INSTITUTE FOR THE DIFFERENTLY ABLED

CHILDREN (PROYASH)

By

Iffat Ara Mahmud

10108002

Seminar II

Submitted in partial fulfillment of the degree of

Bachelors of architecture

Department of Architecture

BRAC University

December 2014
 ABSTRACT

In Bangladesh about 1.8 core people (United Nations ESCAP Survey Feb 2011) with different
sorts of disabilities live around us while we do nothing and keep silent as if to deny their
existence in the society. Anyone who feels compassionate about them, perhaps, may send
them to a distant rehabilitation center, far from their family. An unknown environment makes
them feel deserted from society and family further segregating them from the society.

A differently able child who may be in the wheel chair for the rest of his life can be refurbished in
an institute under a medical guidance which is not only by medicine or by surgery but also by
some special treatment like physiotherapy and occupational therapy which may not be available
in the normal hospital or any other institute. These children also need special school where they
can get treatment, care and motivation which a regular school can‟t provide them.

So, there should be no doubt about the necessity of this project as it benefits that part of the
society which has been neglected for so long.
ACKNOWLEDGEMENT

In writing the acknowledgement for this paper, I would start off by thanking the Almighty for
having let me complete my thesis and the seminar paper.

The first person who I would like to thank would be my father, who has inspired, supported and
helped me through my whole course of studying architecture in each and every mean. He has
been one such constant element of support. The number of people who I need to thank would
be a whole bunch of friends and family who has always been there. The list would also include
the house maids, staffs who had always helping me in different means. Special thanks to my
mother, brother and my husband also my in laws for all the bits and pieces of help they have
always offered me with.

I would like to express my gratitude to teachers, Abul Fazal Mahmudun Nobi Sir and Shakil
Ahmed Shimul Sir for their guidance and support in my thesis project as well as for giving the
opportunity for learning more about architecture and Thanks also for inspiring me during my
hard times.

Also I would like to thanks all the faculties and teachers for helping and guiding me through my
academic years at BRAC University.

Thanks to all my seniors & juniors, who were with me during my journey. If this thesis project
was the most important chapter of my architecture student life, then it would not have been a
success without the constant support of Rejwana rahman, Tausif sabir, Nawar Nazmul, Farah
Ummey honey, Nafis imtiaz. Moreover I have to thank my batch mates and want to give special
thanks to Aleya farah sinthee for the constant support in this 5 years and for being the relief
during my tough times.

My apologies to those whose names I may I have forgotten to mention in my acknowledgement.

However from the bottom of my heart I would like to thank each and every person who have
directly and indirectly helped me though this course.
CONTENTS

ABSTRACT

AKNOWLEDGEMENT

CHAPTER 01: INTRODUCTION

1.1. Project Specifications.........................................................................................3

1.2. Rationality of the Project.........................................................…………………..3

1.3. Reasons for choosing the Program ..................................................................3

1.3.1. Key Functions.........................................……………………………...…….……..4

CHAPTER 02: SITE APPRIASAL

2.1. Site Location and zoning.................................................................................6-9

2.2. Site photography ……………………................................................................10

2.3 Site Surroundings………………….. ................................................................11

2.4. Historical or any Social Background.................................................................11

2.5 SWOT Analysis ............................................................................................11-12

CHAPTER 03: LITERTURE REVIEW

3.1. Theoretical background of Autism and Disabilities.............................................14

3.2. Key guidance and ergonomics for the disable children......................................21

3.3. Designing consideration for School Spaces.......................................................39

CHAPTER 04: CASE STUDIES

4.1. International Case Studies:................................................................................ 48

4.2. National Case studies…………………………………………….………………….. 54

CHAPTER: 05: PROGRAMME AND DEVELOPMENT

5.1. Administration Building……………………………………………………………… .58

5.2. Medical care & treatment…………………………………………………………… 58

5.3. Therapeutic Unit……………………………………………………………………… 58

5.4. Meditation and Sensory integration………………………………………………… 59

5.5. Vocational Training units……………………………………………………………. 59

5.6. Special Education (for 200 children)………………………………………………. 60

5.7. Food Zone & Entertainment Zone…………………………………………………. 60

5.8. Accommodations (For 50 children)…………………………................................. 60

CHAPTER: 06: DESIGN DEVELOPMENT

6.1. Concept & Design Considerations…………………………………………………...63

6.2. Program development………………………………………………………………. 67

6.3. Conceptual sketch …………………………………………………………………….69

6.4. Site with Master plan………………………………………………………………… 70

6.5. Plans…………………………………………………………………………………… 71

6.6. Sections……………………………………………………………………………… 72

6.7. Elevations…………………………………………………………………………… 73

6.8. Model Images………………………….…………………………………………… 74

6.9. 3D Views & Render……………………………………………………………….. 75

CONCLUSION………………………………………………………………………………. 76

REFERENCES………………………………………………………………………………. 77
CHAPTER: 01: INTRODUCTION

1.1. Project Specifications

1.2. Rationality of the Project
1.3. Reasons for choosing the Program
1.3.1. Key Functions

1
CHAPTER: 01: INTRODUCTION

„An issue that is hidden inside the closet‟ is perhaps the best way one could describe the fate of
people suffering from autism and disability in Bangladesh. With no means or hope of leading a
decent life and with a public system that lacks the basic facilities; people suffering from autism
in Bangladesh are compelled to lead a life that is mostly concentrated within the four walls of
their rooms.

Statistics show that, In Bangladesh 10% of the total population are physically challenged. 1 in
every 100 individuals in the world suffers from an autism spectrum disorder. In our country
about 1.8 corer children (United Nations ESCAP Survey Feb2010) with different sort of disability
live around us and we do nothing just keep silent as if they have no existence in the society.
Day by day the number of physically and mentally disable children‟s are increasing. These types
of people are always neglected in our society. Anyone who feels concerned about them,
perhaps, may have sent them in a distant therapy center far from their family or any institute
which is not well organized. We have a good number of disabled people in our society. If they
are properly trained, they can substantially contribute instead of becoming burden to others. In
developed and developing countries, government takes the responsibility for training and
rehabilitating these peoples. In Bangladesh, our government has also taken measures of this
kind but those are not enough. To multiply the effort, like many other countries, there are some
organizations established and run by the parents and guardians of disabled people.

Autism is a kind of disability usually identified in children at the age between 18 months to 3
years. The affected children suffer from mainly 3 difficulties. These are: Verbal or non-verbal
communication, Impaired social inter-action and limited activities/interest with rigidity in thinking
and repetitive behavior. These children may improve and live a close to normal life if appropriate
intervention and proper training is imparted in time. Though we have many organizations in
Bangladesh working with various fields of disability but there is hardly any quality institute
developed exclusively for the autistic children.

The problem further aggravated with the unavailability of any training Centre to train trainers or
teachers to work with autistic children. Similarly, there is no facility available for the training or
motivation of parents or caregivers of autistic children. We neither have any Centre for caring a
child for the whole day nor do we have any residential training facility. The dream of
rehabilitation is not yet even though off. These types of people are always neglected in our
society.

2
Recently, Bangladesh Army step forwards for this specially disable children. They built a school
(PROYASH) for these differently able children. But the school is not well designed and
managed. So In my proposal I want to re-design this institute with proper facilities and
accommodations.

So, there should be no doubt about the necessity of this project, as it is benefits the part of the
society that has been neglected so long.

1.1. Project Specifications

Project Title: Institute for the differently abled children (PROYASH)

Site: Dhaka Cantonment

Area: 4.64 acre or 2,02120 sqft

Client: Bangladesh Army, Ministry of Social welfare

1.2. Rationality of the Project

A differently able child who may be in the wheel chair for the rest of his life can be refurbished in
an institute under a medical guidance which is not only by medicine or by surgery but also by
some special treatment like physiotherapy and occupational therapy which may not be available
in the normal hospital or any other institute. These children also need special school where they
can get treatment, care and motivation which a regular school can‟t provide them.

1.3. Reasons for choosing the Program

The program for the project is based on the functional requirements of complete physical and
mental growth facilities and was established from the proposal of the authority. The program
includes all facilities required for a complete disabled institute.

3
1.3.1 Key Functions:

 Foundation and Administration

 Medical care & treatment
 Special education facilities and classrooms (for 200 max)
 Meditation and Sensory integration
 Food zone
 Classrooms for extracurricular activities.

Therapeutic Unit

 Physiotherapy
 Occupational Therapy
 Hydrotherapy
 Speech and hearing therapy
 Mental health therapy unit

Entertainment Zone

 Multipurpose hall
 Indoor games
 Play ground
 Sensory spaces

Accommodations (for 50 students)

 Lobby and reception

 Rooms + Toilets (2/3 person for each room)
 Supervisors room with toilets (for each floor)
 Dining hall + study hall

4
CHAPTER: 02: Site Appraisal

2.1. Site Location and zoning

2.2. Site Photography
2.3 Site Surroundings
2.4. Historical or any Social Background
2.5. SWOT Analysis

5
2.1. Site Location and zoning:

Project Title: Institute for the differently able children (PROYASH)

Site: Dhaka Cantonment

Area: 4.64 acre or 2,02120 sqft

6
7
8
Site mapping with slid & void, roads & water body:

9
2.3 Site Photography:

10
2.3. Site Surroundings:

Site is Surrounded with two lakes, some residential and newly developed urban with housing
area. Adjacent road is 40‟ wide. There are lots of trees in the site and there is also an open field
for future extension of this project. No Traffic problem. The site is calm and quiet.

2.4. Historical or any Social Background

Historically, the site was a low land. In the previous time period after dumping the recycle in this
site, the low land was covered. And after that Bangladesh Army came out with some project in
this area. In the nearby sites there is an urban development for Naval headquarter with their
residential facilities. The surrounding site is now in a construction phase. That‟s the reason the
road is not in a very well condition. Otherwise the site is calm and quite. After the urban housing
development the site will be one of the very important areas in Dhaka city.

2.5. SWOT Analysis:

Strength:

 Lots of trees in the site.

 The front side of the site is open with main road and lakes.
 Enough land and space for an institutional project.
 Highly secured and maintenance under the military of Bangladesh army.

Weakness:

 Road condition is not well because of the nearby construction.

 No public transportation facilities.
 The site is in a restricted area.

Opportunity:

 Scope for landscaping

 Scope for creating a soothing space for disabled children.
 Tree act as sound barrier.
 After the urban development there will be a good communication system with transport
facilities.

11
Threat:

 Noise will be created after the urban and housing development.

 There is a high possibility of traffic problem in the near future.

12
CHAPTER: 03: Literature Review

3.1. Theoretical background of Autism and Disabilities

3.2. Key guidance and ergonomics for the disable children
3.3. Designing consideration for School Spaces

13
3.1. Theoretical Background of Autism and disabilities:

Definition of Differently able body or disability

Disability is the consequence of an impairment that may be physical, cognitive, mental,
sensory, emotional, developmental, or some combination of these. A disability may be
present from birth, or occur during a person's lifetime. An individual may also qualify as
disabled if they have had an impairment in the past or is seen as disabled based on a
personal or group standard or norm. Such impairments may include physical, sensory,
and cognitive or developmental disabilities. Mental disorders and various types of
chronic disease may also qualify as disabilities.

Autism and some common signs of autism:

Autism (sometimes called “classical autism”) is the most common condition in a group
of developmental disorders known as the autism spectrum disorders (ASDs). Autism is
characterized by impaired social interaction, problems with verbal and nonverbal
communication, and unusual, repetitive, or severely limited activities and interests.
Other ASDs include Asperger syndrome, Rett syndrome, childhood disintegrative
disorder, and pervasive developmental disorder not otherwise specified (usually
referred to as PDD-NOS). Experts estimate that three to six children out of every 1,000
will have autism. Males are four times more likely to have autism than females.
There are three distinctive behaviors that characterize autism. Autistic children have
difficulties with social interaction, problems with verbal and nonverbal communication,
and repetitive behaviors or narrow, obsessive interests. These behaviors can range in
impact from mild to disabling.
The hallmark feature of autism is impaired social interaction. Parents are usually the
first to notice symptoms of autism in their child. As early as infancy, a baby with autism
may be unresponsive to people or focus intently on one item to the exclusion of others
for long periods of time. A child with autism may appear to develop normally and then
withdraw and become indifferent to social engagement.
Children with autism may fail to respond to their name and often avoid eye contact with
other people. They have difficulty interpreting what others are thinking or feeling
because they can‟t understand social cues, such as tone of voice or facial expressions,
and don‟t watch other people‟s faces for clues about appropriate behavior. They lack
empathy.

14
Many children with autism engage in repetitive movements such as rocking and twirling,
or in self-abusive behavior such as biting or head-banging. They also tend to start
speaking later than other children and may refer to themselves by name instead of “I” or
“me.” Children with autism don‟t know how to play interactively with other children.
Some speak in a sing-song voice about a narrow range of favorite topics, with little
regard for the interests of the person to whom they are speaking.
Many children with autism have a reduced sensitivity to pain, but are abnormally
sensitive to sound, touch, or other sensory stimulation. These unusual reactions may
contribute to behavioral symptoms such as a resistance to being cuddled or hugged.
Children with autism appear to have a higher than normal risk for certain co-existing
conditions, including fragile X syndrome (which causes mental retardation), tuberous
sclerosis (in which tumors grow on the brain), epileptic seizures, Tourette syndrome,
learning disabilities, and attention deficit disorder. For reasons that are still unclear,
about 20 to 30 percent of children with autism develop epilepsy by the time they reach
adulthood. While people with schizophrenia may show some autistic-like behavior, their
symptoms usually do not appear until the late teens or early adulthood. Most people
with schizophrenia also have hallucinations and delusions, which are not found in
autism.

Autism Diagnosed:
Autism varies widely in its severity and symptoms and may go unrecognized, especially
in mildly affected children or when it is masked by more debilitating handicaps. Doctors
rely on a core group of behaviors to alert them to the possibility of a diagnosis of autism.
These behaviors are:
* impaired ability to make friends with peers
* impaired ability to initiate or sustain a conversation with others
* Absence or impairment of imaginative and social play
* Stereotyped, repetitive, or unusual use of language
* Restricted patterns of interest those are abnormal in intensity or focus
* Preoccupation with certain objects or subjects
* Inflexible adherence to specific routines or rituals
Doctors will often use a questionnaire or other screening instrument to gather
information about a child‟s development and behavior. Some screening instruments rely
solely on parent observations; others rely on a combination of parent and doctor

15
observations. If screening instruments indicate the possibility of autism, doctors will ask
for a more comprehensive evaluation.
Autism is a complex disorder. A comprehensive evaluation requires a multidisciplinary
team including a psychologist, neurologist, psychiatrist, speech therapist, and other
professionals who diagnose children with ASDs. The team members will conduct a
thorough neurological assessment and in-depth cognitive and language testing.
Because hearing problems can cause behaviors that could be mistaken for autism,
children with delayed speech development should also have their hearing tested. After a
thorough evaluation, the team usually meets with parents to explain the results of the
evaluation and present the diagnosis.
Children with some symptoms of autism, but not enough to be diagnosed with classical
autism are often diagnosed with PDD-NOS. Children with autistic behaviors but well-
developed language skills are often diagnosed with Asperger syndrome. Children who
develop normally and then suddenly deteriorate between the ages of 3 to 10 years and
show marked autistic behaviors may be diagnosed with childhood disintegrative
disorder. Girls with autistic symptoms may be suffering from Rett syndrome, a sex-
linked genetic disorder characterized by social withdrawal, regressed language skills,
and hand wringing.

Causes of Autism:
Scientists aren‟t certain what causes autism, but it‟s likely that both genetics and
environment play a role. Researchers have identified a number of genes associated
with the disorder. Studies of people with autism have found irregularities in several
regions of the brain. Other studies suggest that people with autism have abnormal
levels of serotonin or other neurotransmitters in the brain. These abnormalities suggest
that autism could result from the disruption of normal brain development early in fetal
development caused by defects in genes that control brain growth and that regulate
how neurons communicate with each other. While these findings are intriguing, they are
preliminary and require further study. The theory that parental practices are responsible
for autism has now been disproved.
Recent studies strongly suggest that some people have a genetic predisposition to
autism. In families with one autistic child, the risk of having a second child with the
disorder is approximately 5 percent, or one in 20. This is greater than the risk for the
general population. Researchers are looking for clues about which genes contribute to

16
this increased susceptibility. In some cases, parents and other relatives of an autistic
child show mild impairments in social and communicative skills or engage in repetitive
behaviors. Evidence also suggests that some emotional disorders, such as manic
depression, occur more frequently than average in the families of people with autism.

Symptoms of Autism:
For many children, autism symptoms improve with treatment and with age. Some
children with autism grow up to lead normal or near-normal lives. Children whose
language skills regress early in life, usually before the age of 3, appear to be at risk of
developing epilepsy or seizure-like brain activity. During adolescence, some children
with autism may become depressed or experience behavioral problems. Parents of
these children should be ready to adjust treatment for their child as needed.

Autistic people should be treated:

There is no cure for autism. Therapies and behavioral interventions are designed to
remedy specific symptoms and can bring about substantial improvement. The ideal
treatment plan coordinates therapies and interventions that target the core symptoms of
autism: impaired social interaction, problems with verbal and nonverbal communication,
and obsessive or repetitive routines and interests. Most professionals agree that the
earlier the intervention, the better.
* Educational/behavioral interventions: Therapists use highly structured and
intensive skill-oriented training sessions to help children develop social and language
skills. Family counseling for the parents and siblings of children with autism often helps
families cope with the particular challenges of living with an autistic child.
* Medications: Doctors often prescribe an antidepressant medication to handle
symptoms of anxiety, depression, or obsessive-compulsive disorder. Anti-psychotic
medications are used to treat severe behavioral problems. Seizures can be treated with
one or more of the anticonvulsant drugs. Stimulant drugs, such as those used for
children with attention deficit disorder (ADD), are sometimes used effectively to help
decrease impulsivity and hyperactivity.
* Other therapies: There are a number of controversial therapies or interventions
available for autistic children, but few, if any, are supported by scientific studies. Parents
should use caution before adopting any of these treatments.

17
Signs of Autism:

• Lack of or delay in developing spoken language.

• Stereotyped or repetitive use of language.
• Little or no eye contact.
• Lack of interest in peer relationships.
• Lack of spontaneous or make-believe play.
• Repetitive motor mannerisms e.g., hand-flapping, finger-flicking, twirling objects.
• Persistent preoccupation with parts of objects.
• Inflexible adherence to specific, nonfunctional routines or rituals.

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Analysis by Autistic spectrum disorder (ASD):
Autism Spectrum Disorder (ASD) is a group of complex neurobiological, developmental
disorders that are typically diagnosed in childhood with symptoms that often last
throughout a person’s lifetime. Characterized by varying degrees of symptom
severity and impact ranging from mild to quite severe, the hallmark characteristics of
ASD include deficits in social behavior and communication as well as restricted and/or
repetitive behaviors. ASD not only impacts individuals but typically affects the health
and wellbeing of the entire family.
The most recent findings from the US and UK indicate that approximately 1% of children
have an ASD and this figure has been commonly cited as the estimated prevalence of
autism globally. However in 2011, investigators found that a remarkable 2.64% of a
general population sample of school-aged children in South Korea had an ASD. This
study suggests that ASD may be under-diagnosed with individuals going unrecognized
and without interventions in many parts of the world. Available evidence suggests that
ASD’s transcend social, cultural and geographic boundaries. However, ASD is
currently not well documented in many countries around the world. There is no reliable
estimate of autism prevalence in Bangladesh to date.

19
The current situation of disability in general in Bangladesh is clearly reflected in the
chart below, sourced from (CDD).

20
3.2. Key guidance and ergonomics for the disable children:

Access and circulation:

Convenient travel routes and distances make life easier for people with disabilities,
especially for those with mobility aids, sensory and learning disabilities and autism.
The exact requirements will depend on the school‟s particular arrangements and who
will be coming to the school. Children may arrive on foot, by bicycle or buggy and may
be using wheelchairs or other mobility aids. Some will use public or private transport.
Designers will need to find out the potential number of vehicles and process of
handover to the school. In a special school particularly there may be several vehicles
arriving to drop children off at the same time.
Arrival and departure take time and resources, which calls for carefuloperational
planning (and must ensurehealth and safety). Transferring childrenin wheelchairs from
the rear or side ofa vehicle is a slow process, which takesplace in all weathers.
The approach from gate to entrance doors should have:
• Vehicular circulation that allows for public and private transport, including set-down
and drop-off withoutcongestion (for example, one way orroundabout traffic flow), and
makesprovision for emergency access andmaintenance.
• Designated safe pedestrian routes some people have less awareness of the risks of
traffic (or cannot see/hearvehicles) and this should be taken intoaccount when the site
is planned.
• Easily accessible, level or ramped slip-resistant and well-drained surfaces along the
route, without trip hazards and with an accessible stepped routenearby to give a choice
• Suitable car parking, with accessible parking bays near the entrance (subjectto local
planning)
• Good quality external lighting for routes, clear legible signage, visualcontrast and
sensory way finding to helpindependence.

Circulation
Movement and travel are part of a learning process for many children who are
developing independence skills, and they should be able to move around alongside
their peers. The aim is to plan for circulation that minimizes travel distances and times.
There should be a choice of routes to avoid congestion, conflict, difficult or long travel,
and waiting. Children may need different types of support or supervision and might:

21
• use mobility aids, frames, wheelchairs, shuffle along the floor,use a handrail for
support, or have amember of staff to walk beside them
• use varied way finding techniques, such as signs, symbols, color, sound,tactile cues
and objects of reference tohelp them negotiate their environment
• be supported by a sighted guide or learn to use sticks or tactile routes

Outdoor circulation
Outdoor circulation needs to have a clear rationale and provide a variety of accessible
routes to suit the whole spectrum of children, minimizing gradients so that they can
easily access all outdoor facilities.
There should be:
• Shelter available along routes for more vulnerable children, with seats every 50m on
long pedestrian routes
• Safe and easily navigable surfaces (wheelchair accessible), with safe changes in level
or transitions betweensurfaces - both ramps and steps are needed where level access
is notpossible
• Good sightlines for overseeing children‟s safety, with no hidden spaces
• Noisy busy routes separate from quieter sheltered spaces, so morevulnerable children
can make their ownway at their own pace
• Level thresholds for access by wheelchair users and to avoid stafflifting mobility
equipment
• Wide enough gates
• Wide paths with defined edges.

Internal circulation
Some children need more space than usual between themselves and others: a child
learning how to use aids and maneuver equipment will need considerable clearance
space; a member of staff walking beside a child with visual impairment will take up a lot
of room; children with hearing impairment need space to sign and gesticulate while
walking. All circulation areas should be wide enough for wheelchair users to pass safely
in different directions (avoiding long narrow corridors or „race tracks‟). This is critical
where there is a high proportion of children using wheelchairs, or needing
assistancefrom support workers. Some children may need handrails along corridors.
Internal circulation spaces should have a light, airy, uplifting ambience to encourage

22
positive behavior – displays of children‟s work and achievements can help with this.
Changes in color, texture or proportion can all be used to help children orientate
themselves.

Vertical circulation
Ramps, steps, stairs and lifts need to be designed to meet the current regulations and
be suitable for people with autism and disabilities. Sometimes climbing stairs is part of
the learning process for some children.

Special schools need greater overall area for circulation than a mainstream school
usually at least 25 per cent of the gross internal floor area.
Circulation spaces should have:
• Clear signage with easily understood contrast, signs and symbols at an appropriate
height.
• Tamper-proof fittings, no projection points, and hazards clearly identified
• Good lighting and views out, but avoiding glare
• Robust, easily maintained.

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Waiting space outside
a lift should take
account of nearby
door openings and
passing traffic.

Climbing stairs is part of the learning

Process for some children.

24
Learning and social spaces:

Early years learning:

Learning through play is especially important at this age and children with autism and
disabilities take part in a range of play-based communication rich experiences. If they
have a higher level of need, greater support can be provided by more staff.
Environments for very young children need not only to be appropriate for their care and
support, allowing space for circulation and for specialist staff using bulky equipment, but
also
Spacious enough to allow different layouts for a variety of activities, toys and play
equipment.

Play spaces should be flexible spaces

with good visual and physical
connections to outdoors.

Typical early year’s spaces:

The exact accommodation will depend on the setting and the type of childcare offered –
part– or full-time sessions, for example. Nurseries attached to schools may share
facilities such as the kitchen and hall but usually have separate entrances, toilets,
support spaces and outdoor play areas. There needs to be enough flexibility to support
diverse and fluctuating needs.

25
The typical range of learning and social spaces comprises:
• One or more play spaces
• A small quiet room for 1:1 support
• A covered outdoor play space
• An outdoor area providing a range of experiences.
These are supported by:
• Storage for belongings, resources and play equipment, and confidential records.
• Storage for buggies and mobility equipment close to the main entrance.
• Staff spaces.
• A parents‟ room.
• A gated kitchen and laundry nearby.
• Direct access to toilets and changing rooms.

Inclusive early year’s provision:

The guiding principles of inclusive design for schools set out earlier also apply to early
years, with some additional factors:
• Health and safety considerations are particularly important for very young children with
autism and disabilities (for example hygienic sand and water play facilities).
• Ground floor accommodation allows safe, level, easy access to the outdoors,
preferably reached directly from indoor play areas.
• While children in early year‟s settings often eat their meals in the main play area, some
children need a more sheltered place and support.
• Signage, vision panels and door handles (where appropriate) need to be low enough
for young children to reach.
• Ramps should have very shallow gradients to suit very young children using
wheelchairs or mobility aids.
• Changes of level may pose risks for some children, so suitable safeguards such as
gates, lower level handrails and guarding should be provided.

Support spaces
The following facilities may be provided to support inclusion:
• A sensory space
• A soft play space
• An additional quiet room or semi enclosed space for support or therapy

26
• Storage for mobility equipment
• Battery charging for wheelchairs
• A medical room

Primary learning:
Transition from early years to primary is a time of considerable change, especially for
those with autism and disabilities, who often need additional support. Generally,
mainstream primary school spaces can meet the needs of most children with autism
and disabilities but in some cases additional facilities will be needed.

Typical primary learning and social spaces:

Primary mainstream and special schools usually provide:
• Classrooms (or bases with shared areas) for whole group work
• Separate areas for practical activities, such as cooking (although these activities may
take place in a class base if large enough and suitably equipped)
• Small rooms for individual and small group work
• Library/resources space
• Larger spaces (likely to be used by the school and wider community out of school
hours) for activities such as drama and movement and physical education, dining and
assemblies
• A range of easily accessible outdoor spaces (a useful learning and teaching
environment and invaluable for recreational, social, extended school and community
use)

These are supported by:

• Staff rooms
• Storage
• Toilet and changing rooms
• Kitchen facilities being able to separate noisy and quiet,
Wet and dry activities easily will help to meet children‟s diverse needs.

Primary mainstream class bases:

There are three sizes of classroom for primary mainstream schools for the specially
disable children.

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Small class bases are no longer recommended for new builds, unless they are
supplemented by shared teaching area adjacent (e.g. for practical activities). In an
existing mainstream school, however, it is possible to achieve an inclusive environment
if, for example:
• Coats, bags and/or resources can be stored nearby (if relevant)
• Fixed furniture can be minimized so staff can re-arrange it as needed
• Class numbers can be reduced to accommodate a child using a wheelchair or mobility
aids.
Standard class bases are large enough for all curricular activities, accommodating one
child using mobility aids and a wheelchair, with access to some or all of the space
depending on the layout.
Large class bases enable full accessibility, including for one or more children using
mobility aids and/or wheelchairs. They may also be suitable as a class base in
resourced provision for children with physical difficulties.

NB A child with learning aids and a teaching assistant may need the same space as two
non-disabled children.
A child using a wheelchair and/or mobility aids may need the space used by three non-
disabled children.

Floor plans of accessible mainstream class bases:

Typical room layouts of accessible class bases, showing:
• Space at the entrance and to access key facilities including the whiteboard, resource
and practical zones
• Direct access to the outdoors, providing an alternative learning environment
• Space for a teacher using a wheelchair

28
Primary inclusion – key design points:
• Classrooms or class bases (which may open onto a shared area) that allows flexibility
in learning and teaching
• Easy access to quiet small-group rooms (not accessed from other classrooms, which
causes disruption and disturbance)
• The ability for large open plan areas to revert easily to cellular spaces, if need be.
• Access from circulation spaces, not other classrooms (which causes disruption and
disturbance).
• The potential for arranging different groupings and activities (for example, sitting in a
circle, around a table or for individual work) and for zoning activities and separating
noisy and quiet
• Links to a variety of outdoor spaces peaceful quite places as well as noisy active
places
• Support spaces and equipment to suit the children at the school.

29
Primary special schools:
Spaces for primary special schools are broadly similar to those for mainstream but with
certain additional considerations.In particular, more spaceis needed because of the
higherproportion of children using learningaids and mobility equipment, and thegreater
number of staff to support them.
Primary special classrooms/bases:
Because of the high level of support they require, children with severe andcomplex
needs are usually taught insmall groups or one to one in a classbase, by one teacher
with teachingassistants and frequently a number ofadditional support workers.
Classrooms or bases in special schools are laid out and equipped for primary curricular
activities, differentiated forthe range of need.

Class base - primary special:

• A sensory corner, which can be set up on a temporary basis
• A quiet corner where a child can rest or calm down
• Computer workstations, some with screening for children who need additional privacy.

30
 A layout for the special classrooms.
Practical areas
In primary special schools, children have an entitlement to be taught afull range of
practical subjects – art,science, food technology and designand technology – either one
to one,in small groups or by joining groupstogether. There may typically be one
adult and one assistant for a small group of between two and four pupils.Practical
activities may take place inthe classroom (which could affect thefloor area), in shared
areas adjacent,in specialist bays or rooms, or inlarge group rooms or other
spaces,depending on the school and the children‟s needs. A small practicalspace, for
instance, might not be largeenough for children in wheelchairs. A store for resources will
neededclose by.
Practical areas in open plan spacesneed to be easily identified and sitedso as not to
impede circulation, distractchildren, or enable them to wanderaway. Provision will need
to be madefor the delivery, use and safe storage oftools, equipment and materials.

31
Art, science, design and technology:
A typical practical bay or space for art,science, design and technology needs to be able
to accommodate a variety ofactivities and will typically comprise:
• Low-level work tables or benches for small children, a worktop forthe teacher, some
storage units forequipment and tools, a sink
• One or more height adjustable work tables and sinks
• Space for storage, trolley and trays
• A safe and hygienic room layout incorporating outcomes from healthand safety risk
assessments
• Floor and wall finishes for wet and dry activities
Access to suitable outdoor spaces enables children to work with sensory planting or
vegetable gardens, to study nature trails or pond life.

Performing arts – music, movement and drama:

Music teaching may be delivered in a traditional way, similar to mainstreamschools,
using musical instruments,keyboards and electronic music, orsignificantly modified to
enable childrento access their curriculum (and so mayrequire plenty of space).Sound
beam or resonance boards,computer-based sound and lightsystems may be used in
conjunctionwith physiotherapy, movement anddrama. Music therapy may also be
provided for children with severe or complex needs to develop their interaction and self-
expression. With suitable acoustic treatment, a range of spaces may be used,
depending on local circumstances.

Library:
A well-designed library can enhance learning. Children may use computersalong with
other access technologythere, such as Braille readers, touchscreens, audio visual or
video displayand learning resource packs, withtoys and reference objects. Shelves
and search systems should be at an appropriate height for access byyounger children
and wheelchair users. The learning environment should becomfortable and there may
be informalseating.

32
Dining:
Dining together can promote a sense of belonging and inclusion. Some children
need further assistance with eating,drinking, developing social skills and
managing behavior as part of theircurriculum and progress to independence,
and they may need to be able tofocus in a quiet, sheltered space awayfrom distraction.
Most staff help duringlunch, and this should be reflected inthe space. Some children
may haveparticular dietary requirements or needspecially prepared food.
Designers need to consider the following points:
• A space that is too constricted or busy will cause stress for some users.
• There needs to be enough space between tables for children to circulate,including
those in wheelchairs.
• Savory counters need to be low enough for children to see the food.

Outdoor spaces:
Experiencing the outdoor environment is an important part both of learning
and leisure for children with autism and disabilities, and a clear rationaleshould be
developed so that outdoorspaces enrich learning, teachingand recreation. Outdoor
activitiesat primary special schools can beadventurous and support children‟sskill-based
learning and enjoymentof play.
A range of spaces should be provided, including:
• Outdoor activity facilities
• Informal social and recreational areas
• Habitat and outdoor classroom areas to support the outdoor curriculum,physical and
sensory needs, social andindependence skills.

Informal social and recreationalActivities:

There should be a variety of areas for different types of play and to enablechildren to
make choices and engagein different activities. For instance:
• To run or kick a ball
• For imaginative or adventure play
• Social spaces to sit and talk
• Quiet places to be alone
Areas with a combination of hard and soft areas might have play equipment
(with safety surfaces), fixed seating andother fixed features. Dividing areas by

33
Low fencing and gates can bring varietyand help with supervision. It may be necessary
to separate boisterous activities from quieter sheltered spaces for more vulnerable
children. Some areas should be partially covered.

Typical secondary learning and social spaces:

The range of spaces needed willdepend on a school‟s curriculum,size and organization
but will typicallyprovide the following:
• General teaching spaces
• Larger spaces for a range of practical specialist and performance subjects
• Small rooms for individual and group work
• Resource spaces, including library
• Large spaces for physical education and assemblies
• Dining and social spaces
• Outdoor spaces
These will be supported by:
• Staff facilities
• Storage for personal belongings, learning aids and resources
• Accessible toilet and changing rooms

Small classrooms:
(49–56m2 for up to 30 children) If many children have autism and disabilitiesor need a
high level of support,adjustments will need to be made tohow a space of this size is
used. Forexample, class numbers might need tobe reduced to allow adequatecirculation
space for learning aids andteaching assistants.

Standard classrooms:
(56–63 m2 for up to 30 children) Standard teaching spaces are usually large enough for
children with autism and disabilities to access all relevantcurricular activities, allowing
forone child using mobility aids and awheelchair, with access to some or allof the space,
depending on the layout.

34
Large classrooms
(63–70 m2 for up to 30 children) Large teaching spaces are especiallysuitable for
children with SEN anddisabilities, since they provide enoughroom to accommodate one
or morechildren (or staff) using mobility aidsand/or wheelchairs, as well as the
necessary support staff. They are particularly useful as a base for children withphysical
difficulties.

Secondary inclusion – key design points:

• Flexible timetabling allows reduction in group size if required.
• Furniture, equipment and servicing positions should allow a range oflayouts to meet
different needs.
• There should be sufficient space around equipment and machinesin practical spaces
for those usingmobility aids or specialist/adaptedequipment.
• Do not underestimate space needed for wheelchair users. A childwith a wheelchair
and/or mobilityaids may need as much space asthree non-disabled children. A child
with learning aids and a teaching assistant may need the same spaceas two non-
disabled children.
• Consider the impact of scale on some children. If spaces are toolarge, teaching and
supervision maybe hampered, some pupils maybecome confused or distracted, and
acoustic treatment and sound-field systems will be needed.

35
Layouts for secondary mainstream classrooms

36
Secondary special schools:
The design of a secondary special school should reflect the older age ofthe children and
help to support theirprogress to independence and participationin the wider community.
In special schools, children are entitled to be taught the same statutorycurricular
subjects as in mainstreamschools, adapted to suit their needs.Since the range of needs
may fluctuateover time (as the school populationchanges and allowing for some
needs to be transient), it is particularly important that the accommodationprovides
enough flexibility andadaptability.

Secondary special school – general teaching spaces:

• The small group room is shared between a pair of classrooms.
• ICT carrels provide individual workstations for concentrated work.
• Loose tables can be arranged to suit needs.
• Wheelchair users can move comfortably around the whole room.
• Some ICT workstations may house equipment specific to one child‟s needs.
• There is plenty of space around the entrance door and space to „park‟ mobility
equipment when not in use.
• Mobility equipment and personal belongings are close to the classroom and easy to
access.
• Loose tables are arranged to give each pupil their own space but tables can be
rearranged to suit activities and need.
• The small group room can be used for counseling, learning and behavior support.
Opening off the corridor, it can be shared with other classes.

37
Secondary special school – general teaching spaces layouts:

38
3.3. Designing consideration for School Spaces:
This section sets out the accommodation that may be needed in primaryand secondary
mainstream and specialschools to support children and youngpeople with autism and
disabilities andthe school workforce:
• Medical, therapy and other support
• Staff accommodation
• Storage
• Toilets and changing facilities

Medical, therapy and other support:

The range of professionals (full-time or sessional) working with children withspecial
needs and disabilities, whereverthey go to school, will vary but mayinclude:
• School nurse
• Visiting doctor
• Physiotherapists
• Occupational therapists
• Speech and language therapists
• Specialists for hearing and visual impairment and mobility officers
• Psychiatric support

Medical rooms:
All schools must have a designatedspace for visiting medical staff and thetreatment and
care of children. Therealso needs to be somewhere for firstaid emergencies and where
a sickperson can be closely supervised by amember of staff.
There need to be:
• Window and door security (to protect medicines and confidential records)
• Non-abrasive wall surfaces and slip resistant floor surfaces that is easy toclean and
maintain for good standardsof hygiene
• appropriate furniture and equipment, such as a desk and chairs, anadjustable couch, a
treatment trolley,a filing cabinet and lockable cupboardand/or fridge for drugs, clinical
Wash-hand basin, some soft furnishings and shelves
• Visual privacy for general medical examination, with portable screens,blinds or
curtains

39
• Good sound insulation for privacy(with specialist acoustic treatment forhearing testing,
if necessary)
• Ceiling-mounted or portable mobile hoists with the area needed for theiruse
• Enough length for vision testing
• a suitable place for resting orrecovery after a seizure (if required)(Space requirements
should beassessed if there is a need forresuscitation and equipment.)

Physiotherapy
In a school setting, a physiotherapist carries out assessments and devisestreatment
plans, working with teachingand support assistants to instruct themon how to deliver
programs to meetthe needs of children individually or insmall groups.
Some physiotherapy can be carried out in the corner of a teaching space
• A multi-purpose support space (25– 30m2) (if suitably fitted out, e.g. witha couch, a
clinical wash hand basin,and a curtained or screened changingspace)
• A large medical room (18–25m2) with an adjustable height couch andequipped with a
ceiling-mounted hoist(If portable hoists are used, 25–30m2may be needed.)
• A fully equipped physiotherapy room (25–30m2 is recommended) – wherethere is a
higher level of need it mayalso be used by other therapists, asappropriate, on a
timetabled basis
Storage space (4–10 m2) will beneeded to support any of thesespaces, for inflatables,
physical aidsand equipment. It should be directlyaccessible from the space, with
Outward-opening doors.
A physiotherapy room should be robust and functional, daylight, with a pleasantoutlook.

Sensory spaces:
Multi-sensory spaces contain light, sound and other equipment formulti-sensory work.
Sensory rooms, used for one-tone and small group work, are highlyresourced spaces,
often entirelywhite or black, which use a range ofequipment to create different
light,sound and other stimuli for multisensorywork. Mirrors and mirrorballs, bubble
tubes, fiber optics andinteractive switch equipment are oftenused (but too many stimuli
may confuseor limit effective use).„Dark rooms‟ tend to have black wallsand ceilings
and/or perimeter blackcurtaining to support light-stimulationwork for a child with very
poor vision.Visually tracking moving lights can helpchildren develop coordination skills.

40
Provision varies but typically a schoolmay have one large white room of24–32m2 or two
small rooms of12–16m2 to provide separate „light‟or „dark‟ rooms. Some schools
maychoose to create a temporary sensoryenvironment in the corner of a learningspace.
Typically for sensory rooms there should be:
• A clear area just inside the door, with enough space for the removal of shoesor outer
clothing
• Sufficient clear space to transfer from wheelchairs (by hoist) to the maincushioned
platform area
• An appropriate ceiling height and construction for overhead hoists (2.6–2.8m high is
suitable, see page 164.)
• Plastic covered cushioned linings to walls, to half or full height (fire-ratedfoam products
should be checked forhealth, safety and fire prevention withthe supplier).

Toilets and changing facilities:

Provision depend on children‟s needs and the school‟s approach tomanaging toileting
arrangements.Schools are likely to have somecombination of:
• changing facilities for the very young
• Standard toilet cubicles
• Larger toilet cubicles for children who need more space to use training aids,or to move
around using mobility aids
• Wheelchair-accessible toilets
• Specially equipped hygiene rooms for changing and showering some childrenwith
severe physical or profound andmultiple disabilities.
There need to be:
• separate facilities from those for staff and/or visitors (although shared
unisexaccessible facilities are permitted in some cases)
• Separate facilities for younger and older children in all-age schools
• Separate toilet provision for boys and girls aged eight and above (and ideally
for hygiene rooms too).

Toilets and hygiene rooms – key design points:

Toilets and changing rooms should be designed with the following in mind:
• There should be enough room for non-ambulant children to move around and for staff
(at least two adults for a secondary age child using a wheelchair), to help them if

41
necessary, taking account of manualhandling and transfer arrangements,including the
use of portable ormobile hoists. Space is also neededto store the hoist and wheelchair
when not in use.
• Fixtures and fittings should be robust and at an appropriate height(some may need to
be heightadjustable) and within easy reach ofusers. For wheelchair users, wash hand
basins may be adjustable height or fixed height with a knee recess.
• The layout, fixtures and fittings should reflect the age of the childrenand help them
develop personalcare skills. For example, children inearly years settings have lower-
heightcubicles and smaller toilet fittings.
• Screening needs to allow for supervision while maintainingchildren‟s privacy.
• Where a school has pupils with motor disabilities, particular attentionneeds to be paid
to fittings such astaps. Long lever handles or infra-red fittings may overcome these
difficulties.Soap dispensers and toweldispensers should be specified andpositioned to
encourage their use,considering both dexterity and reach.

Accessible toilets – examples of provision:

Plans and sections showing key dimensions around the wc pan in accessible toilets: for
nursery
and infant age children (a) and older primary and secondary age children (b).

42
43
Ceilings:
Ceiling layouts will be needed to ensure coordination between trackingfor hoists and
other elements such asservices, roof lights, and equipmentsuch as projectors.The
following key issues should beconsidered:
• Where there is a risk of tampering or damage, such as toilets, indoor activityspaces or
calming rooms, secure fixingswill be needed (such as security clips tosuspended ceiling
tiles). Services shouldbe concealed to avoid damage andinterference.
• The structure must be able to support hoists and tracking in
toilet/changing,physiotherapy spaces.
• Homogeneous ceilings with recessed light fittings may be needed in medicaltreatment
or „clean areas‟.
• Pool areas may need to allow for air movement above the ceiling to avoidmold growth.
• Sound-absorbent surfaces are required for most children with disabilities,to ensure
good sound quality. Anacoustic consultant will need to advise on specialist spaces such
as audiologysuites.

Walls:
Drawing internal wall elevations is important because of the level ofspecialist equipment
needed. It helpsto ensure that fixtures and services are fully coordinated with fixed
furniture,fittings and equipment.
The following key issues should be considered:
• Sliding folding partitions between spaces can increase flexibility but it maybe difficult to
provide enough soundinsulation, especially for children withhearing impairment.
• Walls may need to support heavy equipment and the force of a childpulling on
equipment (for example,wall bars in a physiotherapy room,grab rails in toilets). Where
lightweightconstruction is used, additional framingsupports and impact-resistant
boardsmay be needed.
• Walls need to be easy to repair if there is any accidental or deliberatedamage.
Exposed corners may need tobe protected. Dado rails and handrailsoffer protection
both to the wall andthe children, but need to be carefullydetailed near openings and in
relationto services, fixtures and fittings.
• Smooth, cleanable, relatively impermeable surfaces will helpinfection control. Full tiling
is needed inhygiene areas, kitchens and toilets.

44
• Smooth non-abrasive materials are less likely to cause harm if a child fallsor brushes
against the wall, if there isboisterous behaviour, or if accidentsoccur. In some spaces
(for examplecalming rooms), walls need to be cladwith smooth but firm, impact-
resistant,non-abrasive materials or linings, toreduce risk that a child can self-harm.

Internal and external ramps:

• Gradients should be as shallow as practicable, as steep gradientscreate difficulties for
some wheelchairusers who lack the strength to propelthemselves up a slope, or have
difficultyin slowing down or stopping.
• Some children who can walk but have restricted mobility can find it moredifficult to
negotiate a ramp ratherthan a short stair, so a choice of routesshould be provided.
• Approved Document M notes that ramps have a surface width of1500mm between
walls. Wider rampsshould be considered where thereis likely to be a high proportion of
disabled users.

Steps and stairs:

• The minimum clear width permitted by Approved Document M is 1200mmbut this is
only advisable in schoolsfor little used stairs. Standard Specifications,Layouts and
Dimensions(SSLD) 6 recommends a clear width of1600mm, which enables two adults
topass each other with ease and permitsthree people to safely carry down awheelchair.
• There should be visual contrast between stair nosings and the treadsand risers. For
external steps, tactileinformation should be provided, suchas corduroy tactile paving to
the topand bottom of the steps.
• There should be safe protected refuges of a suitable size on allstaircases for
evacuation, with appropriate communication links.
• Additional low handrails should be provided for children under 12.

Colour
Colour should be considered in relationto light levels, visibility, maintenanceand
psychological effect. The followingpoints may be useful:
• A bright surface against a dark background can be glaring and reducevisibility (such
as a window in a darkwall or frame).
• Bright colour in large areas, or busypatterns, can confuse or over-stimulate.
• Some patterns can produce a strobe effect and should be avoided.

45
• Pastel subdued colours can be soothing.
• Layeringcolour will define objects for some visually impaired people.Remember,
however, that some peopleare colour blind (particularly betweenred and green).
• Colour on architectural features is useful for signalling a change inactivity.
• Colour coding can identify spaces.
• Colour or tonal contrast can be used to identify objects such as light switchesagainst a
wall or utensils or tools onwork surfaces or possible hazards suchas step edges.

Ventilation:
Effective ventilation, with adequate fresh air, is important in all schools.Stale air with
high levels of carbondioxide affects concentration and cancause drowsiness. This effect
may bemore pronounced in children withspecial needs.For schools where there are
childrenwith complex health needs, ventilationsystems can be a potential source
ofcontamination, and may need to bedesigned for infection control or tomaintain
standards of hygiene.

Room layouts and furniture:

The classroom layout should meet the needs of those likely to use the space.For
example, a U-shaped layout with awhiteboard may be suitable for childrenwith hearing
impairment.A whiteboard or plasma screen shouldbe positioned so that everyone can
have a clear view and (where relevant) touch the screen.The following need to be
considered toensure comfortable working positions.
• The type of table and seat (for example height adjustable)
• The ability to see the computer screen clearly, without glare orshadowing
• Sufficient space to be able to use access devices (such as flat-panelscreens, with the
computing devicelocated under the desk or to the side,which allows more space for
accessswitches and keyboards)
• Sufficient space for wheelchair users, who may have ICT resources mountedon a tray
attached to the wheelchair, onheight adjustable tables – alternativelythey may use
trolleys equipped with aworkstation and access devices
• Individual study areas or carrels (which must be large enough forkeyboards and other
devices) may beused to reduce distraction - useful whenspeech recognition software is
beingused.

46
CHAPTER: 04: CASE STUDIES

4.1. International Case Studies:

4.1.1. Hollywater School
4.1.2. Heritage Park Community School
4.1.3. Baytree Community Special School

4.2. National Case studies:

4.2.1. SOS HermannGmeiner School and college

47
4.1. International Case Studies:

Case study 1: Hollywater School

Client: Hampshire County Council

Architects: P, B & R Design Services

Type: Community special school forpupils with complex learningdifficulties

Age range: 2–19

Date completed: 2006

Area: 3000m2

The site:

The new buildings were positioned to make the greatest use of the site, and form a close
relationship with the landscape. The general teaching classrooms at the southern edge have
views over farmland, shaded by mature oak trees. The mature boundary landscaping and the
new building enclose an external play area divided into hard surfaced and grassed play areas,
with a fully accessible adventure playground and sensory gardens.

48
Floor plan of Hollywater School:

49
Case Study 2: Heritage Park Community School
Client: Sheffield City Council
Architects: Sheffield Design and Project Management
Type: Community special school for pupils with behavioral, emotional andsocial
difficulties
Age range: 7–16
Date completed: September 2005
Area: 2320 m2
The site
The school is on the lower part of a sloping site, set in attractivelandscaping. The split
level buildingexploits the site: there is an entrancelevel car park, zoned play areas for
each age group, a hard court for team games and an upper level grass pitch. Perimeter
fencing and CCTV camerasprovide security.

50
Floor plans ofHeritage ParkCommunity School:

51
Case Study 3:Baytree Community Special School
Client: North Somerset Council
Architects: David Morley Architects
Type: Community special school for children and young people with severelearning
disabilities and profoundand multiple learning difficulties.
Age range: 3–19
Date completed: 2004
Area:2000 m2
The Site
The external space is designed to allow easy access by the children aswell as the
community. The buildinghas two main entrances – one for thecommunity facilities and
one for schooluse. The roof over-sails a long entrancewall to give a sheltered drop-off
for theeight specially equipped mini-busesthat bring the special school‟s students.
Outside there are multi-use games areas, a skate park, bike track, naturegarden,
adventure area and playingfields.

52
Floor plansof Baytree Community Special School:

53
4.2. National Case study:

Case Study 1: SOS Hermann Gmeiner School and college

Client: SOS
Architects: Late Architect RaziulAhsan, Nahas Khalil
Type: Community school for orphanage children.
Age range: nursery- HSC
Area:5858 m2
The Site
The fundamental programme of the SOS village is to provide home for orphan, where
they are raised by a mother and live a normal family life. The the boys grow up they
move to the youth village. while thegirls however, remain in the children's village. The
client wanted to have a youth village to house 120youth and various other ancillary
facilities, such as a common room and dining room, kitchen, director'sresidence and
office. The brief asked for four residential buildings and married tutor in the other two.
On the 5858 sq m plot, 6 buildings are arranged around a rectangular courtyard. The
director's office cum-residence was centrally located so that he could have visual
control over the houses. A large openhall served as a dining area and a common room.
Brick vaults, 12" thick were used, in two directions for the roof, and provide natural
ventilation, better heat insulation and also give a comfortable visual sealed, when used
in conjunction with sloping,projecting eves. The eves also protect the brick walls on all
sides from rain and sun, and are in harmonywith the traditional architecture of thc
country. A plot of land beside the main road measuringapproximately 8094 sq m and
only a few plots away from the SOS youth village was procured forconstructing the
Hermann Gmeiner School, which has class from nursery up to college level. Other
facilities included an administrative section, five laboratories, a library, gymnasium-cum-
auditorium, a projection room, a basket ball court and a playfield.
Two blocks for junior and senior classes were placed on the northern and southern side
of the plot separated by a play field. All other facilities were placed on the eastern block
running north-south. Theentire school is linked by a single loaded corridor which
connects the class rooms and provides betterlight and air in the interior. Deep over-
hangs and projecting eves similar to SOS youth village run allaround the building
protecting the exposed brick work. Small courts provide ventilation and light and

54
serve as play areas for the children. Open to sky terraces and wide corridors become
play spaces during the recess hour. The wide corridor provides ample exhibition
spaces. An elaborate children's play areawith play equipment is provided adjacent to
their class rooms.
RC column and spread foundation was used for the extra depth below grade and
composite brick and RC columns were used for load bearing. The structural system of
the youth village consists of brickfoundations, load bearing walls, vaulted roof and RC
eaves. Exposed machine made bricks, virtuallymaintenance free, are used both inside
and outside of building.

55
Floor plan ofSOS Hermann Gmeiner School and college:

56
CHAPTER: 05: PROGRAMME AND DEVELOPMENT

5.1. Administration Building

5.2. Medical care & treatment
5.3. Therapeutic Unit
5.4. Meditation and Sensory integration
5.5. Vocational Training units
5.6. Special Education (for 200 children)
5.7. Food Zone & Entertainment Zone
5.8. Accommodations (For 50 children)

57
5.1. Administration Building

1. Entry + Entry Lobby = 500 sft

2. Administration + Admission = 1000 sft (03 Rooms)
3. Reception+ Information + Inquiry = 400 sft
4. Display = 200 sft
5. Principal‟s Room
With P.A. Room + Toilet+ Waiting = 700 sft (03 Rooms)

6. Vice Principal‟s Office = 300 sft

7. General Staff =300 sft (for 04 staffs)
8. Fund raising authority = 150 sft
9. Teachers room = 800 sft (for 10 teachers)
10. Account Manager = 150 sft
11. Conference Room = 700 sft
12. Toilets + Stores = 1800 sft
Total = 7100 sft

5.2. Medical care & treatment

1. Lobby + Reception =150 sft

2. Doctors Lounge = 200 sft
3. Clinical Support Room = 800 sft
4. Nurse Station = 150 sft
5. Toilets + stores = 50 sft
Total = 1350 sft
5.3. Therapeutic Unit

1. Physiotherapy = 500 sft

2. Hydrotherapy = 500 sft
3. Speech and hearing therapy = 250 sft
4. Mental health therapy unit = 300 sft
5. Toilets + stores = 50 sft

58
 Total = 1600 sft

5.4. Meditation and Sensory integration

1. Special class for Activities Daily = 300 sft

Living and Life-skill training
2. Yoga and meditation classrooms = 1600 sft (04 rooms)
3. Toilets + stores = 100 sft
Total = 2000 sft

5.5 Vocational Training units

1. Lobby + waiting = 200 sft

2. Workshops = 2000 sft (04 rooms)
3. Sewing Training = 300 sft
4. Mental workshops = 300 sft
5. Computer Training = 300 sft
6. Dance classroom = 500 sft
7. Music classroom = 500 sft
8. Painting classroom = 500 sft
9. Toilets + stores = 150 sft
Total = 4750 sft

5.6. Special Education (for 200 children)

1. Class room assuming 200 students = 10000 sft

(approx) at a time with the capacity of
20 students in a class.
(10 nos x 1000 sft)
2. Studio Workshops = 3000 sft
3. Relative equipment‟s + Store = 300 sft
4. Activity Room = 500 sft
5. Teachers Common Room = 1000 sft
6. Teachers Workshop = 800 sft
7. Teachers training Room = 800 sft

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8. Exhibitions Room = 1500 sft
9. Toilets + Store = 1500 sft
Total = 19400 sft

5.7. Food Zone & Entertainment Zone

1. Cafeteria + Kitchen & Pantry = 2500 sft

2. Restaurant = 2000 sft
3. Multipurpose hall = 5000 sft
4. Indoor games = 5000 sft
Total = 14500 sft

5.8. Accommodations (For 50 children)

1. Lobby + reception room = 400 sft

2. Rooms + Toilets = 15000 sft
(2 person for each room)
3. Supervisor room + toilet = 2000 sft
(for each floor)
4. Dining hall + study hall = 4000 sft
Total = 21400 sft

Total built Area = 72400 sft

Circulation Area = 21700 sft

(30% of total Built Area)

In Total = 94100 sft

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Other for the Site Development:

1. Drop off point of students taking public transport.

2. Car parking as much close to code requirement.
3. Pedestrian walkways for access to school building as much may be incorporated.
4. Vehicular drop off under porch of school building.
5. Courtyard + landscaped sitting for Students.
6. 2 separate Parent‟s waiting with toilet inside and outside of the school compound.
7. Sanctuary garden and playground placement properly.

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CHAPTER: 06: DESIGN DEVELOPMENT

6.1. Concept & Design Considerations

6.2. Program development
6.3. Conceptual sketch
6.4. Site with Master plan
6.5. Plans
6.6. Sections
6.7. Elevations
6.8. Model Images
6.9. 3D Views & Renders

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6.1. Concept & Design Considerations:
Study and approaches for autism:
Design of an institute for autism requires a very conceptual progression. In this design
process it‟s more important than the experience, logic, justifications. When I started to
study about the Autistic children. I was looking for their notions, philosophies of their life,
their way of thinking, everything which includes the way of their lifestyle for designing
this project.

Sensory Awareness:
Sensory elements - using color, light, sound, texture, Green landscape and aroma
therapeutically, in particular for children with complex health needs.

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Healing Therapy:
An accessible environment helps children with disabilities take part in school
activities alongside their Peers. Accessible circulation routes, Green with
landscape help them to have their healing therapy.
Color Therapy:
Color should be considered in relation to light levels, visibility, maintenance and
psychological effect
Light Therapy:
Multi-sensory spaces contain light, sound and other equipment for their therapy.

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 Color therapy

Healing therapy

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Design Considerations:

A circle is a simple shape , which has only one point and that is center. For autistic children ,
something which has only one center point can make them less confused and helped them for
their easy accessibility.

All building elements must be carefully assessed for children with disabilities, who may be
particularly vulnerable. Avoid hard-edged corners or rough textures for designing a space for
Autism.

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6.2. Program development:

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6.3. Conceptual sketch:

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6.4. Site with Master plan:

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6.5. Plans:

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6.6. Sections

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6.7. Elevations

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6.8. Model Images

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6.9. 3D Views & Renders

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Conclusion:

The design has finally ended with effective and prospective output and has to desire to have a
healthy and survival and breathable as well as learning environment which will enhance and
enrich the maximum potential and confidence standup independently with the outside world.

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References:

 http://en.wikipedia.org/wiki/Autism
 http://www.proyash.edu.bd/
 http://www.cnacbangladesh.org/
 http://dera.ioe.ac.uk/1145/1/Special%20education%20needs%20and%20disa
bility%20review.pdf
 http://bangladeshprotibondhifoundation.org/Brochure%20of%20Banglades
h%20Protibondhi%20Foundation%20-%20Final.pdf

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