Thesis Report-Development Centre for Homeless Children,Delhi

Thesis Report Year: 2017-18 Batch No. 15

DEVELOPMENT CENTRE FOR HOMELESS CHILDREN, DELHI

Undertaken by: Radhika Vijay Enrollment No.: 13E1AAARF4XP091 V Year B.Arch (B)

Prof. A.K.GUPTA

Prof. N.S.RATHORE

GUIDE

COORDINATOR

Aayojan School of Architecture ISI-4, RIICO Institutional Block, Sitapura, Jaipur-302022

APPROVAL The thesis titled “DEVELOPMENT CENTRE FOR HOMELESS CHILDREN” is hereby approved as an original work of Radhika Vijay, enrolment no. 13E1AAARF4XP091 on the approved subject carried out and presented in manner satisfactory to warrant its acceptance as per the standard laid down by the university. This report has been submitted in the partial fulfillment for the award of Bachelor of Architecture degree from Rajasthan Technical University, Kota.

It is to be understood that the undersigned does not necessarily endorse or approve any statement made, any opinion expressed or conclusion drawn therein, but approves the study only for the purpose it has been submitted.

28th May 2018 Jaipur

Prof. K.S. MAHAJANI EXTERNAL EXAMINER 1

PRINCIPAL

Prof. N.S. RATHORE EXTERNAL EXAMINER 2

COORDINATOR

i

DECLARATION I, Radhika Vijay, here by solemnly declare that the thesis undertaken by me, titled ‘DEVELOPMENT CENTRE FOR HOMELESS CHILDREN’ is my original work and wherever I have incorporated any information in the form of photographs, text, data, maps, drawings, etc. from different sources, has been duly acknowledged in my report.

This thesis has been completed under the supervision of the guide allotted to me by the school. Further, whenever and wherever my work shall be presented or published it will be jointly authored with my guide.

Radhika Vijay V Year B.Arch (B) Aayojan School of Architecture, Jaipur

CERTIFICATE This is to certify that the thesis titled DEVELOPMENT CENTRE FOR HOMELESS CHILDREN is a bonafide work by Radhika Vijay of Aayojan School of Architecture, Jaipur.

This thesis has been completed under my guidance and supervision in a satisfactory manner. This report has been submitted in partial fulfillment of award of

Bachelor

of

Architecture degree from Rajasthan Technical University, Kota.

This thesis fulfills the requirements relating to the nature and standard laid down by the Rajasthan Technical University.

Prof. A.K.Gupta Guide Aayojan School of Architecture

ii

ACKNOWLEDGEMENT

Passport Sizeability First and foremost, I would like to thank God for giving me the strength, knowledge, Photograph

and opportunity to undertake this research study and to persevere and complete it satisfactorily.

This research owes its existence to the help, support and inspiration of many people.

I would like to express my sincere and deep appreciation to my supervisor Prof. A.K.Gupta who has supported me throughout my research with his patience and knowledge whilst allowing me the room to work in my own way and for his constant guidance enabled me to develop an understanding of the project.

I am thankful to Prof. N. S. Rathore for his valuable guidance. I express my sincere thanks and gratitude towards school, Prof. K.S. Mahajani (Principal, ASA, Jaipur) for giving me chance to complete my Thesis (Art Square, Jodhpur) and extend my exposure & knowledge towards the realms of architecture.

I would like to thank my Grandfather, Mr. Ramswaroop Vijay for keeping faith in me, and for motivating me throughout the research. He was always there to meet and talk about my ideas, to proofread my work. My parents deserve my gratitude, for encouraging me to reach beyond my self-imposed limitations and for believing in me throughout this journey Finally, I want to thank my friends Nilakshi Totla and Sakshi khandelwal who have always supported and encouraged me with my work.

Lastly, I offer my regards and blessings to all of those who supported me in any respect during the completion of the project

Radhika Vijay V Year B.Arch. (B) Aayojan School of Architecture, Jaipur

iii

CONTENTS Approval

i

Declaration

ii

Certificate

ii

Acknowledgement

iii

Contents

iv-v

CHAPTER 1: INTRODUCTION 1.1

Background of the study

1.2

Need of the project

1.3

Criteria of selection

1.4

Objectives

1.5

Scope and limitations

1.6

Methodology

1-12

CHAPTER 2: SITE STUDY 2.1

13-24

City level 2.1.1 Location 2.1.2 Land use

2.2

Macro level 2.2.1 Location 2.2.2 Site analysis

2.3

Micro level

2.4

Site level

CHAPTER 3: PRE-DESIGN STUDIES 3.1

Deepalaya school,Gusbethi

3.2

AADI school, Delhi

3.3

Nai Disha, Delhi

3.4

Manaav Sadhna, Ahmedabad

25-69

CHAPTER 4: CONCEPT & DESIGN PROPOSAL 4.1

Area Programming

4.2

Concept

4.3

Activity space relationship

4.4

Design development iv

70- 90

CHAPTER 5: ADVANCE STUDY 5.1

Introduction

5.2

Theories and concepts

5.3

Standards

5.4

Case study

5.5

Site analysis

5.6

Space analysis

5.7

Landscape plan

91-117

5.7.i Softscape 5.7.ii Hardscape

5.7.iii Material palette 5.7.iv Conceptual layouts 5.57.v Detail Sections

BIBLIOGRAPHY

vi

v

1.1| BACKGROUND OF THE STUDY India is urbanizing fast, the decadal growth rate of urbanization has increased to 31.16% according to the census 2011 and by 2030, it is expected that India’s urban population will grow to 40.76%.

India’s Sub-Group report on Child Protection clearly states that street children are a “Common sight” in urban India, and that “in spite of the relative high visibility of street Children, there is very little information available on their exact number.

Though a well-structured data and number is not available but it is estimated that India has more than 4, 00,000 street children. 18 million children work on streets and 5-20% has no connection with their families.

.

Figure1: Street Child

Who?

Figure 2: Street Child

Definition of a Street Child by UNICEF, “…any girl or boy… for whom the street (in the widest sense of the word, including unoccupied dwellings, wasteland, etc.) has become his or her habitual abode and/or source of livelihood; and who is inadequately protected, supervised, or directed by responsible” [1]

Most of the street children in India are boys but that does not mean girls are not homeless.

Homeless girls are subjected to worse conditions in terms of prostitution and all than boys

Source: UNICEF

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UNICEF call street children the most vulnerable group of children in India Types of Street Children US AID has divided Street Children into Four Categories 1. Child of the Streets Children who have no home but the streets, and no family support. They move from place to place,living in shelters and abandoned buildings Figure 3: Child of the street

2. Child on the Street Children who visit their families regularly and might even return every night to sleep at home, but spends most days and some nights on the street because of poverty, overcrowding, sexual or physical abuse at home Figure 4: Child on the street

3. Part of a Street Family These children live on sidewalks or city squares with the rest of their families. They may be displaced due to poverty, wars, or natural disasters.

Children in this case often work on the streets with other members of their families Figure 5: Street family child

4. In Institutionalized Care Children in this situation come from a situation of homelessness and are at risk of returning to a life on the street

Figure 6: Children in Institutional care

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Why?

Almost all the studies and surveys on street children points out that problem of street children is an urban problem and directly linked to poverty, family disintegration, urbanisation, inadequacy of resources and growing population. But family violence is the major factor that forces these children to leave their homes and make footpath their real home

Reasons for being on streets

Direct reasons

-Child abuse -Neglecting -Peer pressure -Sensation seeking

Figure 7: Reasons for being on streets

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Indirect reasons

-Low income -Family breakdown -Unplanned migration

Source: WHO 1993 report

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Where?

In 2007 MWCD report on child abuse, the study found 65.9% of the street children lived with their families Because of a lack of permanent shelter and the fact that the number of street children is not recorded in any national survey or study street children are often called the hidden children

Figure 8: Street Children sleeping spaces

What?

Source: WHO 1993 report

Majority of street children work. Almost 50% of street children are selfemployed as rag-pickers, hawkers, and shoeshine boys, while others work in shops and establishments. Their work hours range between 10-13 hours a day

The following is a list of activities and occupations undertaken by street children in India to earn a living 

Collecting and selling waste paper plastic, metal scrap etc



Cleaning cars and two-wheelers



Selling water, sweets, biscuits, clothes etc



Selling newspapers and flowers on street Making and selling flower garlands



Begging, pimping, pick pocketing,



Working in roadside stalls or repair shop

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Figure 9: Street Child collecting waste

Figure 11: Street Child Begging

Figure10: Street Child selling flags

Figure12: Street Child working in tea stall

IMPACTS Abuse-Many of the street children who have run away from home because they were beaten or sexually abused. Street children are routinely detained illegally, beaten, tortured and sometimes killed by police Child labour-A common job usually street children do is rag-picking, Child laboures suffer from exhaustion, injury, exposure to dangerous chemicals in addition muscle and bone afflictions.

Health-These children are not only underweight, but their growth has often been stunted; for example, it is very common to mistake a 12 year old for an 8 year old Addiction-Many street children use a number of inhalants glue, gasoline, lighter fluid and illegal drugs

Figure 13: Child labour

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Figure14: Street Child smoking

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When?

They spend their entire life near bus station, railway station, markets, on footpaths, streets etc. Condition of girl children living a homeless life is even pathetic. They become prey of pimps and then put into prostitution

Figure15: Street Children on street

How?

Source: WHO 1993 report

Rehabilitation of street children is must to overcome these problem and certain initiatives and campaigns are required so as to give a home and happiness to every child of India

Health

Figure16: Street Children message

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Education

Livelihood

Protection

Figure17: Street Children message

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1.2| NEED OF THE PROJECT According to Indian Embassy figures, there are 3,14,700 children living on the streets of Mumbai, Kolkata, Chennai, Kanpur, Bangalore and Hyderabad, and another 1, 00,000 live in New Delhi; however, these numbers may not reflect the true picture, as accurate census information is difficult to collect According to Survey by Save The Children, India The National capital is home to over 50,000 street children – constituting 0.4 %of Delhi’s population and 1%of the total number of children here

Distribution of street children in Delhi

North Delhi has the highest concentration of street children at 10,091 of a total figure of 50,923 estimated to be living in the city out of which only 20% are girls 70% are on the street despite having a home in Delhi

Figure18: Distribution of street children in Delhi

Distribution of street children in Delhi by age

Two out of Three street children belonged to the 6-14 years age group

Figure19: Distribution of street children in Delhi

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Distribution of Education profile in Delhi

Majority of school going children were Children of street families and Children working on the streets

Figure 20: Distribution of Education profile in Delhi

Distribution of street children in Delhi by Occupation

One out of every five of the street children was involved in rag picking

Figure 21: Distribution of street children in Delhi by Occupation

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Distribution of street children by Living conditions in Delhi

Nearly 22% of those surveyed said they used drugs, largely tobacco and pan masala Over 50% have suffered verbal, physical or sexual abuse

Figure 22: Distribution of street children by Living conditions in Delhi

Distribution of street children by Place of origin

Ratio of those born in Delhi and those born outside is 50:50 Around 70% reported to have family outside Delhi

Figure 23: Distribution of street children by Place of origin

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PROJECT FEASIBILITY 

Article 21A: Free and compulsory education for all children of the age of 6 to 14 years



Article 24: Prohibition of employment of children in factories, etc. -No child below the age of 14 years shall be employed to work in any factory or mine or engaged in any other hazardous employment



Article 39: The state shall, in particular, direct its policy towards securing: that the health and strength of workers, men and women, and the tender age of children are not abused



Convention on the Rights of the Child (CRC)



National Policy for Children, 1974



National Policy on Education, 1986



National Charter for Children, 2004



National Plan of Action for Children (NPAC), 2005

Working Organizations 

Ministry of Women and Child Development Government of India



UNICEF



Save the Children



NGO



Government or Private foundation

PROJECT CLIENT Salaam Baalak Trust is an Indian non-profit and Nongovernmental organization which provides a sensitive and caring environment to street and working children in Delhi, India.

They to nurture their dreams and make them realize that their Their help Vision fate can bea crafted byenvironment their own heart, own hands and a firm and mental growth of To create nurturing that their can foster normal physical resolve. street and neglected children. To allow them to return to mainstream society and eventually contribute to its development.

Jurisdiction: Delhi Development Authority.

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1.3| CRITERIA OF SELECTION 1. To provide the safe and secure environment to the homeless children 2. To develop their Mental, Social and Physical Health 3. To encourage them for the self occupation

1.4

PROJECT OBJECTIVES

1. To provide Safe and homely environment to children 2. To provide Primary education for their growth 3. To provide Training and encourage their interest so that they can economically sustain themselves 4. To provide Counseling for their better development

1.5| SCOPE AND LIMITATIONS 1. To Design a centre that provides overall development at one place 2. To design spaces for 3-18 age groups 3. To design spaces that provides a sense of security to children 4. To design interconnected spaces with appropriate circulation 5. To design spaces such that encourages interaction between different age groups 6. To design areas such that it creates emotional and social bond with children 7. To design spaces for their Physical, Emotional, Cognitive and Social development 8. Study deals within Urban context only 9. Psychological behavior of children is not considered

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1.6| METHODOLOGY The research will initiate through understanding the psychological behavior of homeless children and Client requirements It will also incorporate the understanding of therapies and spaces required for them

Objective Formulation

Background study

Site selection and Case Identification and data collection Analytical study

Programme Formulation

Site analysis

Concept and Zoning development

Development of design

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2.1| SITE STUDY – City level 2.1.1| LOCATION The site has been selected in Delhi

Why Delhi?

The City has the maximum number of Street Children 50,093 Maximum numbers of children ran away from their homes and reach Delhi for different purposes

Delhi has 11 Districts among which North Delhi has been selected for the project

Why North Delhi?

According to survey done by Save the Children, North Delhi has the highest population of street children -10,091 Under Master plan Development -2021, Delhi has been divided into 15 zones from Zone A to Zone P, among which 09 are in urban zone, 06 are in rural zones Figure 24: Delhi district map showing 11 districts

Site is selected in Urban Zone C

Why Zone C? According to Operational Guidelines provided by National Urban Livelihoods Mission (NULM) Location for Homeless centers should be close to homeless concentrations and work sites as far as practicable, preferably be located close to the areas where the poorest congregate like railway stations, bus depots, terminals, markets, wholesale mandis (market yards) etc Figure 25: Delhi zone map showing 09 urban zones

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Figure 26: Delhi zone C map showing 21 Sub areas

BOUNDARIES AND AREAS Zone ‘C’, is also known as ‘Civil Lines Zone’ covering an area of 3959 hec. And consists of 21 Sub-Zones The boundaries of the Zone C are-North-East, North-West, South-East, South-West Zone-C is identifiable with its prestigious Delhi University, Northern Ridge, ISBT Kashmiri Gate and Tis Hazari Courts This Zone has posh residential areas, rehabilitation colonies and pre 1962 residential colonies. A part of Special area also falls in this zone. Night shelter is also located in Azadpur.

Other important activities in the Zone are Azadpur wholesale Fruit and Vegetable market and Sanjay Gandhi Transport Nagar. Metro Corridor is operational in this Zone.

Dheerpur (Phase –I & II) is an important project in this Zone. The zone has heterogeneous character where the unplanned areas and planned areas developed under the norms of various plans co-exist

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2.1.2| LAND USE Public and semi public facilities BY LAWS: Institutional Setbacks: For plot area more that 10,000 Front-15m Rear-9m Side-9m Maximum Ground coverage- 35% FAR-150 Height-37m Parking standard1.33ECS/100 sqm of floor area

Figure 27: Delhi Masterplan-2021

Upto 15% of max. FAR can be use for residential use of essential staff and student accommodation

Figure 28: Delhi Zone-C Land use map

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2.2| SITE STUDY – Macro level 2.2.1| LOCATION Nirankari Park,near Santokh sarovar, Gopalpur Village,New Delhi

Road- 60m wide outer ring road Nearest Bus stops

CV Raman ITI



Nirankari Bus stop

Nearest Metro Stations

Azadpur



Jahangirpuri

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3.1| DEEPALAYA SCHOOL, GUSBETHI, HARYANA 3.1. i| CRITERIA OF SELECTION 1. School provides Education , Shelter and Training

to different sections of society including Homeless children 2. The Vision of the NGO is similar to project

3.1. ii| OBJECTIVES 1. To study site zoning 2. To study Spaces, their functions and connectivity 3. To study Circulation patterns 4. To understand Materials and techniques used

Figure 72: Deepalaya Primary School view

3.1.iii| ABOUT DEEPALAYA SCHOOL Deepalaya, a registered charity, is operational since 1979 to enable the social economically marginalized, to become self-reliant. Deepalaya is an ISO 9001:2008 certified NGO and is operational in Delhi, Haryana (Mewat and Gurgaon District), UttarPradesh (Saharanpur) and Uttarakhand (Almora District) Deepalaya's Institutional Care Centre was started in 2000 with the aim of giving a better life to the children living on the streets of Delhi.

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Today, the programme is home to 33 girls and 58 boys, all from difficult circumstances. Some of them were found languishing on railway platforms, while others are victims of child abuse, children of lifetime convicts, HIV/AIDS patients or sex workers.

All of them, however, look for only one thing – Acceptance

Figure 73: Enrollment Ratio in year 2013

Education - Primary school till 1st and Secondary school till 8th Vocational Training - Computer Usage (including MS Office and the Internet), English and Interpersonal skills, Beautician, Tailoring.

The course as divided into three levels - Basic, Elementary and Advanced LOCATION- Village Gusbethi, Sahsola Patti, Block Tavru, KMP Expressway, Haryana

APPROACH- The Site can only be accessed through Road Via NH248A, NH48 or KamlaManesar-Palwal Express

Figure 74: Map showing Road accessibility

ARCHITECT- Ar.Ranjit P. John

TARGET GROUPS- Orphans, Street Children, Village children

IMMEDIATE SURROUNDING- Gusbethi Village

DISTANT SURROUNDING - Patuka village, Sohna, Gurugram etc. which offers Occupational possibilities

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3.1.iv| SITE LEVEL LEGEND

1. Primary school 2. Hospital 3. Secondary school 4. Boys hostel 5. Girls hostel 6. Staff accommodation 7. Play field

Public Semi-Public Private Figure 75: Deepalaya Site Plan

Scale- 1:500

The NGO has been set up with 19 children at Primary school block in year 2000 Later with the increase in enrollments other blocks were constructed that is why only primary block is away from the whole campus The site planning is done in a hierarchical way , and ensuring future development Public facilities like Hospital block has been provided near the road and Private blocks are provided away from the roads to buffer noise

Figure 76: Site View A

Figure 77: Site View B

Figure 78: Site View C

Figure 79: Site View D

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TOPOGRAPHY- Flat land SITE AREA-32,785 Sq.m UTILITIES Water Supply- Ground water Electricity - Sohna Sub station Parking - No specific Parking facilities are available, Visitors and Staff park their vehicle in Open ground Landscape Features - Open land has been utilized by planting different Trees and shrubs Also Students are asked to maintain the Plantation at evening time under their gardening session Trees- Neem, Arjun, Sheesham, Ashok

3.1.v| BUILDINGLEVEL I. PRIMARY SCHOOL ZONING STUDY

LEGEND

Classrooms Admin

Toilets

Utilities

Vertical Circulation

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Exit Entry

Plot area= 1,552 33m*47m sq.m

Ramp

Figure 75: Deepalaya Site Plan

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Scale- 1:200

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PLANNING STUDY It includes Classrooms for Nursery to 1st standard It has typical two floors - Ground floor and First floor Ground floor - 9 Classrooms, 1 Staffroom , 1 Toilet, 1 Store First floor- 10 Classrooms, 1 Toilet

Entrance to the site leads to Assembly space with stage of +0.2m plinth Plan is in L shaped and Classrooms are arranged along the corridor Ramp is provided at the end of one corridor to facilitate easy access for specially able Block at the eastern side of the site was built for conducting later classes but the space is used as Generator room and keeping water cooler

Figure 80: Sequential Images

CONSTRUCTION Brick vault construction

B

MATERIAL

L

Exposed Brick

O

FACADE

W

Walls are treated with Arches and Circular openings

ROOF

U

Sloping roof- Mosaic tiles are used on roof to keep

P

the interiors cool

S

LIGHTING All the rooms receives efficient Natural light

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II. HOSPITAL PLANING STUDY It was built for the Villagers and Resident students with all set up furniture and equipments needed but not in a working state due lack of Therapist and Doctors posted in this area Although the space occasionally utilized for conducting Health Camps, Informative Programs like “Educating Girls and Women about Reproductive and Child Health Ramps (1:12) from both side leads to Reception Labs and Checkups rooms are planned near the Entrance

\ Scale – 1:200

Figure 81: Hospital Ground floor plan

CONSTRUCTION Framed RCC Structure

MATERIAL Exposed Brick

INTERIORS

Figure 82: Hospital view

Children prints are used on the walls

ROOF Flat roof Figure 83: Therapy room view

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III. SECONDARY SCHOOL ZONING STUDY

LEGEND

Classrooms Admin

Toilets

Utilities

Vertical Circulation

PLANNING STUDY It includes Classrooms for 2nd to 8th std Block is under construction for further classes Ground floor - 6 Classrooms, 1 Staffroom, 2Toilet, 1 Office

Figure 84: Classroom view

Figure 85: Computer room

Figure 86: Secondary School Block (Sequential)

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Figure 87: Secondary school block Ground floor plan

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Scale – 1:200

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IV. BOY’S DORMITORY ZONING STUDY

LEGEND

Rooms Training room

Activity room

Admin

Toilets Utilities

Vertical circulation

PLANNING STUDY It includes Dormitories and Vocational Training Dormitory capacity - 100 boys (65 children staying presently) 10beds in each room - 10m*6m

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Figure 88: Boy’s dormitory Ground floor plan

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Scale – 1:200

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Ground floor -3 Dorms, 1 Office, 2 Training Rooms, Kitchen and Mess Toilets- 5 baths and 5 WC per floor First floor - 9 dorms, 1 Activity hall for Indoor play and Entertainment Store for keeping extra bed Entrance Foyer leads to Reception which further connects to Continuous Corridor and Multipurpose courtyard used for seating and playing Ramp adjacent to courtyard leads to first floor which breaks the monotony

Figure 89: Boy’s Dorm view

Figure 90: Activity room

CONSTRUCTION Framed RCC Structure

FACADE Arched and circular openings, Brick Jali work

ROOF Flat roof

SERVICES Maximum use of Natural lights through openings and Courtyard Solar panels on roof for Electricity and geyser

Figure 91: Sequential view

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V. GIRL’S DORMITORY ZONING STUDY

LEGEND

Rooms Training room

Activity room

Admin

Toilets Utilities

Vertical circulation

PLANNING STUDY It was initially planned for Vocational Training Centre but due less enrollments and faculties it is been used as Hostel block for girls Dormitory capacity - 100 Girls (Children staying presently-38) 8 beds in each room

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Figure 92: Boy’s dormitory Ground floor plan

Scale – 1:200

Ground floor -6 Dorms, 1 Care taker room, 2 Tainting Rooms, Activity room, Kitchen and Mess Vocational Training Beautician - 1 room + attached Toilet -10 students Tailoring - 13 units small + 2 units large 16Feet machines - 30 students - 2 batches Toilets- 5 baths and 5 WC per floor First floor - 8 dorms, 1 Activity hall for Indoor play and Entertainment, Counseling room , Care taker room, Computer lab , Store for keeping extra bed

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Entrance Foyer leads to Continuous Corridor and Multipurpose courtyard used for seating and playing Steps adjacent to courtyard leads to first floor which breaks the monotony

Figure 93: Girl’s room view

Figure 95: Tailoring room

Figure 94: Toilet view

Figure 96: Beautician room

CONSTRUCTION

SERVICES

Framed RCC Structure

Maximum use of Natural lights through openings and Courtyard,

FACADE Arched and circular openings

Solar panels on roof for Electricity and geyser

Figure 97: Sequential view

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3.2| AADI - Action for Ability Development And Inclusion, Delhi 3.2. i| CRITERIA OF SELECTION 1. School provides Education , and Training to Spastic

Children 2. Requirements and Programmes are useful for the

project 3.2. ii| OBJECTIVES 1. To study Building level Zoning 2. To study Spaces, their functions and connectivity 3. To understand the feeling of the spaces 4. To understand the Elements required for designing Education,Training & Therapy areas 3.2. iii| ABOUT DEEPALAYA SCHOOL The first custom-design school for spastic children, 500 handicapped children and provides not only specialized facilities and training, but also courses for the parents of handicapped children VISION AADI’s Vision is of “a world in which people with disability are an integral part of society, participating in the community and living life to the fullest, with equitable access to opportunities and services To ensure inclusion and participation in the community persons with disabilities /?are linked to resources in the community like education, health, employment etc at other Institutes

Figure 98: Age wise distribution

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Figure 99: Education level Distribution

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PROGRAMS 

Preparatory Programme for young children 0-6 years



Education and life Skills Program for Children in School 6-18years



Access to Skills for Independent Living 18 years and above Jeevika : Skill development Rakhi Making Jewellery Making, Newspaper Bag Making, Block-Printing on Fabric Computer Training WORKSHOPS-Art Club, Cooking Club, Music Club, Dance Club, Gardening Club

LOCATION The school is located in South Delhi, in Hauz khas. The school is built in an Institutional area, adjacent to a co-educational school. It is just opposite to the Yusuf sarai commercial complex and is surrounded by residential posh colonies.

The building has been designed keeping in mind the difficulties faced by a spastic child. It is easily approachable from the main road

APPROACH-ACCESS AADI has two entry/exit gates which are barrier free for all disabled the entrance

Figure 100: Map showing AADI Location

Figure 101: Map showing accessibility

CLIENT: The Spastic Society of Northern India

DESIGN TEAM: Ar.Romi Khosla, Chander V Arsikere

COST: Rs. 4, 00, 00,000 Approx

YEAR OF COMPLETION: 19

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3.2.iv| SITE LEVEL

Site Area-6500sq.m Ground coverage - 30% Built up area - 5000sq.m Number of Students-250 Figure 102: AADI Site Plan

Scale – 1:500

ORIENTATION The building is oriented North-East. Classrooms receive the North light DESIGN CONCEPT The Architect has compared his creation to a Mother’s womb and flow of forms into shapes which are feminine and soft. In addition to the form the ramp itself (turn in paths) directly links to the experience of emerging of birth

Figure 103: Concept Illustrations

There has been an attempt by the architect to create a double image for the building.

One from outside, a Public image for that has very little to do with the experience of the spastic children.

Second from inside which is full of images for the children who experience the building every day.

The sweeping curved ramps and the balconies of the internal facade with their piped railing painted red give dynamism to the building, to project an impression of security.

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Figure 105: Building faรงade outside - Public Image

Figure 105: Curved ramps with red piped railing

The building is Rectangular in shape measuring 50m* 18m The shorter side of the Structure is joined by a Semi-circle from both sides, thus avoiding the Perpendicular walls Out of the four cardinal Points 1,2,3,4 the two Diagonals one 1 and 4 are Used as Circulation core.

Each of the two forms (rectangle and semi-circle) is break into two Parts and Entrance to the building block is given.

Central area designed as a Green court from where different functions and circulations are linked.

Figure 106: Form development

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SITE ENTRANCE There are two main Entrances to the site with separate Entry gate for Disabled marked with yellow paints to guide them to the Building Main Entrance There are two main entrances of the building and both are marked by projecting Canopy under which the parking facilities are provided.

Figure 107: Site entrance

Figure 108: Yellow paint demarcating

Figure 109: Section showing Projected canopy

way for Disabled

Parking The Front and Rear parking Front parking is mainly used by vehicles meant for carrying children. There is no demarcation to park two wheelers near the entrance

OPEN SPACES The area in the Front, demarcated in the design as a Playground, presently is a well manicured law with especially designed Play Equipments The internal enclosed Courtyard surrounded by built mass on all the sides not only could have offered scope for Informal Supervision and Easy Contact but also Shaded the area for all play activities

Figure 110: Front Parking

Figure 111: Designed Play equipments

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Figure 112: View showing Central Courtyard

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SITE LEVEL ZONING The building has been divided into different zones, according to the different developmental programmer of the school.

Figure 113: School internal zoning flow chart

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Figure 114: Activities flow chart at different levels

Figure 115: Conceptual zoning section

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3.2.v| BUILDINGLEVEL I. GROUND FLOOR ZONING STUDY

PLANING STUDY The Ground Floor has been segregated into the following Zones dealing with Children 

The Entrance leading to the Reception area which leads to different Zones and Departments



The First section is for the Aadi School which has Classrooms



The Second section is for the INCLUSIVE EDUCATION dealing with children who come out as patients.



The Third section is the Therapy department providing Occupational therapy and Physiotherapy

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Figure Figure 116: View of school from Central Courtyard at ground floor

INCLUSIVE EDUCATION-SAMBHAV Sambhav is a National Resource Center, funded by National Trust It has been set up by AADI in 2010.

Exhibition cum Demonstration Center which showcases various ways in which the principles of universal design can be applied to different areas of life like Communication- enhancing listening, understanding, alternate modes of communication Learning- play, concept teaching, and self learning movement transfers, supported walking, alternate modes of mobility and outdoor travelling and Just doing things for Well being and Safety - eating, drinking, self care, home chores, work and managing money Thereby, enabling persons with disabilities to participate fully in all aspects of living.

Figure 117: Inclusive Education illustrations

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i.) DAY CARE CENTRE The centre is provide on the Ground and the First floor. The children are divided into three sections according to their ability and age a) CLASSROOMS: They are Academic and Non- Academic A) Nursery B) Primary C) Senior.

Size- 8m*8m Attached Toilet- 2 WC per Classroom Size-4m*6m Door width= 3.3m Fittings especially designed for Disabled to facilitate comfortable Use

Fig. 118: Classroom

Fig. 119: Attached Toilet

Figure 120: Classroom layout

NON-ACADEMIC After the Academic classes the children are given Vocational training

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ii) THERAPY SECTION The Therapy section forms the major part of the centre, which helps children to restore their skills and body functions a) Physiotherapy - In this section the students mainly undergo various physical exercises. b)Occupational Therapy - Helps the child learn and perform the activities of daily living such as dressing, going to market grooming up etc. The rooms have been divided into different sections with the help of low height partitions so that different activities can take place simultaneously.

Figure 121: Therapy room layout

CIRCULATION 

This sided corridor increases the traffic in the corridor from both the sides



It restricts the natural light in the corridor as a result of which it remains dark and dingy

Figure 122: Circulation pattern

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II. FIRST FLOOR PLANING STUDY First floor has the following departments .

- First department is the Administrative - Second is Adult training programme - Third is Early Interventation Other Rural community based rehabilitation,Legislation, Advocacy, Raising publicity

Work Training center It is for Adult Spastics. Here Spastics above the age of 16 are trained in work skills that will help them learn and give them a sense of self worth.

It includes Block printing, Carpentry, Cooking, Art Size=70sq.m

Figure 123: Workshop area

Figure 123: Exhibition area

CONSTRUCTION Framed RCC Structure

MATERIAL Exposed Brick

ROOF Flat roof and Dome with skylight

LIGHTING

Figure 124: Material Railing view

Rooms adjacent to Central courtyards receives maximum natural light

Figure 125: Dome

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3.3| NAI DISHA, Delhi 3.3. i| CRITERIA OF SELECTION 1. School provides Vocational Training to Un-

derprivileged Children 2. Vision of the Centre is similiar to the Project

3.3. ii| OBJECTIVES 1.

To study Building level Zoning

2.

To study Spaces, their functions and connectivity

3.

To understand the Circulation and connections within Floors

4.

To understand different Training programs

3.3. iii| ABOUT NAI DISHA NAI DISHA Is the branch of Tamanna school in Vasant Vihar It is a Vocational Training Centre for the Physically and Mentally disabled It offers commercial oriented Vocational Training. Some of these are: 1. office skills, photography, typing, lamination 2. textile and paper making tile and die block printing, fabric printing, handmade paper, paper bags 3. kitchen skills, buying provisions, cooking and cleaning 4. Daily life skills with a residential area to equip the students with the capabilityof taking care of themselves /?

Figure 126: Nai Disha entrance view

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VISION To provide Underprivileged Children a platform to become Independent and Responsible citizens of society by providing a holistic education with right values

LOCATION The Centre is located in the Residential colony of Vasant vihar , Delhi behind the c-block market. It is situated at the end of a street with the Park behind it which is used as a Playfield for these children

APPROACH-ACCESS Nai disha has One Entry/Exit gate which is barrier free for all disabled.

The level of the Entrance and Exit are same which cause easily accessible for disabled It can be accessed from pashchimi marg

Figure 127: Map showing Nai Disha location

Figure 128: Map showing Nai Disha accessibility

Figure 129: Sequential view

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3.3.iv| SITE LEVEL

Scale – 1:500 Figure 130: Nai Disha Site Plan

Site Area-1450 SQ. M Ground coverage - 31% Built up area - 1350 sq.m Number of Students-75 ORIENTATION North-East and South-East, Classrooms receive the North light DESIGN CONCEPT 

Barrier free



Natural lighting



Accessibility



Feminine feeling

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SITE LEVEL ZONING

Figure 131: Conceptual section showing study area

CENTRE AND PROVISION The centre is divided into three major areas according to the functions they Perform.

1) Therapy section 2) Vocational training 3) Residential accommodation

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3.3.v| BUILDING LEVEL I. GROUND FLOOR ZONING STUDY

CIRCULATION The building is accessed on the ground floor with the ramps or staircase provided near the entrance.

The interior circulation takes place around the light well from where all the rooms are visible. As a result, there is a strong visual link between the various activities.

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PLANING STUDY

1.

Entry

2.

Reception

3.

Director room

4.

Principle room

5.

Kitchen

6.

Staff room

7.

Vocational Training

8.

Toilets

9.

Staircase/Lift

10. Bakery Figure 132: Nai Disha Ground floor plan

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I. GROUND FLOOR - 2 Office rooms, 5 Vocational Training Classrooms, Kitchen CLASSROOMS All the classrooms are arranged along one side of the corridor For 8 -10 student Maximum Room Size-6.5m*5.2m There are 2 types of classrooms: i. Permanent classrooms ii. Temporary classrooms

Figure 133: Permanent classroom

Figure 135: Computer training room

Figure 134: Temporary classroom

Figure 136: Textile training

II. FIRST FLOOR - 4 Rooms, 3 Training rooms, Activity Space, Kitchen and Dining

Living area are grouped together on one side with Bedrooms are placed on the other side Unit Size= 6.5m*5m

Bedroom Size= 3.5m*3m Each Bedrooms has been Designed for 2 persons but, they do not have sufficient space for maneuvering wheelchair

The Kitchen has a small sink on one side for Training a person seated in a wheelchair and an Open eating Counter (700mm) is provided

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Figure 136: Nai Disha First floor plan

1.

Balcony

2.

Activity Space

3.

Training room

4.

Kitchen

5.

Dining

6.

Rooms

7.

Toilets

8.

Staircase and Lift

Scale – 1:200

Figure 138: Blow up of bedroom area showing Figure 137: Independent Unit plan

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less space between beds

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3.4| MANAV SADHNA, AHMEDABAD 3.2. i| CRITERIA OF SELECTION 1. Activity centre serves as a School, Vocational

Training centre and Health Centre for Street as well as Slum Children 2. An Environmental, Social, Economic and Aes-

thetic Imperative

3.2. ii| OBJECTIVES 1. To study Planning of different Activities 2. To study Circulation patterns 3. To understand Materials and Construction techniques used 3.2. iii| ABOUT DEEPALAYA SCHOOL In 1990, a team of young volunteers, inspired by Gandhian values, began gathering under the branches of a tree in the Gandhi Ashram every Saturday to play with street children. They provided the children with a nutritional meal and taught them about basic hygiene by cutting their nails and bathing them.

This Centre is amongst the best example of Architecture mixing with Functionality in such an undersized piece of land VISION To Serve the Underprivileged by seeing The God in every Individual (manav), where Service is transferred into Worship (sadhna) /?

ROLE OF CENTRE: The Institution consists of : Dormitories, Admin block, Classrooms, Library, Non formal and Training Centre School, Evening Education Centre for Adults and Ladies.

Figure 139: Panoramic view of centre

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LOCATION Centre Ramdev Pir Tekra Settlement, Near Wadaj Bus Stand, Near Gandhi Ashram, Wadaj, Ahmedabad, India

Figure 140: Map showing Manaav sadhna location

ARCHITECT- Ar. Yatin Pandya

TARGET GROUPS- Street Children, Slum children

APPROACH There is no main roads lead to the institute; hence it has to be reached by walking

SURROUNDINGS 1. JEEVAN TIRTH A Children Centre For Nourishing the Cultural Values Of Children In Juna Vadaj. It Is Run By Manaav Sadhna NGO

2. RUDRA MAHILA UDYAN KENDRA

Providing Vocational Training To Women, Along With Employment Opportunities Figure 141: Map showing Manaav sadhna surroundings

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3.4.iv| SITE LEVEL

Lower Ground floor

Upper Ground floor

Site Area-1,100 sq.m Built up area - 953 sq.m Number of Students-300

Figure 142: Manaav sadhna Site Plan

Scale- 1:500

Activity centre operates as an Informal School in the Morning, Afternoon it trains the Youth with Vocational skills for better Employability, Evening it transforms into Community centre with Sports, Leisure, Gymnastics as well as Social gathering.

Figure 143: Organization of centre and

Figure 144: Activity – Time relationship

its connectivity with slum

SITE ZONING The Campus also includes a Dormitory, an Administrative unit and an all-religion Meditation unit A Crèche has been added later to look after the Young children when their Parents are away earning wages.

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CENTRAL OPEN COURT It is used for the major sports activities and makes centre look spacious.

The central court is shaded throughout day and children take best benefit out of it

SEMICOVERED SPACE The Passage here is the backbone of the centre that connects all the activities and leads to the Central courtyard This Plinth is used for many activities such as dancingpainting art and crafts etc.

The semi covered spaces or the extended plinths play an important roll in order to carry out Non-formal activities. These spaces are spill out spaces that gives the opportunity to extend the function and make the space more open

Figure 145: Conceptual sections

Figure 146: Open space view

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Figure 146: View showing different activities in the centre

Figure 147: Sequential view

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3.4.v| BUILDING LEVEL

Scale – 1:500

Figure 148: Lower Ground floor plan

- Plan is a c shaped with a central - Courtyard acting as a major breathing space of the building, a multifunctional space- The extended plinth acts as a semi covered room for the activitiesLower Ground Floor includes: 1. Aanganwadi 2. Daycare 3. Gym 4. Toilets

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Upper Ground Floor includes: 1. Admin 2. Vocational Training halls 3. Meditation area 4. Library 5. Kitchen 6. Dormintory

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Figure 149: Upper Ground floor plan

Figure 150: Activity analysis

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Figure 151: Sections

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Figure 152: Centre view

DAYCARE The place functions as a Cradle house, Play area, and Nursery school as well as Community facility centre for bathing and personal hygiene of young children.

The place is essentially conceived as a traditional khadki- a residential precinct with closable courtyard to which all peripheral spaces open. The courtyard door, if open, makes the campus externally oriented to interface with street, while by choice if shut can make it introverted yet outdoor space where young children can safely play and rest without noise.

Figure 153: Day care block view

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CONSTRUCTION AND MATERIALS The Campus is built as a live demonstration for the application of recycled waste as Affordable, Aesthetically Pleasing and Efficient building components. The products Developed for this project, which incorporate Municipal/Domestic waste and are prepared with simple hand operated tools, and produced partly through local help of the end users, are demonstrated in the Walls, Roofs/Slabs, Doors and Windows.

Figure 154: Materials and components palette

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4.2| CONCEPT

SPACE

FOR

INTERVENTION

Street Children are habituated in the freedom of street life style, their all activities ties with the street.

The Project aims to Intervene into the Situation and Psychology of children and turning into the Opportunity through a space that can transform them from INVISIBLE to VISIBLE members of the Society by following Provision of Services

Identity Shelter symbolism Education

Hierarchy Encouragement through Training

Protection Counseling and Treatment

Street Children have different Psychological Behavior on the basis of their background, Impacts of living on the street, abuse, addiction etc Hence there is a need to intervene into their problems and HELP them developing their personalities accordingly

Street Children need Special Care and Attention for their Overall Development and it can be achieved through Differential spaces From the Case studies and Pre -requisite studies it was observed that they need equivalent amount of area for the outdoor activities in a safe and secured environment with a touch of nature like street This can be achieved through HIERARCHY OF COURTYARDS

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For the designing, Courtyards are divided into 3 types SEMI-PRIVATE

PUBLIC

PRIVATE

Hierarchies in Courtyards can also Segregate Spaces according to their Functions

CLIMATIC PARAMETERS

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4.3| ACTIVITY SPACE RELATIONSHIP

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5.1| INTRODUCTION Criteria for selection To understand and develop areas by understanding psychology of children. If the space is specially designed for children, it helps the child to learn and grasp things faster, through appropriate elements and color theory.

Objectives 1. To study Anthropometry of different Age groups 2. To study Psychological need of different Age groups 3. To design the Play spaces which are most suitable

Scope of work 1. The study considers only Children in urban context 2. The study considers Play spaces designed for 3-18 years age group 3. The study will highlight the impact in development process due to Recreational areas

NEED OF RECREATIONAL SPACES 

Street children are vulnerable to various psychological disturbances



Majority of the boys had left their homes after 10 years of age, and belonged to dysfunctional families



Majority had substance abuse pattern



Many of them showed low self-confidence, low frustration, tolerance poor attention span and difficulty in communication



Assessment of these through recreational spaces can help in identifying areas of intervention,

which

can

prevent

further

damage

caused

to

their

life

Figure 155 : Psychological Examination behavior Profile Source: AP J Psychological Medicine Vol. 14 (1) January-June 2013

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BIBLIOGRAPHY REPORTS / BOOKS 1. Ministry of Women and Child Development Government of India, 2007, Study on Child Abuse, Report, New Delhi, 2. Ministry of Housing & Urban Poverty Alleviation, 2013, Scheme of Shelters for Urban Homeless, Draft, 3. Save the Children, 2016, Arts based therapy for survivors Of trauma and abuse in Government and Ngo-run children’s Homes for girls in Delhi, Report, New Delhi, 4. Arun Arya , 2014, Development of residential care institute for mentally retarted, Report

WEBSITES 1. Save the Children – (www.savethechildren.in)

2. Street Children Article – (http://www.thehindu.com/)

3. Master Plan 2021- (http://outdoorplaybook.ca/)

4. AADI School – (http://aadi-india.org/)

5. Deepalaya School – (http://www.deepalaya.org/)

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