and develop a pedestrian realm that reinforces
social interactions along courts and plazas formed at regular intervals.The
development zones are shaped by movement and landscape ,thus forming green
fingers moving through the built environment that further spill over into larger
open plazas or density planted areas forming a network of landscapes encouraging
movement across a natural setting.The architectural vocabulary as an organic yet
carefully planned network of structures that further divides into a hierarchy of
spaces between the academic and the non academic spaces.The courts and plazas
humanize the scale of the design and visually mitigate the built form of the
structures.
 47

4.4.3. Design Evolution

48
49
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Figure 1: [Title of the figure]

Table 1: Title of the table

S.No Heading Description

REFERENCES
Kumar, R. (2011). Research Methodology - A step-by-step guide for beginners.
New Delhi: Sage.

Yin, R. K. (2014). Case Study Research: Design and Methods. Fifth Edition.
Singapore: Sage.
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General Instructions

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5. Referencing Style – American Psychological Association (APA) style for
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