Architectural Thesis: Centre for Centre for Children with Disabilities in Bhopal by Mariya Suresh

2BAR101 – ARCHITECTURAL DESIGN PROJECT 2021-2022

CENTRE

FOR CHILDREN WITH DISABILITIES: A Living Memorial

A REPORT

Presented by MARIYA P SURESH 17BARC033

2BAR101 – ARCHITECTURAL DESIGN PROJECT 2021-2022

CENTRE FOR CHILDREN WITH DISABILITIES: A Living Memorial

A REPORT

submitted in partial fulfillment of the requirements for the award of degree in BACHELORS IN ARCHITECTURE, by the CMR University School of Architecture

Presented by MARIYA P SURESH 17BARC033

ACKNOWLEDGEMENT

I would like to express my sincere gratitude to Prof.Muralidhar Reddy, Director of CMRUSOA and my thesis coordinators Prof. Akshaya LN and Prof.Anusha H for their continuous support throughout my thesis.

Words cannot express how grateful I am to my thesis guide,Prof. Tintu Jessy Joseph, for not only providing insightful and directional feedback and for believing in me when I didn’t believe in myself, but also for understanding me and treating me like a human being. It was the most encouragement, guidance and a sort of sisterly love I have received from a teacher besides the one provided by a few other teachers throughout this course.

My friends, Diya Sharma, Ela Manya Navin and Subhadra Sura Reddy have been my stronghold. You made this fight easier by providing me with actual help and the much needed moral support. This project is as much yours as it is mine.

Melna Maria Mathew has been a constant source of support and motivation these last few years. Your presence in my life has been incredibly reassuring and strengthening, playing a pivotal role in my completion of this course.

Lastly, I would like to thank my family and God for being there through these incredibly strenuous and challenging 5 years and for providing me with the necessary endurance required to successfully complete my graduate degree.

Mariya P Suresh 17BARC033

CONTENT

Chapter 1

1.ABSTRACT

2.THESIS STATEMENT

3.AREA OF FOCUS

Chapter 2

4.INTRODUCTION AND BACKGROUND OF STUDY

4.1 THE MIC TRAIL

4.2 IMAPCT OF THE DISASTER

4.3 SOCIAL STUDY

5.AIMS AND OBJECTIVES

5.1 CLASSROOMS FOR CHILDREN WITH ADHD AND OTHER DISABILITIES

5.2 CLASSROOMS FOR CHILDREN WITH AUTISM

6.CASE STUDIES

6.1 SPASTIC SOCIETY, KARNATAKA

6.2 CHINGARI REHABILITATION CENTRE,MADHYA PRADESH

Chapter 3

7.SITE AND CONTEXTUAL SETTING

7.A SITE AND CONTEXT

7.B USER GROUP AND PROGRAM

8.SCOPE AND LIMITATIONS

9.METHODOLOGY

Chapter 4

10.INFERENCES FROM DESIGN ITERATIONS

11.DESIGN DRAWINGS & DESCRIPTIONS

Chapter 5

12.CONCLUSION

13.BIBLIOGRAPHY/WEBLIOGRAPHY

14.APPENDIX

LIST OF FIGURES

Fig 2.1 What does the Centre represent

Fig 3.1 What does a living memorial mean

Fig 4.1.1 Reaction of MIC with water

Fig 4.1.2 Dysfunctional safety systems

Fig 4.2.1 Areas affected by the tragedy

Fig 4.3.2.1 Map showing location of NGO’s

Fig 5.1 Architectural intervention for disabilities

Fig 5.1.1 Singular seating

Fig 5.1.2 Workstations that allow for one on one learning

Fig 5.1.3 Adequate visuals on walls

Fig 5.2.1 Spatial sequence in a classroom meant for children with autism

Fig 5.2.2 Quiet escape space

Fig 5.2.3 Separate escape rooms

Fig 5.2.4 Crawl space

Fig 5.2.5 Partition spaces

Fig 5.2.6 Clerestory lighting to reduce distractions

Fig 5.2.7 No posters or colours are allowed on the walls of such a classroom

Fig 5.2.8 Sound proofed rooms ensure better concentration and absorption of what is being taught

Fig 6.1.1 Entrance to the school block

Fig 6.1.2 Wide ramps that are used for accessibility

Fig 6.1.3 Sensory pathways

Fig 6.1.4 Classrooms for children with autism

Fig 6.1.5 Student to teacher ratio of 3:1

Fig 6.1.6 Open area for obstacle courses

Fig 6.1.7 Student to teacher ratio of 6:1

Fig 6.1.8 Necessary ramps

Fig 6.2.1 Layout of speech therapy room

Fig 6.2.2 Layout of physiotherapy room

Fig 6.2.3 Section through physiotherapy room

Fig 6.2.4 Prayer area as gathering space

Fig 6.2.5 Music room as gathering space

Fig 6.2.6 Use of local materials

Fig 6.3.1 Ground Floor Plan

Fig 6.3.2 Detail of sensory wall

Fig 6.3.3 Conceptual ideas

Fig 6.3.4 The senses as imagined by Alan Dunlop

Fig 6.3.5 Aerial view

Fig 7.A.1 Evolution and Vegetation study of site

Fig 7.A.2 Hajra-Bi,survivor activist.

Fig 7.A.3 Service held at the memorial statue

Fig 7.B.1 Demography of the area

Fig 9.1 Flowchart of design development

Fig 14.1 Stimulus response in terms of landscaping and elements

LIST OF TABLES

Table 5.1 Disability information

Table 7.B.1 Area Statement

Table 7.B.2 Area Statement

CHAPTER 1 1.ABSTRACT

The role played by factors like memory, psychology and senses other than sight in perceiving spaces is something that I wanted to explore in the thesis semester. The translation of this into a built program began with the search for an event that had a traumatic memory attached to it, the impact of which was powerful enough to be felt by the whole Indian Nation. This led me to look into the Bhopal Gas Tragedy that took place in Bhopal,Madhya Pradesh in 1984, thus enabling the selection of the abandoned Union Carbide site in Bhopal.

Thirty-eight years after the tragedy, the people of Bhopal still have not received the justice that is due as lakhs of people suffer the consequences of the gas across multiple generations. They have not received adequate compensation both in terms of financial and medical resources.The site lays abandoned and cut off from the rest of the community. The communities located near it(JP Nagar,Chola kenchi,Atal Ayyub Nagar) lay suspended in time; with unchanged living and economic conditions, the people not being able to move to other parts of the city due to constraints in their income. The Madhya Pradesh government proposed a competition for a memorial at this site in 2005.Several firms have taken part, approaching the idea of the memorial from different angles.

As I researched more into the current day scenario of the survivors, the idea of proposing a Living Memorial seemed more apt as compared to that of a symbolic monument. In doing so, the site can be opened up, providing functions where the community gathers for social, cultural, educational or recreational purposes. The children of Bhopal do not know or understand why they were born like this as opposed to the adults, resulting in a lack of a permanent solution and closure. There are also not enough facilities to cater to the needs of the rising number of affected children.Proposing a Centre for Children with Disabilities would function as a living memorial, allowing the site to contribute back to the society.

2. THESIS STATEMENT

The Centre For Children With Disabilities in Bhopal- A living Memorial, would serve to cater to the psychological and physiological well- being of the children in the gas affected areas of Bhopal.The aim was to tap into the potential of the site to give something back to the community, as a retribution to what happened there years ago.The same site that is looked upon with hate and disregard could also become a symbol of healing and contribute to the future of the people of Bhopal. Bearing in mind the sensitive nature of the events that took place here, it was necessary to cater to the sentiments of the people while allowing the site to contribute functionally to the society.

Fig 2.1 What does the Centre represent

3.AREA OF FOCUS

The site has the potential to give back to the community so that it can be seen as a symbol of healing and the future of Bhopal rather than the current symbol of hate and disregard. While most of the adults are getting treated or are familiar with the cause of their illness, the children born during the later generation suffer not just from the lack of a normal childhood but also from a sense of closure as they are not aware of the reason for their illness.The main area of focus is to create a Centre For Children With Disabilities that would cater to the rising number of affected children and their educational needs. There are not enough facilities located within the vicinity of the affected communities that provide educational facilities to these children.

Living memorials involve the community, and the concept of living memorials “emphasises the usefulness rather than a purely symbolic monument”. A monument or a memorial with an ‘inside’ opens up the space and can provide functions where the community gathers for social, cultural, educational and recreational purposes. Places of remembering and commemoration cannot stand alone, but need collective memory, cultural memory and symbolic values to develop a meaningful space.

-Commemorative space that narrates the events of the tragedy and what followed.

-Cleaning of the Ruth Waterman memorial statue and gathering of people around it on December 3rd.

-Activities carried out by NGO’s and media interaction

-The women led the battle for the demand for justice.They also succeeded in re-opening sewing centres that were shut down.

-Perseverance of the survivors

Fig 3.1 What does a living memorial mean

Collective memory

Cultural memory Symbolic values

Meaningful space

CHAPTER 2 4.INTRODUCTION AND BACKGROUND OF THE STUDY

4.1 THE MIC TRAIL

UCIL initially planned on loaclly manufacturing carbaryl pesticides using an alpha-napthol process in1969. The first unit failed soon after construction was completed in 1978, and an additional 2 million dollars was spent on rebuilding it. The reconstructed unit also failed soon and the plant had to import alpha-napthol from Union Carbide.

After reviewing production costs in 1981, importing methyl isocyanate seemed to be a better option,but the Indian government, which had approved the project in the expectation of getting local production, rejected the application. Local demand for UCIL’s pesticides had dropped significantly after 1977 as Indian farmers shifted to cheaper local products.Between 1982-84,Union Carbide decided to sell all or most of the plant and by 1984, it was operating at about 1/5th of its capacity.

Fig 4.1.2 Dysfunctional safety systems

Source: International Campaign For Justice In Bhopal

Fig 4.1.1 Reaction of MIC with water Source: The Bhopal Saga,Ingred Eckermen

4.2 IMPACT OF THE DISASTER

Immediate death toll : 5000

Estimated final death toll : 20,000

Estimated victims : at least 7,00,00

Number of animal deaths :2000-4000, hundreds of dogs, cats and birds

36 out of 50 wards in Bhopal was affected

Fig 4.2.1 Areas affected by the tragedy

Source: www.downtoearth.org.in

Psychological illnesses

-PTSD

-Anxiety and panic attacks

-Depression

-ADHD and Sensory overload

-impaired visual memory, attention response speed and vigilance

52000 affected

3000 pregnant women 2,00,00 were children below the age of 15 yeras

Physical illnesses

-Intense irritation, burning, photophobia, blurred vision, corneal ulcer, conjuctival and circumcorneal congestion, -abnormalities in lung function, tuberculosis and chronic bronchitis

-headache,fatigue,Cancer,Deformities, (webbed fingers, smaller limbs),Delayed growth and devlopment in children

-Auditory problems

-Cerebral palsy

-Increased chromosomal abnormalities

-Muscle weakness, sleepiness,nausea, loss of appetite,vomiting, fever

Impact on Reproductive system

-pelvic inflammatory disease

- cervical erosion

-excessive menstrual bleedings

-suppression of lactation

-early onset of menopause leading to increased miscarriages and infant mortality 4

4.3 SOCIAL STUDY

4.3.1 The chingari rehabilation centre

Helping children born to parents exposed to the poison gas or to the contaminated water in Bhopal, the Chingari Rehabilitation Centre provides free treatment to the children affected by the gas tragedy.They mostly treat children below the age of 13 years and currently have at least 1100 registered patients.The treatments offered at the centre include Physiotherapy, Speech Therapy, Special Education and Occupational Therapy.

Inference:There is no school in Bhopal that looks after the educational needs of these children.

4.3.2 Sambhavna Trust Clinic

Sambhavna clinic provides free treatment to victims of the Gas Tragedy.Surveys on the status of health and health-care are done during home visits in the most affected areas.They mostly treat adults and people of the older age group and currently have at least 36,500 registered patients.

Survivors receive free medical care through Western medicines, ayurveda and yoga therapy. The 56 staff members of the Sambhavna Clinic (some are survivors themselves) include 5 regular doctors and 3 visiting doctors (ENT specialist, opthalomologist and pathologist), 1 yoga therapist and 6 community health workers who carry out health surveys and manage health education programmes.

The Chingari Rehabilitation Clinic-550 m from site

Fig 4.3.2.1 Map showing location of NGO’s

OTHER NGO’S

Greenpeace

Children against Dow Carbide

Bhopal Gas Peedit Mahila Udyog Sangathan(BGMPUS)

Bhopal Group for Information & Action(BGIA)

Bhopal Gas Peedit Sangharsh Sahayog Samiti(BGPSSS)

Bhopal Gas Peedit Mahila Stationery Karmachari Sangh (Bgpmsks)

The main aim is to create a Centre For Children With Disaibilities in Bhopal.The center would be able to cater to the rising number of affected children and also provide education to the ones who are capable of learning as no there is no school present in the vicinity of the affected neighbourhoods to cater to the educational needs of such children.

As the illnesses of these children is more severe as compared to the cases in the other parts of the country,it was important to understand the kind of illnesses they have and any/other symptoms that the gas may have caused.

Down's syndrome

Cerebral palsy

Autism

Congenital Hemiparesis

Down's syndrome causes a distinct facial appearance, intellectual disability and developmental delays

Cerebral palsy is a group of disorders that affect a person's

Condition related to brain development that impacts how a person perceives and socializes with others, causing problems in social interaction and communication

Stiffness and weakness in muscles on one side of the body

Congenital Talipes Equinovarus foot is twisted out of shape or position

Microephaly

Developmental Delay

Muscular dystrophy

Hydrocephalus,Spina Bifidia

ADHD

Smaller head resulting in malnutrition or exposure to toxins

Progressive muscle weakness and can cause learning disabilities

Buildup of fluid in thebrain

Neurodevelopmental disorder that causes difficulty at school

Mucopolysaccharidosis Failure in synthesis of compounds

Bowing leg deformity

Genuvalgum

Nutritional rickets

Kyphosis Paraparesis

Legs curve outward at the knees

Knee misalignment that turns your knees inward

Softening and weakening of bones in children

Fused wedged vertebrae that can lead to curved profile of body

46 Yes

208 Yes

36 Yes

22 No

17 No

24 No

169 Yes

14 Yes

14 No

23 Yes

3 No

1 No

7 No

1 No

Epilepsy Disorder in which brain activity causing seizures 1 No Forefeet inversion 1 No

Abnormal gait 1 No

Facial palsy

Weakness of the facial muscles 1 No

Genu varum deformity Outward bending of knee

Hemiplegia

Caused by brain damage that leads to paralysis

1 No

6 No

Deformity 143 No

Generalised seizure disorder

Left torticolis

Tightening of the muscles on the left side of the neck

Bilateral optic atrophy Affects the optic nerve

5 No

3 No

1 No TOTAL

Table 5.1 Disability information

Source:Chingari Rehabilitation Centre

Fig 5.1 Architectural intervention for disabilities

The spatial objectives was to understand the factors involved in creating environments for these children that cater to their needs and can provide an educational experience at the same time. This is done by creating transition spaces and using different materials and elements to stimulate their senses.In doing so, it was important to understand how their educational environments are different from that of a regular classroom.

5.1 CLASSROOMS FOR CHILDREN WITH ADHD AND OTHER DISABILITIES

Seating

Enclosed workstations

Fig 5.1.3 Adequate visuals on walls

Fig 5.1.1 Singular seating

Fig 5.1.2 Workstations that allow for one on one learning Visual comfort

5.2 CLASSROOMS FOR CHILDREN WITH AUTISM

SPATIAL SEQUENCE

Compartmentalisation of the spaces is necessary for children to distinguish the function of one space from another.Large open/ multi-functional spaces leave them disoriented and can create confusion.

ESCAPE SPACES

Nap area

Group session

One on one session

These spaces provide a break for the over-stimulation found in their environment. They have a positive impact and can cater to multiple user groups that require sensory escape which can include social anxiety, physical and mobility challenges. Escape rooms can be of different types.

LIGHTING

Fig 5.2.1 Spatial sequence in a classroom meant for children with autism

Fig 5.2.2 Quiet escape space

Fig 5.2.4 Crawl space

Fig 5.2.3 Separate escape rooms

Fig 5.2.5 Partition spaces

Fig 5.2.6 Clerestory lighting to reduce distractions

Fig 5.2.7 No posters or colours are allowed on the walls of such a classroom

Fig 5.2.8 Sound proofed rooms ensure better concentration and absorption of what is being taught

6. CASE STUDIES

6.1 SPASTIC SOCIETY, KARNATAKA

Physical case study

Centre for Resource Education

Pre-vocational centre

Vocational centre

Diagnostic Centre

Human resources,Development, Training and Research Department

-NGO that treats and looks into cerebral palsy, learning disorders,autism,intellectual disability and learning disabilities

-established for 40 years

-300 students at full capacity

-enters the DRC,gets diagnosed/assessed -provides physiotherapy,speech therapy,occupational

CENTRE FOR SPECIAL EDUCATION

-To make the students independant,comfortable

-Classrooms need a ratio of 6:1 (3-20 years old)

-Does not take students beyond the age of 21 years

PRE- VOCATIONAL CENTRE

-Activities like packing,cooking,photocopying, spiral binding,filing, baking,data entry,printing etc are taught here

VOCATIONAL CENTRE

-baking(cookies,cupcakes,pizza,bread)

-yound adults(17-18)

-printing,functional literacy

LEARNER’S CENTRE

-13-14 years

PRODUCTION UNITS

-mother and young adults

-paper bags,envelops,diyas,stalls at Habbas

-Sewing(jute and cloth products)

ANCILLARY FUNCTIONS

-Accounts,HR Department

-Security cabins

-Generator rooms

AUTISM DEPARTMENT

-Classrooms(3:1 ratio)

SYLLABUS FOLLOWED

-NIOS

Fig 6.1.5 Student to teacher ratio of 3:1

Fig 6.1.4 Classrooms for children with autism

Fig 6.1.3 Sensory pathways

Fig 6.1.6 Open area for obstacle courses

Fig 6.1.1 Entrance to the school block

Fig 6.1.2 Wide ramps that are used for accessibility

Fig 6.1.7 Student to teacher ratio of 6:1

Fig 6.1.8 Necessary ramps INFERENCES

6.2 CHINGARI REHABILITATION CENTRE,MADHYA PRADESH

Physical case study

Helping children born to parents exposed to the poison gas or to the contaminated water in Bhopal, the Chingari Rehabilitation Centre provides free treatment to the children affected by the gas tragedy.Children below the age of 13 years are treated and they currently have at least 1100 registered patients.The treatments offered at the centre include Physiotherapy, Speech Therapy, Special Education and Occupational Therapy.The facility has the following spaces to accomodate these functions:

REHABILITATIVE FUNCTIONS

2 special education rooms,1 Physiotherapy and Occupational Therapy room,5 speech therapy rooms,1 sensory room

ORGANIZATION CHART

STUDY OF THERAPY AREAS

ADMINISTRATIVE FUNCTIONS

Accounts office,Field room,Office room, Manager’s room

Devi Shukla and Rashida Bee Managing Trustees

Support staff Medical staff

Physiotherapists

Psychologists

Speech therapists Information Officer

Repair and Maintenance

Champa

Fig 6.2.1 Layout of speech therapy room

Fig 6.2.2 Layout of physiotherapy room

Fig 6.2.3 Section through physiotherapy room

1 2 Government school for the deaf and blind-3.3 km from site

Shalom speciality school for the mentally challenged-7km from site

Abandoned site of UCIL

Boundary of old Bhopal

Inference:There is no school in close proximity to the site that looks after the educational needs of these children.

OTHER OBSERVATIONS

There were two types of gathering spaces observed in the Centre. The music room served as a gathering area due to its functional nature;all the students would gather to watch performances. The second space was the shed outside that served as a multi-purpose area where the children would all gather for prayer and during other times, this doubled up as a play area and this is also where they celebrate all the festivals together. The children are also extremely sensitive to extreme temperatures of heat and cold due to their weakened immune systems.

Inference:Hence, natural materials like brick and bamboo that conserve the heat energy should be utilised as the building material.

Fig 6.2.4 Prayer area as gathering space

Fig 6.2.5 Music room as gathering space

Fig 6.2.6 Use of local materials

6.3 HAZELWOOD SCHOOL, SCOTLAND

Literature case study

Designed for children and young people aged 2 to 17 who are blind and deaf with cognitive impairment and physical disabilities,the project was won in a competition by architect Alan Dunlop.The school is situated in a residential and conservation area and uses the building itself as a learning aid.The building wraps around beech trees and is loacted near a large public park.

Classrooms lay along the northern quiet, edge of the site to maximise ambient light and overlook play spaces.To the south, the school steps and curves to create a series of safe and stimulating landscaped teaching gardens.

The sensory wall was developed in the circulation ‘street’ as a navigational tool. Sculptural units that make up the sensory wall also act as storage units in which mobility-training equipment is kept.

Clad in cork, which has a warm tactile quality and provides signifiers along the route to confirm the children’s locationwithin the school.

Storage boxes, two and a half metres tall, create a solid wall below the clerestory glazing; reducing distractions.Noticeably harder to the touch, the slate walls define external spaces and have the advantage on the south elevations of being a strong heat source.

Fig 6.3.5 Aerial view

Fig 6.3.1 Ground Floor Plan

Fig 6.3.2 Detail of sensory wall

Fig 6.3.3 Conceptual ideas

Fig 6.3.4 The senses as imagined by Alan Dunlop

CHAPTER 3 7. SITE AND CONTEXTUAL SETTING

7.A SITE AND CONTEXT

Bhopal is the capital city of Madhya Pradesh and is loacted at its Southern region.It is known as the City of Lakes for its various natural and artificial lakes and for being one of the greenest cities in India. The largest and the oldest of these lakes, the Upper Lake, lies on the western side of the capital city and is a major source of drinking water for the residents of the city, serving around 40% of it.

Bhopal has a humid subtropical climate and has numerous heritage and tourist structures including the Taj-ul-Masajid,the largest mosque in Asia, Bharat Bhavan, the Kajuraho monuments and so on.

State District Population

EVOLUTION AND VEGETATION

Micro analysis of site

Site in 2012-Spread of slums and railway over bridge built in 2007

Site is densely populated with trees and wild vegetation that is not maintained properly.Some of the trees on site include the Ashoka,Gulmohar,Eucalyptus, Neem, Dates and Babool trees.

Vegetation does not grow in the Southe-Eastern corner of the site as it is contaminated.

Site position owned by UCIL

Madhya Pradesh State Electricity Board Contaminated areas

MOVEMENT AND LAND USE

Micro analysis of site

Site in 2021-Slums increased in density with an increase in building height as well

Total site area - 70 acres

Site are for built intervention-12 acres

Two way vehicular movement

Area for built intervention

Land owned by railways

Main entrance

Entrance used by locals

Boundary wall

Pedestrian movement

JP Nagar,Prem Nagar, Blue Moon Colony - slums

Arif Nagar - low income housing

All these areas were severly affected by the gas leak and the survivors suffer to this day because of the polluted groundwater.

Blue moon Colony

Arif nagar

ACCESS AND SURROUNDING

Micro analysis of site

ARIF NAGAR

Blue moon colony

Site is well connected to the Airport and nearby Railway stations.

There are also bus stops located close to the site next to the Vidisha Bypass road.

The city is well connected with National Highway 12 leading to Jaipur and National Highway 86 leading to Indore.

1 - Bhopal Junction Railway Station

2- Habibganj Railway Station

3- Raja Bhoj Airport

SOCIAL UNDERSTANDING

What do the victims have to say to a memorial

A competition was announced by the Madhya Pradesh Government in 2005 for building a memorial on the site of the tragedy. The competition brief mentions that the central issue of the memorial is whether to retain the tragic history of the site or suggest recovery from the event towards a hopeful future.

Hajra-Bi, a survivor-activist agrees,”We want the factory structure repaired and preserved. It should be safe and stand erect. No government should dismantle this structure. This is our history. Our future genration, if they survive, and other people would remember through this that due to a foreign multinational, a huge disaster happened in Bhopal.A ‘Yaad-e-Hadsa’ like museum should be set up here which should tell our memories.”

Every year on December 3rd, a procession is held in remembrance of the victims, demanding justice for the survivors. This journey culminates at the Ruth-Waterman memorial.

Source: gettyimages.com

Source:nbcnews.com

7.B USER AND PROGRAM

The Centre is mainly intended to be used by the local communities and the children, catering to their various needs. The population comprises of a majority of Muslims followed by Hindus and other religions. The People of Bhopal help themselves and have been abandoned by the Government.Various NGO’s and a museum set up the locals provide the necessary aid to the survivors and brings about awareness regarding the incident.

7.B.1 Demography of the area

Fig 7.A.2 Hajra-Bi,survivor activist.

Fig 7.A.3 Service held at the memorial statue

Fig

A Centre for children with disabilities includes a Diagnostic Research centre where the children get diagnosed, A vocational centre for the students to be taught various activities so that they can grow up to be independant and a school.

The care centre is established for children who have lost one/more parents to the tragedy and are hence left here by the remaining parent during the day so that they can resume their labour.

Spaces for an NGO is also allocated strengthening what the site stands for and this point is further proved by retaining the ruins of the factory as a sign of perseverance of the society.

DIAGNOSIS CENTRE

Diagnostic Research Centre

Vocational Centre Care centre

NGO

School for children with disabilities

Court of memories and retention of Factory ruins

8.SCOPE AND LIMITATIONS

The are four blocks in terms of function- the Diagnostic Research Centre,the School, Care Centre and the Vocational Centre. The idea is to tie these four blocks together using transition spaces that can be built or unbuilt spaces.The court of memories is also an important functional incorporation of the collective memory of the society on what happened.The scope of the project also includes understanding how to provide specific learning environments for disabled children and the role played by accessibility in terms of visual perception and active participation with other functional areas. As the context is a highly sensitised environment,prioritising the needs of the children and the locals is of utmost importance.This limits the entry and movement of tourists or visitors in and around the site.The specific requirements for these learning environments and providing equal importance to accessibility also increases the challenges posed to designing a successful and functional Centre is this context.

9.METHODOLOGY

Primary source:

Chingari Rehabilitation Centre is an Ngo that works with gas affected children in Bhopal. The illnesses,the effects of the tragedy and the number of children affected and other important data that contributed to this report was directly obtained from them.

Secondary source:

Satinath Sarangi is an activist and runs an Ngo called Sambhavna Trust that works with gas affected adults in Bhopal. He is a knowledgable man and a public figure and provided me with insights into the history of Bhopal and how it developed and the current situation of the victims.

Azain is an architecture student from Bhopal and was quite familiar with the area and l ended his own account of the stories of the tragedy, retold from his father and grandfather.

Analysis of data:

The data obtained was helpful in obtaining a precise area statement and helping to narrows down the number of classrooms.

The studies of the learning environments and the case studies were vital in developing the building language,treatment of fenestrations and the interior walls. 20

Fig 9.1 Flowchart of design development

CHAPTER 4 10.DESIGN ITERATIONS AND INFERENCES

ITERATION 1

Inferences:

- The mixed program of A Centre for Children With Disabilities and an Experiential Path open to visitors clash with each other and cannot co-exist.

-Suggestion to focus on either one of the programs and to not treat the museum in such a literal manner.

11.DESIGN DRAWINGS AND DESCRIPTIONS

CONCEPT-Site forces

FACTORY FORCE

SCHOOL

COURT OF MEMORIES

COMMUNITY FORCE

VOCATIONAL CENTRE

SENSORY ZONING

When designing for special needs,spaces are to be organised according to their sensory quality rather than the functional zoning. Hence spaces are grouped into high and low stimulus zones according to the level of stimulus with a transition zone in between.

TRANSITION SPACES

Working to facilitate both Spatial Sequencing and Sensory Zoning,transition zones helps the user recaliberate their senses as they move from one level of stimulus to the next. Transition spaces can of various types.

LIVING MEMORIAL

-Commemorative space that narrates the events of the tragedy and what followed.

-Cleaning of the Ruth Waterman memorial statue and gathering of people around it on December 3rd.

-Activities carried out by NGO’s and media interaction

-The women led the battle for the demand for justice.They also succeeded in re-opening sewing centres that were shut down.

-Perseverance of the survivors

Open organic transition zone Courtyard

Built transition space with visual stimuli

SPACES IN

Sensory garden as an open organic transition space

Court of memories as a built transition space

COLLECTIVE MEMORY CULTURAL MEMORY SYMBOLIC VALUES

NGOAXIS

FACTORY AXIS

AXISCOMMUNITY