El Miradero Process Book by jordyndane

el miradero el miradero inds 470 - jordyn dane

01 01

ending discrimination against latino immigrant families with children with disabilities THE PROBLEM: IMMIGRANT FAMILIES FACE A LOT OF DISCRIMMINATION, BARRIERS, AND LACK OF RESOURCES TO BEGIN WITH, HAVING A CHILD WITH DISABILITY ON TOP OF THIS ONLY MAKES IT MORE DIFFICULT. THERE'S A LACK OF COMMUNITY FOR IMMIGRANT FAMILIES WITH A CHILD WHO AQUIRE SPECIAL NEEDS, A SENSE OF EMPOWERMENT CAN HELP THESE FAMILIES ADJUST TO THE SOCIAL CHANGE AS WELL HAVING A SUPPORT SYSTEM AND ACCESS TO RESOURCES THEIR CHILD NEEDS.

14% 19% 1

5%% 6% 6% 10%

14% of the national public school enrollment are disabled students. which is equivalent to

7 million students.

19% of the population of disabled students. are enrolled in a public school.

34% of students have specific learning disability 19% of students have speech or language impairment

34% 19

14% of students have other health impairments 10% of students have autism 6% of students have development delay 6% of students have intellectual disability 5% of students have emotional disturbance 1% of students have hearing impairment 1% of students have visual impairment

education for disabilities

WHAT’S WORKING IN INTEGRATED SCHOOLS? an integrated classroom is a setting where students with disabilities learn alongside peers without disabilities.

FOR STUDENTS WITH DISABILITIES

FOR STUDENTS WITHOUT DISABILITIES

affords a sense of belonging to the diverse human family

increases abilities to help and teach all classmates

FOR TEACHERS creates an awareness of the importance of direct individualized instruction

FOR SOCIETY promotes the civil rights of all individuals

provides a diverse stimulating environment in which to grow and learn

develops respect for others with diverse characteristics and sensitivity toward others limitations

increases ways of creatively addressing challenges

supports the social value of equality

evolves in feelings of being a member of a diverse community

develops an appreciation that everyone has unique characteristics and abilities

teaches collaborative problem solving skills

teaches socialization and collaborative skills

enables development of friendships

provides opportunities to experience diversity of society on a small scale in a classroom

acquires different ways of perceiving challenges as a result of being on a multi-disciplinary team

builds supportiveness and interdependence

classroom design can increase student learning by 16% according to the study, factors such as air quality, lighting and students’ sense of ownership of their classroom all affected the students’ ability to learn. room temperature can improve learning by 23% according to the building environment study, comfortable room temperature and good air quality air quality

improves students ability to learn

overall complexity of a classroom can improve learning by 23% the building and environment study shows that a balanced layout with wall displays and perhaps an accent wall can increase student progress.

literature review:

a case study of liberation among latino immigrant families who have children with disabilities

-june

24th 2011 - community research

latino immigrant families with children with disabilities experiecne multiple sources discrimination

stressors

due to cultural adjustment, race, language differences

action

parents realized they need more advance asl classes

disabilitity

parents felt the agency was not providing equal support

parents felt their child

for including their children in regular community

needs activities like sports,

activities

the director threatened to inform their

employers and u.s immigration and naturalization service

art programs, after-school activities

of their undocumented status when approached

uncertainity of their

other agencies did not have the capacity to provide

immigration status made

services in spanish to these families or required social

families reluctant to seek

security numbers.

services from agencies

16.7%-

of the total u.s population is represented by latino families

10.4%-

of the latino population have a disability

62%-

of latinos with disabilities are unemployed

literature review:

stressors and barriers to services for immigrant fathers raising children with disabilities

-september

1st 2015 - community research

action

latino immigrant fathers tend to supress the difficulties

increased depression, avoidance

of adjusting to the new role as a father of a child with

and isolation is common for

disabilities

immigrant fathers with a child with disabilities

health care professionals view

a fear of loss of employment and finacial support

latino fathers in a negative

creates worry and guilt for fathers related to the

light, offering little help due

child’s medical care treatment.

to perception/stigmas

martial stress is experienced by both parents with a child

language barrier is one of the main obstacles in accessing, receiving, and utilizing health care services for parents of children who have disabilities. many

with disability with lack of intimacy, time, communication which causes frustration between spouses

74%-

of the parents with children with disabilities states resources being too expensive

40%-

of those parents reported not knowing where to go to find help

36%-

of immigrant men work part-time due to the complexity for raising children with disabilities

literature review:

delayed special education placement for learning disabilities among children of immigrants

-december 2nd 2012 -

oxford university press

researchers frequently find that teachers are more

delaying disabilitiy assesment

likely to regard minority students as poorly behaved or

and remediation may lead to

as possessing lower academic ability than non-latino

increased disadvantages for

white students.

language minority immigrant students who are most at risk for school failure

there’s documented tendency among school professionals

special education teachers may

to delay reerring language minority students for special

be less capable ot teaching

education services until they are sufficiently english

language minority students

proficient.

(15%

of special education

teachers had taken a esl course)

children of immigrants appear to be at less risk of

disparities in the timing

special education placement with learning disabilities

of placement may lead

during the first years of schooling and the gap narrows

to inequalities in special education’s efficacy.

language minority children’s

55%-

chance of special education placement is

55%

lower

than those that speak english

88%-

esl participants have

88%

lower initial odds of special education placement

76%-

of esl immigrant children are significantly less likely to be considered for special education until third grade

02 02

the question: how can an educational community center provide the needs and protection of latino immigrant families with a child with disabilities?

client profile fiesta educativa location: 2310 pasadena ave., suite angeles, ca

#204

los

90031

background:

founded by the eastern los angeles

support:

fiesta educativa knows the importance of

regional center. it was one of the first organizations

providing a safe space for immigrant families with

in the country to serve latino families with children

a child of disability. they believe in having a safe

who have developmental disabilities.

place where parents can discover resources and help

“party”

The

concept of

stemmed from the fact that latino families

in regards to their special needs child. el miradero

respond better to information imparted in casual,

becomes the physical place for their children’s needs

familiar settings, like the homes of fellow families,

and the answer to what they are missing.

rather than in agency offices.

goals:

budget: 11 the mission of fiesta educativa inc. is to

million

in funds for

regional

centers in north los angeles county

provide information and training to latino families on how to obtain services for all persons with disabilities. el miradero will be able to provide to latino families the services, education, community,

grant funding: the organization works with latino clients at 10 of the state’s 21 regional

and safety for their special needs child and support

centers. funding comes from regional centers as

to the family.

well as from event sponsorships.

Q & A

fiesta educativa 1. What

does your organization do?

“Fiesta Educativa

6. What

is a non-profit organzition and we help children with disabilities

ranging from autism, mental and mobility disabilities. we have these families navigate through special education system and provide educational workshops. due to the pandemic they’re only virtual but in the past families use to gather together with similar issues and find solutions together.”

2. What “

are some of the goals that the organization has?

our main goal is to help obtain services for these families and try to educate

parents that might be use to stigmas regarding their childs disabilitiy, we also provide the proper support for them and i think that’s very important for these families to have.”

3. What

are your biggest concernes for latino immigrant

families with a disabled child?

“our

biggest concern that we’ve seen from from families that are immigrant descent

is having them labelled as immigrants

due to their documentation status they don’t

have the same access to the same resources as residents or u.s citizens, and families feel scared to share the legal status. we do make sure we create a safe space for these families.”

4. What

do better to support these families?

“right

now, due to the barriers with technology i think we can better by

giving them access to technology equipment or give them a program to teach them how to use technology, if we had a computer lab for parents to come and use it for

minutes.”

7. What’s

something you notice most of these families

really need?

“i

can’t stress advocacy enough, they know what to do but they’re scared

they’ll do the wrong thing.”

8. Does

your organization offer art programs, sport

events or any other community activity?

“We

have done events where the children are able to draw or able to create

a comic book, we also did a fashion event where the kids would wear the dress they created, i do believe art therapy is benefitial for anybody.”

9. What’s

something you wish this organization could

provide for these families?

“i

do you think is the most important role this

think more mental health education and services, it’s very important, we

receive calls that the parents child is in crisis”

organization provides for these families?

“i

do you think the organization could work on to

think our most important role is providing support for these families, we’re very

understanding and some of our staff have children with disabilities. we’re filled

10. What’s

with empathy and promote advocacy for the children and self-advocacy.”

child of special needs that you feel needs more awareness?

“for

5. What faces? “even

are some of the challenges that the organization

though we are in a pandemic we’ve seen this issue before it start

which is the

barrier or technological access. alot of families are not familiar with how to use a computer or even how to write and send an email. basic skills to technology.”

a big issue in regard to latino families with a

our families it’s the language barrier

for a child with a disability other

than the stigmas its having an accessible community. in regards to streets and buildings being more accessible.”

research techniques survey responses 72 participants 5.6%

20.8% no

12.5%

art programs

yes

18%

29.2%

sports

yes

52.8% mental health

23.7% 79.2%

life courses

yes

LANGUAGE of the

79.2%

EDUCATION

participants,

72 participants, 52.8% believe mental

of the

think it is important

70.8%

87.5%

RESOURCES

FEAR

72 participants, 70.8% think a latino

of the

87.5%

participants,

believe that latino

for children to learn

health is the most important

immigrant family does not

immigrant parents do not

spanish while the other

for a child to learn about.

have the same amount of

have to fear about reaching

20.8%

do not.

41%-

of the participants think a latino child with special needs is given the same attention/treament as opposed to a non-latino child with special needs

resources as a non-latino

58%-

out to resources

(local

family with a child of

regional center, local

special needs

community groups, ect.)

of the participants do not think a latino child with special needs is equally considered for a special education program as opposed to a non-latino child with special needs

76%-

of the participants do not think a latino child with a language barrier is equally included in community activities as opposed to a non-latino child

USER GROUPS primary users

latino families who need more resources for their child with special needs are the primary users for this facility. needs for health services, after school programs, community activities and meetings are some of the resources these families are being offered.

secondary users

teachers, doctors/nurses, coaches/physical therapists make up the secondary users of this facility, being the work force and support for these families to provide the help their child with disabilities need.

ancillary users

cleaning services, guest speakers, landscapers, immigration control council, are the ancillary users providing inspiration

function to the facility.

& maintence,

client personas primary users

Michael

Michael is a latino child that suffers with visual impairments, born and raised in the U.S, his parents immigrated illegally to california to provide a better life for their son.

Michael enjoys playing soccer and learning how to play piano.

Julissa

Hector

Julissa is a latino child that suffers with hearing impairment. Born in Mexico, she and her family immigrated to California to seek better resources for ASL, ESL, and equipment to help her hearing. Julissa enjoys bak-

Hector is a latino child that suffers with mobility impairment (cerebal palsy). Born and raised in California, his parents immigrated to the U.S in hopes for better opportunities. Hec-

ing and painting with her younger

loves spending time with his dogs.

sister.

tor enjoys playing video games and

client personas secondary users

Teachers

Doctors/Nurses

Coaches/Physical Therapists

Teachers will be working through

Doctors and nurses will be available

Coaches and physical therapists will

out the facility for after school

within the facility to offer health

be available within the facility to help

programs, as well as esl, asl classes

services to families without fear of

children with special needs as well as

for parents, and teaching life skills

their documentation status.

offer them community activities.

to students and families to bond and create a strong community.

client personas ancillary users

guest speakers

Guest

speakers will attend the

landscapers

Landscaping

to maintain the

immigration

Immigration

customs council

and customs council

facility to offer special events and

facilities gardens, feilds, and overall

will attend once every 3 months to

information for families.

landscape will attend the facility

assess the facility’s program and

every

weeks.

management

client persona: michael visual impairment

AGE: 5

about

LANGUAGE: SPANISH

Michael

GENDER: MALE DISABILITY: VISUAL IMPAIRMENT CULTURE:

frustrations minimum

left out in ac-

braille

tivities

knowledge

is a latino child that suffers with visual impairments, born and

raised in the

U.S, His

parents immigrated to

born and knows a little bit of english.

Michael

public school and currently learning english in

before

Michael

was

is currently enrolled in

ESL

classes, however

Mi-

chael hasn’t been placed in the special education program where he can advance his learning to read braille. It’s unclear when he will be placed in a special education program and could be until his english proficiency gets stronger so there’s more resources for teachers to accomodate his needs.

interests language barrier

California

music

soccer

reading

client persona: julissa hearing impairment

AGE: 6

about

LANGUAGE: spanish

Julissa

is a latino child that suffers with hearing impairment.

deaf and was raised in a household that only speaks

GENDER: female

She was born spanish. When Julis-

sa began school, she had the disadvantage being unable to hear as well as

ASL (American Sign Language). Due to lack of resources her parents do not know ASL and also do not speak english. This places the family facing a lot barriers in regards to getting the help Julissa needs. Currently enrolled in a public school system, her school offers ESL and she began to learn ASL however the lack of communication between her not knowing

DISABILITY: hearing impairment CULTURE:

parents as well as lack of health resources for hearing equipment set her at a disadvantage.

Julissa

is able to find joy in baking with her younger

sister and form a connection

share an interest that makes her feel un-

derstood with her family.

frustrations minimum asl skills

interests

overwhelmed with

schoolwork

miscommunication with parents

painting

baking

sibling bonding

client persona: hector mobility impairment

AGE: 5

about

LANGUAGE: SPANISH

Hector is a latino child that suffers with mobility impairment (cerebal palsy). Born and raised in California, his parents immigrated to the U.S. Hector and his parents struggle to get the health resources he needs in regards to his disability. They attempted to go to Regional Centers but after

GENDER: MALE DISABILITY:MOBILITY IMPAIRMENT CULTURE:

trying to express they need more help they felt threatened by the clinic in regards to their undocumented status. cluding

Hector,

The

family speaks little english in-

the public school is doing all that they can for him but

he needs extra help.

Though Hector

struggled with out in regards to re-

sources, he always has a smile on his face when he’s around his family dogs and loves playing his video games.

frustrations struggling with school

mistreatment

interests language barrier

video-games

animals

nature

CORE VALUES diverse educational experience strong welcoming community assimulation to u.s life nurtering well-being

user journey: daily routine michael

school starts

key:

positive impact

negative impact

history class:

math class: the

gym class:

lunch: michael

science class:

english class:

movie is being

class is using

michael isn’t

and his best

michael is

michael works

shown michael

blocks to learn

included in

friend pass a

partnered with

with his assistant

cannot see or

addition and

activities and

soccer back and

another student teacher to

understand all

subtraction

begins to feel

forth

the words and

michaels feels

isolated and left

begins to get

included

out

anxious

he’s

who isn’t

go over any

still learning

receptive to his

materials he was

but enjoys the

disability

challenge

end up working

they

confused about during the day

school ends

solo

8am

9am

10am

11am

12am

1pm

2pm

3pm

school routine michael listens to music

michaels mom comes home

michael goes outside

michael eats dinner

and has a snack while

and tries to assist with

and plays soccer to

with his family as they

waiting for his parents

homework

release his frustration

reassure him with

to come home to assist

can’t read the homework

with homework

school and have fun

him

fully so she can’t

conversation to make him

translate his work to him

feel better

arrives home

3pm

4pm

after-school routine

however she

5pm

6pm

7pm

goes to sleep

8pm

user journey: daily routine julissa

school starts

8am

key:

positive impact

negative impact

history class:

math class:

gym class: julissa lunch: julissa

science class:

teacher gives a

julissa enjoy her

participated in

had difficulty

julissa worked on julissa struggles

lecture, assistant

time in math, they kickball with her

speaking to the

a science group

in english class

teacher helps

work on a hand

friends, her team

lunch lady to

project, she

she feels her

translate it to

out and julissa

wins in gym class

pick out what she was unable to

teacher is going

julissa but asl

is confident to

and she enjoyed

wants, she gets

understand the

too fast and

was fast and

participate with

her time

frustrated.

handout but her

her asl isn’t

complex for her

answers

teammate helped

advanced enough school ends

9am

10am

11am

12am

1pm

english class:

2pm

3pm

school routine julissa works on her

julissa tries to

julissa has dinner

julissa makes cupcakes

math homework and

communicate with her

with her family and

with her sister, making

sister to not play with

goes over the alphabet

up for their earlier

she starts her reading

her stuff but she can’t

with her family in asl,

bicker

assignment which was

understand her so she

they all enjoyed this

feels unheard

bonding exercise

completes it with ease,

arrives home

3pm

challenging but she’s

goes to sleep

glad she finished it

4pm

after-school routine

5pm

6pm

7pm

8pm

user journey: daily routine hector

school starts

8am

key:

positive impact

negative impact

history class:

math class:

gym class: hector

lunch: hector

science class:

english class:

hector enjoys

hector struggles

is unable to

enjoys his lunch

hector has

due to hectors

history class,

in math and

participate in gym

with some friends trouble

language barrier

they watched

was trying to

and feels left

and shakes off

understanding

he struggles with

a film in

ask questions

out, he feels he

his feelings about the exercise is

english class and

class they he

resulted in other could be included

followed pretty

students making

but theres never

thoroughly

fun of him

effort shown.

9am

10am

11am

gym

science and has a feels behind in language barrier work and lecture

school ends

12am

1pm

2pm

3pm

school routine hector plays with his

while hector waits for his

dogs to decompress from

parents to come home he

his school day

plays video games with his friends online

try to figure out his english homework but are unable to complete it, hector feels stressed

arrives home

3pm

hector and his dad

4pm

after-school routine

5pm

6pm

hector eats dinner with his family after homework and his parents are stressed and worried for his school work

7pm

goes to sleep

8pm

key experiences concept sketches

community activities to grow connections event: children and families come together and garden as symbol of growth, to help inspire and motivate each other while relating to common issues and forming a strong bond. elements: latino immigrant parents, latino children with disabilities, teachers, landscapers

technology assistance event: children and families explore innovative technology that deepens their knowledge in regards to their own/childs disability, as well as advancing their social skills and basic technology operations elements: latino immigrant parents, latino children with disabilities, technology

key experiences concept sketches

exposure of language and literature event: a library filled different types of languages, technology displaying asl and different language to follow and learn if a parent or child is unable to attend a class elements: latino immigrant parents, latino children with disabilities, teachers, librarian

art resources event: art materials, resources, for children to express themselves and be able to use various mediums as well as explore different forms of art to help them be creative and get inspired. elements: latino children with disabilities, art materials, teachers, art therapy

key experiences concept sketches

all faith space event: a safe place for those to practice their religion, belief, spirituality. to help families hold on to hope and peace elements: religion, sprituality, beliefs, children with disabilities, latino parents

meditation zone event: meditation and relaxing center for children to focus on their mental health and decompress from stress in their lives. elements: latino children with disabilities, private meditation pods ada compliant for all kids to destress

key experiences concept sketches

unique sport activities for disabilities event: fields/spaces/activities designed specifically for children with disabilties for them to feel unique and confident to participate in sports/physical activities and feel special to have a

“cool”

place for them.

elements: children with disabilities, coaches, textures and colors for sensory design

lecture hall event: a grand, open space that feels luxorious and welcoming for parents to attend lectures to learn about common issues, come together as a community, and learn more about their childs disability to avoid stigmas elements: guest speakers, teachers, latino parents

key experiences concept sketches

law information/guidance event: a safe place to help latino immigrant parents process their documentation status elements: latino immigrant parents, latino children with disabilities, lawyers, legal guidance

quiet space event: a place for children with disabilties to take a moment from school work and activities, read, or do homework elements: latino children with disabilities, all ada compliant

typologies educational outreach program special education

art program

civic

healthcare

cultural facility

- educational developement - recreational - immigration law

afterschool program

EDUCATIONAL typologies history of type created in the

19th century - building types

ranged from churches, basements, and parlors

started as one room schools to multistory

complexes

typical space types classrooms - cafeteria - nurse office - main office - library - computer labs - social work offices - gymnasium - outdoor fields - auditorium

evolved as the nation rapidly grew

service population

(staff+students) suburban: 1,343 - city: 1,453 - rural: 532 town: 762

typical employees + staff principal - guidance counselors - teachers - social workers - psychologists - speech therapists - janitors - food service - it staff

typical design goals reducing students dependence on teachers promoting peer to peer collaboration

refrain

from creating confined classrooms

trends

issues

furniture that gives options to learn nature

stimulating place

spaces to socialize and engage with

inspiring and meaningful architecture

sustainability

CIVIC typologies history of type created in the after hours

20th century - used for school a way to promote free education

recreational uses

social centers

service population 25,000 to 100,000 (differ from and districts)

typical space types auditorium - outdoor feilds - athletic aquatics area - trails - track feild - sauna/steamroom

courts

classrooms

typical design goals neighborhoods

planned for night and day use main transportation hubs

integration of

centralized parking

ideal location

typical employees + staff recreation director - recreation programs cooridinator - recreation assistant - activities therapist - senior recreation leader - activity director - receptionist - park ranger/security

trends

issues

- multi-partnerships - amphesis on aquatics design - nontraditional running tracks - more lounge areas - better acoustics - more design focus on entrances and exits - focus on sustainability - emphasis on collaboration activity spaces

inclusion

program occupancy classification class type

load factor classroom area - 20 net reading rooms - 50 net stack area (library) - 100 gross sleeping area - 120 gross outpatient areas - 100 gross exercise rooms - 50 gross stage and platforms - 15 net office area - 100 gross

spaces needed offices

soccer field

classrooms

activity room

library

gardens

health clinic

all faith space

lecture hall computer lab meditation area quiet room play room

(business)

incidental occupancy class types a-3: gathering of people for worship, recreation, or amusement a-5: participation in or viewing of outdoor activities

program percentage of spaces quiet room classrooms

4.51%

soccer field

18.8%

offices

15%

3.76%

all faith space

lecture hall 6.7%

meditation area 6.7%

library 11.3%

4.51%

play room 3.76%

health activity clinic room 6.02%

5.26%

gardens 3.01%

art rooms computer 6.02% lab 4.51%

03 03

site

building analysis

research

analysis on the site location

for the project. focusing on demographics of the area, surrounding neighborhoods and businesses, and a deep look into the functionality and highlights of the building itself.

site location: brand library 1601 W Mountain St, Glendale, CA 91201

art center

about: Brand Library & Art Center has been a cornerstone for the arts in Southern California since 1956. This unique public library focuses on visual arts and music and provides free services and programs for a diverse community, including a collection of over

110,000 lectures,

items, subject specialist librarians, exhibitions, concerts, dance performances, films, and hands-on craft programs

for children and adults.

mission: The Library, Arts & Culture Department

provides the community

with the opportunity to seek and share ideas and information that will enrich lives, foster literacy, inspire intellectual curiosity and stimulate the imagination.

glendale: population site

analysis:

demographics

1601 W Mountain St, Glendale, CA 91201 population: 204,765 glendale is the

population by race

23rd largest city in

california, currently growing at a rate

19.6%

0.84% anually and its population has increased 6.80% since the recent census. of

latinx

8% two or more

average income:

50.4% white

7.9%

$41,117

other

12.8% asian

glendale language: 31.78% of glendale residents only speak english, 68.22% speak other languages including spanish, indo-european, and asian/pacific island languages.

1.3% black

25-40 years old: 35% of population

glendale: location overview site

analysis:

1601 W Mountain St, Glendale, CA 91201

country: united states

province: california

city: glendale

county: los angeles county

united states

about: glendale downtown, the museum of neon art showcases light based and electric art, plus vintage neon signs. brand park has trails and the

19th

century doctor’s house museum and gazebo. the verdugo

california

mountains offer equestrian routes and hilltop lookouts. northeast, trails run through rugged deukmejian wilderness park in the foothills of the san gabriel mountains

glendale

glendale: area assessment site

analysis:

1601 W Mountain St, Glendale, CA 91201 activities: hiking

sightseeing

local eats

site location

bus stops

vehicle transportation

restaurants

parks

golden state freeway

historic sites

brand library: history site

analysis:

1601 W Mountain St, Glendale, CA 91201

el miradero brand library

art center is the former home of

glendale pioneer leslie coombs brand. l.c brand was often called the

“father

of glendale”, the design

was inspired by the east indian pavilion at the 1983 columbian exposition in chicago, he built his estate in 1904 at the base of the verdugo mountains, with views of orange groves and undeveloped land all the way to griffith park in the distance, naming it

“el

miradero”, spanish for

“a

high place overlooking

an expansive view.” brand passed away in 1925 and the mansion became a library and public park. in 2012 the library had closed for an extensive renovation and is now known as art center”

“brand

library

brand library: views site

analysis:

surroundings

1601 W Mountain St, Glendale, CA 91201

building site views looking from the building site

brand library: circulation, entry site

analysis:

1601 W Mountain St, Glendale, CA 91201

exit

basement entrance

ada entrance ada parking

main entrance

public parking

vehicle circulation pedestrian walkway

public feild

brand library: building analysis site

analysis:

1601 W Mountain St, Glendale, CA 91201 existing electrical

lots of design opportunities and freedom fire stair?

structural

should use space for more playful environments or spaces thaat need excessive space

existing elevator

entry ways

basement

ground floor structural elements to be aware of while designing since the space is pretty structured..

path should be clear

noted

brand library: building analysis site

analysis:

1601 W Mountain St, Glendale, CA 91201

overall building is on a hill, so the basement slopes and only partially sticks out, more than half has no natural sunlight

windows minus

the back but does not receive sun, the front and right side of the basement has ground access and

original structure

windows

basement

mass study

basement axis study

ground floor

ground floor axis study

second floor

second floor axis study

basement

brand library: sun analysis site

analysis:

1601 W Mountain St, Glendale, CA 91201

summer

winter

basement

be aware of sunlight and not to put reading spaces/technology rooms in area

ground floor office to be considered?

sun path

second floor

brand library: human scale site

analysis:

1601 W Mountain St, Glendale, CA 91201

9’

10’

9’

46’ 1” 39’ 2”

20’ 7” 12’ 9”

brand library: fenstration site

analysis:

1601 W Mountain St, Glendale, CA 91201

brand library: existing materials site

analysis:

1601 W Mountain St, Glendale, CA 91201

04 04

precedents selected projects with similar programs to research and analyze circulation patterns, functionality of the facilities, and how spaces were formed and organized.

precedent 1

nowon women’s education center ARCHITECT: TPL ARCHITECTS LOCATION: SOUTH KOREA AREA:398

program -

entrance information area office restrooms

pantry storage janitor room balcony

lecture rooms

YEAR:2018

about Nowon-gu Office

wanted to establish a women’s

education center which would focus on enhancing women’s literacy and accommodating various activities for the higher educational community.

nowon women’s education center public

private circulation

1st

3rd

floor

2nd

basement

4th

floor

ANALYSIS

nowon women’s educational center

ORGANIZATION the site has a linear organization, the building is pretty narrow and long in length, this makes the circulation pretty simple and easy to navigate.

CIRCULATION the building has a main central path that separates the public areas from the private areas

(private

rooms like classrooms, lectures, ect)

IMPORTANT TO MY PROJECT i found the circulation for this project the mosti mportant thing that can apply to my own project, seeing the way a central path used to seprate public and private and seeing a common path used on all

floors is something to note for my project

that contains both public and private areas.

precedent 2

school and community center ARCHITECT: DATSCHA ARCHITEKTEN LOCATION: GERMANY AREA:9876 YEAR:2017

program -

classrooms cafeteria cafe

restrooms playground gymnasium

kitchen facility event hall

about The “3-in-1”

building consists of a primary

school with sports facilities, a kindergarten and a community centre.

The

goal of the project is

to provide an educational and cultural space for all age groups and to allow collaboration and interaction between them.

school and community center public

private circulation

1st

floor

basement

school and community center public

private circulation

2nd

floor

3rd

floor

ANALYSIS school and community center

ORGANIZATION this site has a clustered plan thats stacked, it utilizes simialr shapes on all floors however it uses the forms from the first floor and only uses part of it for each

(for example center)

floor the

the second floor just uses the

corners of the building but not

CIRCULATION this project has a central path that leads to public areas which remain in the center, and private areas are in the corners of the building which i think is succesful. i do think due to size and the fact that the second floor isn’t all connected it makes it a bit innconvienent to travel from one side to the other.

IMPORTANT TO MY PROJECT for this project it’s important to study how they are separating private spaces from public, considering this project has such a large program it’s also important to take note how they separate the program throughout the space. the basement is a good case study to reflect on since it is more structured building)

(similar

to the entrance of my

precedent 3

daycare center for disabled children ARCHITECT: ATELIER D’ARCHTURELAURENT TOURNIE LOCATION: FRANCE AREA:

program -

offices

roof terrace

technical rooms garden hydrotherapy rooms activity rooms

YEAR:2011

about the center is a place of care, sharing and coordination of various activities for supporting and relieving handicapped children and their families in the cahors area.

daycare center for disabled children public

private circulation

1st

2nd

floor

basement

floor

ANALYSIS daycare center for disabled children

ORGANIZATION the site has a linear organization, the building is narrow and uses a hallway as the main path with the private room on the left and right of egress.

CIRCULATION the building uses one hallway to travel through the entire building, i think the circulation for thi site is succesful but also very straight forward with not alot of freedom design wise for the private rooms.

IMPORTANT TO MY PROJECT an important factor to stay aware of is similar to the first precedent which is the use of a central path that guides the user from public to private space very easily.

precedent 4

participatory resource center ARCHITECT: NATALIA MUNOZ AGUILAR LOCATION: SPAIN AREA:794 YEAR:2011

program -

multipurpose hall reading room

boardroom computer lab

classroom training restrooms offices

about this is an exempt building whose geometry has three parts twinned with each other around a courtyard, where all uses are oriented in the space relationship.

The

building is supported by the public

space, by a piece rectangular courtyard which arises from the interaction of other parts.

participatory resource center public

private circulation

1st

floor

2nd

floor

ANALYSIS participatory resource center

ORGANIZATION this project is clustered and from the way the entrance is formed somewhat radial. the entrance is formed like a polygon where you can go around the building completely, the second floor is also stacked on top

CIRCULATION formed like a polygon the entrance makes it easy to access any door point leading you to any section of the building you need to get to, having private room in the corners of the building making it easy to separate public from private.

IMPORTANT TO MY PROJECT i found the circulation for this project the most important to apply to my project. mainl due to the central circulation and mindfulness of separating the private spaces in corners

off to the side making egress functional and practical to the user.

PROGRAM participatory resource center ACTIVITY learning reading drinks

learning

snacks

meditation

health

sensory

teaching

faith

physical therapy

play

lectures

management

quiet room

law

reading

SPACE

# OCCUPANTS

FLOOR AREA PER OCCUPANT

TOTAL SQF PER UNIT

OF UNITS

TOTAL UNIT SQF

classrooms

300

6000

library

100

5000

cafe

100

1000

2000

clinic

100

1500

playroom

750

1500

lecture hall

750

offices

100

300

1800

300

all faith

quiet

meditation

reading room

gardening

garden

300

back of house

storage

100

PROGRAM program scale

classrooms library

cafe all faith

meditation clinic

lecture hall quiet

playroom

rooms offices

storage

garden reading

VITALITY VITALITY the state of being strong

& active; moving to

higher knowledge or perception of a certain situation.

POINT OF VIEW POINT OF VIEW every position or place you encounter has different and multiple views; the encouragement to understand the life of immigrant latinx families with a child of special needs from all angles as well as providing advocacy to show these families new perspectives. creating spaces displaying different point of views that show the importance of community that eliminate fear

aleination.

MANIFESTING ADVOCACY MANIFESTING ADVOCACY bringing together; common goals, attitude, interest feeling of fellowship

;

artistic advancement

CIRCULATION general circulation

first floor

basement

second floor

CIRCULATION schematic design first floor

basement

diagram 1

first floor

diagram 3

first floor

basement

diagram 2

basement

first floor

diagram 4

basement

adjacency diagram schematic design

BLOCK DIAGRAMS schematic design KEY 10

2 14

5 9

1 3 11

11 6 6 6

first floor

11 10

11 10 10 10 10

10 10 10

basement

10 10 10 10 10 10 10 10

playroom

meditation

entry

cafe

lecture

office

all faith

garden

1 3 11

11 6 6 6

collumn

10.

classroom

11.

restroom

12.

clinic

13.

storage

14.

library

BLOCK DIAGRAMS schematic design lecture hall restroom

class room

cafe

restroom

class room

class class class class room room room room

class room

medidtation

class room

garden entry library

playroom

playroom class room

restroom

entry restroom

office

clinic

offices basement

first floor

entry

circulation

BLOCK DIAGRAMS schematic design medidtation restroom storage

cafe

restroom

all faith

lecture hall garden entry

class class class class room room roomroom class room

class class room room

playroom

library

playroom

restroom

entry

class room

restroom office

clinic

first floor

offices

entry

basement

circulation

KEY EXPERIENCES schematic design community activities to grow connections children and families come together and garden as symbol of growth, to help inspire and motivate each other while relating to common issues and forming a strong bond.

exposure of language and literature a library filled different types of languages, technology displaying asl and different language to follow and learn if a parent or child is unable to attend a class

KEY EXPERIENCES schematic design technology assistance children and families explore innovative technology that deepens their knowledge in regards to their own/childs disability, as well as advancing their social skills and basic technology operations

play

sensory

sensory and play areas for children to engage with one another as well as decompress from school/stress and enjoy being a kid! incorporating elements that are universal for disabilities and heighten the human senses

concept expression point of view concept statement even from the same position people have very different perspectives on life. with these perspectives come a larger understanding of one another. bringing together these different views in a space that support and nurtures the user will unite even the most dispirate point of views.

key elements point of view

|“

the position from which a person

describes, tells a story, has a particular attitude on a matter

unite

”

|“

nurture

bring together

| “care

for

;

“

encourage growth

“

concept expression lighting concept concept statement even from the same position people have very different perspectives on life. with these perspectives come a larger understanding of one another. bringing together these different views in a space that support and nurtures the user will unite even the most dispirate point of views.

key elements point of view

|“

the position from which a person describes,

tells a story, has a particular attitude on a matter

”

framing certain parts of the space, wayfinding on ceiling drawing the user to a specific space.

unite

|“

bring together

“

focal lighting over specific spaces to bring attention of imporance

;bring

together the space making the space reliant/ lighting brings

together the entire space

nurture

| “care

for

;

encourage growth

“

ambient lighting to soothe, direct lighting to help focus and learn, organic shapes relating to growth

concept expression mass concept concept statement even from the same position people have very different perspectives on life. with these perspectives come a larger understanding of one another. bringing together these different views in a space that support and nurtures the user will unite even the most dispirate point of views.

key elements point of view

|“

the position from which a person describes,

tells a story, has a particular attitude on a matter

”

displaying different point of views from the utilization of different ceiling heights, illusionist art on forms to create a picture or space creating depth

unite

|“

bring together

“

multipurpose spaces that change and adapt to creating and bringing together more spaces

‘

a grand space for lectures also used as a

flex space

nurture

| “care

for

;

encourage growth

“

volume of spaces are comforting and safe by keeping the forms consistant with height and similar forms to soothe

concept expression materiality concept concept statement even from the same position people have very different perspectives on life. with these perspectives come a larger understanding of one another. bringing together these different views in a space that support and nurtures the user will unite even the most dispirate point of views.

key elements point of view

|“

the position from which a person describes,

tells a story, has a particular attitude on a matter materiality to be used to

“collage”

”

spaces with color, texture, and

patterns that changes depth and the view as the user moves through the space

unite

|“

bring together

“

materials harmonize the space, brings attention and draws the user in, textures, lines define the space to support and unite those with disabilities

nurture

| “care

for

;

encourage growth

“

materials for sensory, tactile, soft for comfort and easy on the eye to not distract or make the space overwhelming

concept expression organization concept concept statement even from the same position people have very different perspectives on life. with these perspectives come a larger understanding of one another. bringing together these different views in a space that support and nurtures the user will unite even the most dispirate point of views.

key elements point of view

|“

the position from which a person describes,

tells a story, has a particular attitude on a matter

”

spaces created from a single point perspective drawing separating and breaking up the building

unite

|“

bring together

“

spaces were created and organized with the thought of how to bring users together

nurture

(community/health/education)

| “care

for

;

encourage growth

“

community section the upper floor of the main entrance to bring users together education on the lower floor for privacy and away from noise and activity; health in the original mansion for comfort and less clinical approach

concept point of view concept statement even from the same position people have very different perspectives on life. with these perspectives come a larger understanding of one another. bringing together these different views in a space that support and nurtures the user will unite even the most dispirate point of views.

inspiration

graphic styles

title text

body text

annotation text

a b c d e f g h i j k l m n o

a b c d e f g h i j k l m n o p

p q r s t u v w x y z

4567890,. maven pro

black

rendering styles

123

q r s t u v w x y z

567890,. maven pro

bold

1234

q r s t u v w x y z

12345

67890,. maven pro

regular

image style

schematic plans version

first floor

secdond floor

not to scale

schematic plans version

first floor

secdond floor

not to scale

design development rcp draft

first floor rcp

secdond floor rcp

not to scale

Waiting

room clinic

Feature

wall

Plaza

size of classroom

design development sections

section 1 scale = 1/8 = 1”

section 2 scale = 1/8 = 1”

typologies sensory play sensory playroom

back view

interaction users interact with a sensory playroom that helps with hand mobility, reading, understanding movement, weight and sizes, writing mobility, tactile surfaces and textures, large braille to understand the language, sand to create and learn mass and size.

inventory of elements led panells behind the wall to light up perforated wall for pegs, pegs with textures, pegs with shapes, pegs with different weights, tactile braille tiles, led touch screen, interactive touch screen pillars, dreamy lighting, tactile wall tiles

summary users will learn more about their disability and their struggles through a fun interactive way that will help them in their future while creating a safe space for these kids to share and connect while learning with one another.

center view

typologies education space classrooms

front view

interaction users will attend classes with an innovative and creative environment, with modular furniture the classes are accessible and adjustable for each class while allowing more participants on bigger lectures

inventory of elements moveable pivoting glass panes, modular furniture, acoustical ceiling

summary users will attend classes in a comforting environment that allows bigger gathers that latinx are use to while being adjustable to disability needs promoting creativity and an exciting environment for learning

inside view

design development sections

section 1 scale = 1/8 = 1”

section 2 scale = 1/8 = 1”

design development sections

section 1 scale = 1/8 = 1”

section 2 scale = 1/8 = 1”

floor plans el miradero all faith

claassroom

class

room

class room

class

meditation room cafe

class

room

plaza

class room

technology room

lobby library

therapy office

exam rooms

waiting physical therapy

first floor

secdond floor

not to scale

area of focus

developed plans focused designed area

1st

floor community area

not to scale

1st

floor clinic

not to scale

developed rcp focused designed area

1st

floor community area

not to scale

1st

floor clinic

not to scale

design development sections

section 1 cafe scale = 1/8 = 1”

section 3 exam rooms scale = 1/8 = 1”

section 2 feature entrance scale = 1/8 = 1”

section 4 classroom scale = 1/8 = 1”

design development library

quiet space

library

quiet space

materials

ffe

design development plaza

entrance

side view

materials

ffe

design development library

cafe

library

materials

ffe

design development all faith

classroom

all faith

classroom

materials

ffe

design development clinic

waiting room

exam room

materials

ffe

design development trace overlays accessibility while the entire facility is made to be accesible for users who have disabilities, the goal for this facility is to meet more than the minimum requirements for ada compliance. the highlighted areas are spaces specifically designed for handicapped, and corridors/circulation programmed for the user journey.

acoustics the highlighted areas are spaces that need to consider acoustics due to the activity that is happening within the space and activities that happen around it.

productivity promoting health and comfortability for the users to not only experience in services but also feel immediately when they enter the space is important to translate throughout the facility but specifically critical in the highlighted areas

first floor not to scale

acoustics the highlighted areas are spaces that need to consider acoustics due to the activity that is happening within the space and activities that happen around it.

secdond floor not to scale

design development trace overlays safety

security

the highlighted spaces represent areas that will contain security and check-in to make sure the users are safe and feel comfortable

codes

life safety

representing half diagnol rule, fire rated stairs and exit

ergonomics these areas represent spaces that are designed to improve comfort, health, safety, and productivity.

first floor not to scale

design development trace overlays safety

security

the highlighted spaces represent areas that will contain security and check-in to make sure the users are safe and feel comfortable

codes

life safety

representing half diagnol rule, fire rated stairs and exit

ergonomics these areas represent spaces that are designed to improve comfort, health, safety, and productivity.

secdond floor not to scale

design development trace overlays primary values these spaces represent the core values of a strong community, nurturing well-being, diverse education experience, and assimulation to u.s life

affordances the world is composed of substances, surfaces, textures, the arrangement of which provides instantly recognizable function of environmental features

integration theory elements of the environment work in harmony to facilitate a particular behavior

first floor not to scale

design development trace overlays primary values these spaces represent the core values of a strong community, nurturing well-being, diverse education experience, and assimulation to u.s life

affordances the world is composed of substances, surfaces, textures, the arrangement of which provides instantly recognizable function of environmental features

integration theory elements of the environment work in harmony to facilitate a particular behavior

secdond floor not to scale

final plans focused designed area c

d a

floor floor floor

1a 1b 2

PLAZA

CLINIC WAITING AREA

COMMUNITY CLASSROOM

EDUCATION

ALL FAITH SPACE

MENTAL HEALTH SERVICES

SENSORY LIBRARY

HEALTHCARE COMMUNITY SPACES

1st

floor

not to scale

final design plaza

materials

ffe

north feature wall

PRODUCED BY AN AUTODESK STUDENT VERSION

final design

classroom

PRODUCED BY AN AUTODESK STUDENT VERSION

all faith

typologies all faith space all faith booth

side view

interaction users will be able to have privacy to pray, meditate or relax with the abilitiy to either sit, kneel or stand.

inventory of elements pocket door, pull out bench, counter top, bronze metal circular sculpture with led lighting

front view

summary this booth is to give users privacy while creating the same experience as the entire space gives, these booths are all ada compliant and adjustable to the users needs and comfort.

plan view

final design community classroom

PRODUCED BY AN AUTODESK STUDENT VERSION

final design library

cafe

materials

ffe

west library wall

PRODUCED BY AN AUTODESK STUDENT VERSION

typologies sensory play library castle

side view

plan view

front view

typologies library informational kiosk

side view

interaction users will sit and can gather in kiosk and select lectures or informational videos on their childs disability, or for children that missed a class/ extra help in lagnuage and writing

inventory of elements screen displays, kiosk booth, modular furniture, headphones, buttons to select lectures

summary the informational kiosk is for parents/children that might have missed a class and can watch a previous lecture highlighting key points or select an area of needed support for quick summary

front view

plan view

final design clinic

materials

ffe

thank you! thank you! inds 470 - jordyn dane

citations Dedicated to empowering families of persons with disabilities. (n.d.). Retrieved October 01, 2020, from https://fiestaeducativa.org/ Paloma, M. (2012, March). A Case Study of Liberation Among Latino Immigrant Families Who Have Children with Disabilities. Retrieved 2012, from http://ebscohost. com Yoshida, K. (n.d.). Stressors and Barriers to Services for Immigrant Fathers Raising Children with Developmental Disabilities. (Rep.). Terejo, M. (n.d.). Mexican Immigrant Mothers’ perceptions of Their Children’s Communication Disabilities, Emergent Literacy Development, and Speech-Language Therapy Program. (Rep.).