Shades of the spectrum : an experience for the mind

Shades of the Spectrum

Copyright c 2018 Sneha Mehta All rights reserved. This book or any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission of the author Sneha Mehta, except for the use of brief quotations in a book review.

Set in Lato and Gotham. Digital print Paper : Natural evolution 300gsm Edition of 3 copies

Rehabilitation for special needs : an experience for the mind

Shades of the Spectrum Authored by Sneha Mehta Mentor

Gourav Keswani

Supervisor

Divya Vijaychandran

Advocate

Amrita Ravimohan Senior year thesis Interior Design ISDI Parsons Mumbai Indian School of Design and Innovation, Undergraduate Diploma June, 2018

CERTIFICATE

It is certified that the work contained in the thesis titled Shades of the Spectrum, by Sneha Mehta has been carried out under my/our supervision and that this work has not been submitted elsewhere for a degree.

Gourav Keswani (Program coordinator) Interior design

(Sr. Associate Dean)

Indian School of Design and Innovation June, 2018

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DISCLAIMER

The contents of this document are the property of the Indian School of Design and Innovation. No part of this document may be reproduced or disseminated in part or full, any form or by any means (electronic, mechanical, photocopying, recording or otherwise) without the prior written consent of the Indian School of Design and Innovation.

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ACKNOWLEDGMENT

The success and final outcome of this project required a lot of guidance and assistance from many people and I am extremely privileged to have got this all along the completion of my project.

All that I have done is only due to such supervision and guidance and I would not forget to thank them.

I would first like to show my gratitude to the Dean, Mr. Mookesh Patel who created the perfect environment for us to nourish and grow, which brought out the best in me. I would also like to thank my mentor, Gourav Keswani followed by my research advocates and supervisors : Amrita Ravimohan and Divya Vijaychandran. It would be impossible to get through this without the help of my friends and family who were constantly motivating me to do better.

Thank you.

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DEDICATION

To the people who wish everyone saw them as they see themselves.

To the people who overcome each minute and each second in this society. Thank you for your strength, tolerance and ambition, you are an inspiration.

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01

02

03

Preface

15

Introduction

21

User study

45

Abstract

16

What is special needs?

23

Interview insights

47

Thesis statement

17

Rehabilitation centers

27

Case studies

52

Research objective

18

Guidelines for the disabled

33

Design Features

38

CONTENTS

Design brief

65

Site analysis

67

Final design

83

Bibliography

121

Design process

75

Conclusion

117

Extended credits

123

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05

06 12

01

PREFACE

It started with BJ Miller’s TED talk where he spoke about palliative care, Designing for death. This concept was intriguing and after adequate research, the thesis topic focused on designing for elderly people who have psychological illness. While the research continued, I got an opportunity to work with an organization called NASEOH (National Society for Equal Opportunities for the Handicapped). NASEOH approached ISDI in order to re-design their bakery and make it more functional and aesthetic to the visitors. It was a one month pilot project. Working on this brought multiple insights as everyday allowed constant interaction with the specially-abled adults of the bakery. This project helped gain clarity and inspired my final thesis topic : Designing spaces for the specially abled adults (Leaning more towards the intellectually delayed individuals).

Shades of the spectrum is an academic research aimed at the relationship of space with an individual with special needs. Space not only caters to the physical aspects of a being, but also aids the mental health of a being. While such spaces help and improve the responsiveness of an individual with developmental delays, it’s not applied to most rehabilitation centers in the country. Hence, this project investigates rehabilitation centers for individuals with special needs to identify opportunities of improvement and enable the mind to connect to deeper intangible aspects of ones being.

Key words: Mind, Intangible, Emotion, Flow and Accessibility, Usability

ABSTRACT 16

“

Space not only caters to the physical aspects of a being, but also aids the mental health of a being. Hence, this research and investigation contributes to rehabilitation spaces to enable the mind to connect to deeper intangible aspects of one’s being.

“

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To investigate the lifestyle and routine of specially challenged individuals, focusing on the mentally challenged adults (18+ years) to identify possible areas of intervention concerning ease of living, convenience and overall quality of life.

“

RESEARCH OBJECTIVE 18

02

INTRODUCTION

Design is evolving and catering to more specific needs of human beings. Spaces are being designed to be more inclusive and sensitive to an individual with a disability. If you notice, it’s more towards the physical aspect of inclusiveness but what about the mental aspect of it? The relationship of a space with an individual goes beyond the external surfaces of the body, it reacts and speaks to the mind as well. Was there a time where the space made you feel claustrophobic? But now if you imagine that same space with some sunlight, bright colours and more windows does it change how you feel? If it does, this is where the mind comes into play. A space can evoke multiple feelings, emotions and thoughts and this direct link to the mind can also be used to help in the healing process of an individual.

Have you ever wondered how an individual with special needs perceives a space? Colour? Symbol or Light? All you may think is that it’s going to be different, but different how? And do you think this difference in perception can be used to improve the experience for them? An individual with special needs has a very sensitive mind and designing a space for them should be through their perspective, convenience and accessibility. Once designing a space considers factors for the mind, it’ll then be justified to call a space inclusive.

This project aims at linking the gap between designing for the body and the mind by creating a space and a design system for a vocational training institute where an individual with special needs will be able to inhabit the space without much external assistance and hence, will make them feel independent and confident in the space. This will give them an incentive to connect with the space and make it their own and hence will evoke a feeling of inclusiveness.

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2.1 WHAT IS SPECIAL NEEDS? Definition: “The individual requirements (as for education) of a person with a disadvantaged background or a mental, emotional, or physical disability or a high risk of developing one.�

Special needs is an umbrella term for an array of diagnosis.

A special needs individual may have delayed development of the brain causing them to have learning disabilities or serious cognitive impairment.

Special needs often refer to an individual with Autism, Down Syndrome, Hearing Impairment, Visual Impairment, ADHD (Attention deficit hyperactivity disorder), Learning Disabilities, Cerebral Palsy and Multiple Disabilities, which is a combination of any two or more.

Figure 2.a Categories under special needs

Autism Autism is a complex developmental disorder distinguished by difficulties with social interaction, verbal and non-verbal communication, and behavioral problems, including repetitive behaviors and narrow focus of interest. Autism Spectrum Description : Disorder include Asperger’s Syndrome, Rett Syndrome, childhood disintegrative disorder.

Physical therapy, occupational therapy, speech-language therapy, sensory therapy, animal assisted therapy, role play, Therapy : Aqua therapy, vision therapy & vocational training

Down Syndrome A congenital disorder arising from a chromosome defect, causing intellectual impairment and physical abnormalities including short stature and a broad facial profile. It arises from Description : a defect involving chromosome 21.

Physical therapy, occupational therapy, speech-language

Therapy : therapy, emotional and behavioral therapy, vocational therapy

Learning Disability Learning disabilities are disorders that affect one’s ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention.

Description : Recognized when a child reaches school going age.

Occupational therapy, cognitive - behavioral therapy, social

Therapy : skills & speech therapy, educational and focused counseling.

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ADHD ADHD (Attention Deficit Hyperactivity Disorder) is a chronic condition marked by persistent inattention, hyperactivity, and sometimes impulsiveness. It tends to run in the family & begins Description : in childhood and often lasts into adulthood.

Occupational therapy, cognitive - behavioral therapy, social

Therapy : skills & anger management, medical and family counseling

Cerebral Palsy Cerebral Palsy (CP) is the term used for a group of nonprogressive disorders of movement and posture caused by abnormal development of, or damage to, motor control centers of the brain. CP is caused by events before, during, or after birth.

Description : The abnormalities of muscle control are often accompanied by other neurological & physical abnormalities.

Physical therapy, Occupational therapy, speech-language therapy, emotional and behavioral therapy, music therapy, Therapy : sensory therapy, aqua therapy, acupuncture & hippo therapy

Visual Impairment Total blindness is total inability to see. Visual impairment or low vision is a severe reduction in vision that cannot be corrected with standard glasses or contact lenses and reduces a person’s Description : ability to function at certain or all tasks.

Occupational therapy, music therapy, sensory therapy, aqua

Therapy : therapy & vocational therapy.

Hearing Impairment A reduction in the ability to perceive sound; may range from slight inability to complete deafness. It could be a genetic Description : deformity or due to an accident.

Occupational therapy, vocational therapy, drama therapy, aqua

Therapy : therapy, art and dance therapy

Multiple Disability A term referring to the combination of impairments in a child, for example mental retardation along with blindness, or mental retardation along with physical disabilities, which creates Description : severe logistical problems to accommodate them in special schools.

Depending on the combination of any two or more mentioned

Therapy : above.

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2.2 WHAT IS A REHABILITATION CENTER? Rehabilitation is a treatment or treatments designed to facilitate the process of recovery from injury, illness, or disease to as normal a condition as possible.

Rehabilitation center is a facility which provides therapy and training for rehabilitation e.g.: Drug abuse, Alcohol abuse or any kind of physical therapy required for an individual. The center may offer occupational therapy, physical therapy, vocational training, and special training such as speech therapy.

The purpose of rehabilitation center is to provide therapy and training, which help restore some or all of the patient’s physical, sensory, and mental capabilities that were lost due to injury, illness, or disease.

Different disabilities have different rehabilitation facilities, some of them are : Neurological rehabilitation, Cardiac rehabilitation, Drug rehabilitation, Alcohol rehabilitation, physical rehabilitation, medical rehabilitation and vocational rehabilitation.

The three major types of rehabilitation that directly relate to my topic is the vocational rehabilitation, physical rehabilitation and medical rehabilitation. However, physical rehabilitation is always a necessary part of any vocational or medical rehabilitation. At the same time, special schools are institutes, which also have physical rehabilitation as a part of it. The three categories of rehabilitation for this project are : Special education institutes Vocational training centers & Medical rehabilitation centers

REHABILITATION CENTERS

SPECIAL EDUCATION

Residential

Non- residential

VOCATIONAL REHABILITATION

Inpatient

Figure 2.b The diagram above shows the three major types of rehabilitation for individuals with special needs and the branches within it.

Inpatient : a patient who lives in hospital while under treatment.

Outpatient : a patient who attends a hospital for treatment without staying there overnight.

Outpatient

MEDICAL REHABILITATION

Inpatient

Outpatient

Special education schools Special education is tailored to meet the needs of students with disabilities. The services and supports one child receives may be very different from what another child receives. It’s all about individualization and giving kids the resources they need to make progress in school. Children with severe multiple disabilities who have difficulty in coping with regular schools are referred to such special schools. Most of these special schools are located in urban areas and run by voluntary organizations. A majority of them are residential schools, and boarding- lodging and other services are provided free of cost. At present more than 3000 special schools for the disabled children are functioning across the country.

E.g. : Sadhana institute for the Intellectually impaired - Mumbai

Vocational rehabilitation Vocational training is mainly skilled based. The students are trained in some form of trade or craft that they want to pursue later in life, forgoing traditional academics. Vocational training programs allow students to get ready for specific careers. These programs generally focus on providing students with hands-on instruction, and can lead to certification, a diploma or certificate. It can range from hand trades to retail to management. Some examples are construction, business, health services, art and design, agriculture, information technology, auto repair, plumbing and so on.

E.g. : NASEOH, Shraddha - Autistic to artistic - Mumbai

Medical rehabilitation These are medical institutes that cater to the immediate medical needs of special needs individuals. These centers have inpatient and outpatient services and departments. “Inpatient” means that the procedure requires the patient to be admitted to the hospital, primarily so that he or she can be closely monitored during the procedure and afterwards, during recovery. “Outpatient” means that the procedure does not require hospital admission and may also be performed outside the premises of a hospital. Generally, therapy is counted as an outpatient service as well, where the patient can visit the hospital/institute for certain specific therapy sessions.

E.g.: NIMHANS - Bangalore

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Special Needs Organizations in Mumbai The following table mentions a few organizations, which cater to Special needs in Mumbai.

The organizations stated have been visited or contacted for this project.

NAME 1. Muskan Foundation for people with multiple disabilities 2. Chaitanya Institute for mental health 3. Santosh Institute for mentally challenged children

MISSION To maximize the potential of children with multiple disabilities, by providing a nurturing environment that offers customized, comprehensive and cost effective services and equips parents with the knowledge and confidence to sustain the child’s development.

CIMH’s ultimate goal is to reintegrate the chronic, mentally ill back into their families and society by providing Psychosocial Rehabilitation services to the individuals suffering from mental illness.

This institute caters to Autistic individuals, physically and mentally challenged children.

Through sports, academic, vocational and ADL training, Santosh Institute is able to help these special children, according to their needs and capacity for learning.

4. Sulabha special school

To conduct an institution (special school) for children with Mental Handicap, which ensure all round (cultural, social, educational) development of the special needs child.

5. The Gateway School of Mumbai

Gateway-Mumbai, are striving, as a group of individuals with a common vision, towards the growth of the organization, recognizing and drawing upon each other’s strengths, addressing the team’s needs and concerns, optimizing resources, and engaging in ongoing reflection and collaboration to build individual and group capacity.

6. Association for the Welfare of Persons with a Mental Handicap (A.W.M.H)

To endeavor to bring persons with intellectual and developmental disabilities into the main stream of the society and to enable them to live as independently as possible, within their families and within the society with self-confidence, self-respect and dignity.

7. Dilkhush organization

Endeavor to promote public awareness and sensitivity towards the individual, family and social experience of persons with special needs.

8. ADHAR

To reach out to parents of special adults and to provide a life-time shelter for their Special children

TARGET GROUP

THERAPY

CHILDREN Vision & hearing impairment, Cerebral Palsy, Autism, Down Syndrome & Mental retardation

Vision therapy, Physiotherapy , Speech therapy, Occupational therapy, Sensory integration therapy , Pre-vocational training

ADULTS Vision & hearing impairment, Cerebral Palsy, Autism, Down Syndrome & Mental retardation

Therapeutic community meeting, Individual counseling sessions, Art therapy, Group therapy, Recreation therapy & Indoor games

CHILDREN Vision & hearing impairment, Cerebral Palsy, Autism, Down Syndrome & Mental retardation

Role playing, Physio therapy, Occupational therapy, Speech & language therapy, Sensory training, Social interaction & Cognitive development

CHILDREN & YOUNG ADULTS Vision & hearing impairment, Cerebral Palsy, Autism, Down Syndrome & Mental retardation

Occupational, Physiotherapy, Speech and hearing therapy, Individual counseling, Vocational therapy & recreation therapy.

CHILDREN Learning disabilities, physical disabilities & mild Autism

Occupational, Physiotherapy, Speech & language therapy and expression arts therapy

CHILDREN Vision & hearing impairment, Cerebral Palsy, Autism, Down Syndrome & Mental retardation

Physiotherapy, Occupational therapy, Recreation therapy, Vocational therapy, Counseling and Sports therapy

CHILDREN Cerebral Palsy, Autism, Down Syndrome, Mental retardation or children with an IQ below 70

Physiotherapy, Occupational therapy, Recreation therapy, Vocational therapy and Expression arts therapy

CHILDREN & ADULTS Mental retardation and intellectual developmental delays

Occupational & physiotherapy, Speech and hearing therapy, Individual counseling, Vocational therapy & recreation therapy.

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MISSION

NAME 9.

Shraddha Autistic to Artistic

Shraddha adopts a pioneering and creative approach where young adults with autism and developmental delay are encouraged and assisted to take small steps towards selfsufficiency.

10. La Casa The School for Autism and Special Needs

To help each student with learning difficulties lead an independent, meaningful & productive life.

11. NASEOH

To create comprehensive rehabilitation opportunities for the persons with disabilities so as to facilitate integration into the mainstream of the society, and to enrich the life of persons with disabilities as well as the interfacing individuals and community

12. Little Angels special school

Our vision is to provide for holistic development to all children with Special needs. We envision a society with total acceptance of Special needs, where equal opportunities exist for all

13. Sunshine School

The Sunshine School strives to educate students on the Autism Spectrum who posses a wide range of abilities.

Organizations/ Institutes visited in person

TARGET GROUP

THERAPY

ADULTS Autism & Down Syndrome

Recreational therapy, Expression arts therapy and Vocational training

CHILDREN Autism, ADHD, Dyslexia, Language and speech delay, Global developmental delay

Expression arts therapy, Speech and language therapy & Social skills therapy

ADULTS Physical and intellectually disabled

Vocational therapy, Recreation therapy, Occupational and Physiotherapy

CHILDREN Autism, ADHD, Fragile X syndrome, Learning disability, Behavioral disorder

Physiotherapy, Occupational therapy, Recreation therapy, Vocational therapy and Expression arts therapy

CHILDREN Autism, ADHD, Dyslexia, Language and speech delay, Global developmental delay

Physiotherapy, Occupational therapy, Speech & language therapy, Recreational activities and Vocational training

The mentioned institutes were the biggest source of insights gained for this thesis project. These insights were gained through observation, interviews and by interacting with the students/trainees in the institutes. The knowledge and information gained gave a clear direction in terms of the design intervention.

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2.3 GUIDELINES FOR THE DISABLED AND ELDERLY Guidelines are information intended to advise people on how something should be done or what something should be.

Guidelines for the disabled and elderly in architecture help create a more inclusive and barrier free spaces. Equality in space and experience will create a more healthy and happy surrounding for all.

These guidelines are important because, special needs individuals are also accompanied with physical disabilities.

Hence, this will help the design intervention in this thesis project to not only design for the mind but also the physical body.

Types of physical disabilities

NON - AMBULATORY

VISUALLY IMPAIRED

Impairments that, regardless of cause or manifestation, for all practical purposes, confine individuals to wheel & chairs.

Total blindness or impairments affecting sight to the extent that the individual functioning in public areas is insecure or exposed to danger.

SEMI - AMBULATORY

HEARING IMPAIRED

Impairments that cause individuals to walk with difficulty or insecurity. Individual using braces or crutches, amputees, arthritics, spastics & those with pulmonary & cardiac ills may be semi-ambulatory.

Deafness or hearing handicaps that might make an individual insecure in public areas because he is unable to communicate or hear warning signals.

1200 mm (min)

Design requirements

900mm (min)

1500-1200mm

Figure 2.c Space allowance

1700 mm

Shelves & lighting aids

1590 mm

Shelves, cabinets & windows

1400 mm 1325 mm

Shelves & switches Head height & shower fixture

1200 mm

Windows & mirrors

1025 mm

Shoulder level

Non- Ambulatory: Width of entrances and exits (clear 900mm) Width of the passage / corridor (min. 900mm) Slope of the climbing (min. ramp slope 1:12) Passing over different levels and grooves (Grating with narrow slots in the direction of movement and level difference to limit to 2cm or less)

900 mm

Push handle light

675 mm

Counter tables

500 mm

Shelves & electric outlet

Range of reach Transferring from wheel chair (adequate space is required to transfer from wheel chair to toilet seat and bed) Lift size (70’’ x 51’’ min.)

Toilet size (78’’ x 62’’ min)

225 mm

Foot lighting Figure 2.d Standard accessible dimensions

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Design requirements

50 mm Figure 2.e Shape of the passage

Semi-Ambulatory: Width of passage for crutch users (min. 900 mm) Finishes of floor surface with non slip floor material.

Installation of handrail to support the body weight at the critical places e.g. staircase, toilet, ramp, passage with a change of level (800-850 mm) Extension of handrail on the flat landing at the top and bottom of the stairs (300 mm) To prevent the cane or crutch from slipping off from the side of the stairs or ramp. (20mm high lip on the exposed edge)

Design requirements

Figure 2.f Texture indicators for way finding

Visually Impaired Use of guiding blocks for persons with impaired vision to guide them within the buildings and facilities and outside the building.

Installation of information board in Braille.

Installation of audible signages (announcements) Removal of any protruding objects and sufficient walking space for safe walking.

For persons with limited vision use of contrasting color arrangements.

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Design requirements

Figure 2.g Transparency and Vibrations of sound

Hearing Impaired: Provision of information board in an easily understandable manner.

Provision of illuminated signages, layout diagrams to help the persons easily reach the desired place.

2.4 DESIGN FEATURES

A single space can evoke multiple emotions and feelings, it can make you feel cheerful or sad at the same time. This is possible due to simple sensory cues like the colour in the space, the amount of natural light, the textures and sound within the space. There are multiple theories and studies, which explain the emotions and benefits of certain colours and the advantage of involving elements that cater to the sensory features of a being.

Inhabiting a space should be more than just standing, sitting or doing an activity, it should be a complete journey that involves using each and every sense in the body to gain the maximum experience a space has to give you. To make this journey more exciting and memorable certain sensory cues are used to enhance or reduce the impact on a certain sense organ, which makes the space more playful.

The 5 senses in our body are : Sight, Sound, Touch, Smell and Taste.

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Colour therapy Colours can evoke certain emotions and feelings, which can alter an individuals experience, thoughts and moods. It is also known to have certain healing properties and therefore, is used in spaces to induce certain specific feelings and emotions.

However, colours are very subjective but they still affect an individual in one way or the other.

The following diagram indicates the combinations of colours, which create a certain feeling in a space. While, the second diagram details out on each colour and its corresponding properties.

The black line represents complimentary colour combinations of violet, yellow, blue, orange-red and green that offer greatest contrasts for a bold and dramatic effect.

The white line represents colour combinations of yellows, oranges, redoranges, blues and violets to create a feeling of harmony.

Combinations Harmony Dramatic Figure 2.h

ORANGE

Increases appetite, joy and well-being, helps with stomach disorders, nervousness, skin allergies.

RED

Stimulating power.

PINK

Relaxes muscles and reduces anxiety.

YELLOW

Helps when nervous or tired. Creates an aura of hope and joy.

VIOLET

Calms high strung and excited people.

GREEN

Helps alleviate anxiousness, nervous disorders and tension.

INDIGO

WHITE

Soothing effect on eyes, ears and nervous system.

Calms the mind as its peaceful and gives the feeling of being elevated. Helps clear the mind and brings harmony.

BLACK

Creates the feeling of nothingness and hence provides for a blank slate for running thoughts.

BLUE

Peaceful and calms tired nerves, alleviating agony and pain.

Figure 2.i The effects of various colours on the spectrum on an individual’s body.

These effects are emotional as well as physical and when these studies are applied to spaces, the relation and understanding between the space and the being becomes stronger.

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Multi-Sensory features Following are the spatial features, which can be included in a space to involve our senses.

Figure 2.j

Perception of temperature

Perception of distance

Perception of texture, weight and density.

Distinct soundscapes created by materials when touched by active agents, such as humans, wind or water.

Tactile connection to ground-reading texture, friction, gravity and density.

Sensing vibrations through skin

Echoes indicating scale in relation to the body, indicating the size of spaces.

Spatial identification through direction of sound.

Figure 2.k

The association of smell and memory.

Attractive and distractive smells as pull and push forces through space (through aromatic landscapes).

Spatial zones by zoning of same aroma trees and segregating zones by their aroma.

Oral sensations linked to smells.

Oral sensations linked to touch.

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03

USER STUDY

This projects gains all its insights from in-person interviews and by interacting with the user groups. Special needs individuals cannot be formally interviewed, hence the insights gained are purely observational and through informal conversations during daily interactions. However, formal interviews were conducted for the other group (care givers), which consists of parents, teachers, therapists and education reformers who have been aiding and helping special needs children and adults for a long time and have deeper knowledge about certain preferences and behavior of the special needs individuals. These interviews provide support and reason to the functionality of the design.

Insights and observations during this user study has shaped the final design outcome of the vocational training center for the individuals with special needs.

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3.1 INTERVIEW INSIGHTS Questionnaire

Can you introduce yourself and tell me a bit about what you do?

What does your organization/institute offer? a. Which group of people? b. Are most of the students residing close to the school? c. If not, how do they travel? Is there a transport system provided by the school/ organization? d. Is the space that you work in a disability friendly space? If yes, elaborate with examples. e. What are the challenges of the current infrastructure?

Elaborate with examples. (E.g.: No provision of ramps, absence of elevators, sharp edges, heavy doors etc.) f. What changes would you bring to make the space more disability friendly?

What are the features of someone with special needs according to you? a. How do you think a person with these challenges can overcome them without medication? b. What are your techniques of dealing with them? c. What are the benefits of your techniques? d. How was your first interaction with a challenged individual? e. What kind of therapeutic activities can be done at home? f. What ice breaking techniques do you use to bond with your students?

Have you visited any rehabilitation centers? a. How has your experience been? What was your physical and emotional rehab center? b. What more according to you can rehabilitation centers do to facilitate their residents better? (In terms of emotion, interaction, productivity and efficiency)

What are your thoughts on the infrastructure of these rehabilitation centers? a. Just like there are guidelines for physical disability, if one was to design spaces for special needs persons, what are the main factors to be considered?

Administrative needs:

b. What are the basic guidelines of your infrastructural plan? c. What do you think these rehabilitation centers give most importance to? In terms of functions and departments?

Physical needs:

d. How do you think a space can consider the sensory needs of individuals with special needs? (E.g.: Touch, sight, smell, taste & sound) e. What are some of your ideas to incorporate the five senses in a space?

Emotional needs:

f. What would you do to incite positive emotions through a space? g. What characteristics of space can affect emotions of an individual?

How important is recreation for the students?

What kind of interaction do you have with the parents?

a. Do you think the institution/organization has adequate provision for recreation? b. What infrastructural changes have you done to cater to the recreation of special needs persons?

a. Are there therapeutic workshops conducted for the family? b. In what ways can parents be more involved in the coping and development of the children? c. According to you, what are the main challenges faced by the parents?

What kind of space do you conduct your therapy in? a. What kind / types of therapy is conducted here? b. How do your students interact with that space? c. Have you had to do anything specifically to aid the interaction of your students with the space? d. How does space affect your therapy? e. Ultimately, How important is space for your practice?

Designing spaces for physical disability is comparatively easy as there are set guidelines to follow, but do you think spaces are designed for the mind as well?

If you could create the perfect rehabilitation center/school space for individuals with special needs. Could you describe what the space would look like and walk me through it?

Mrs. Trishala Jain, Teacher I am a teacher at an institution which caters to the specially-able individuals. I have been working for 15 years now and I believe that Special needs children should have equal opportunities in life.

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The space should promote emotional stimulus and active interaction within it.

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The institution is disabled friendly as ramps, lifts and physical access is provided in the space. There is always provision for additional wheelchairs and other such medical equipments.

There is provision for quite/silent zones in the institution as well as every class. This is for children who get agitated by sudden stimulation, which cause them discomfort and therefore these silent zones are available to help them calm down and relax.

They are equipped with games, sound proof wall treatment, low light and comfortable seating. In case of expansion, the institution won’t be able to accommodate multiple functions and people due to the permanency of the class rooms.

Classrooms should be flexible and open to have multiple functions. Recreation is an very important element in their lives as it helps them express and also stimulate their mind and body.

Board games and outdoor activities are really beneficial and hence the space should have adequate open and free space.

Therapies are conducted in the most natural setting, e.g. If the child is struggling with writing, the therapy will be conducted in class itself. The current infrastructure of rehabilitation centers seem very claustrophobic and certain elements add to more stimulation rather than reducing it. The space isn’t motivating enough for the teachers or trainers and also there is a lack of resources. The space should promote emotional stimulus and active interaction within it. The furniture should be suitable for the individual depending on their age, disability and flexibility.

Sign boards and visual cues are very important factors to help these individuals understand and use the space. They should be contrasting in order to suit the visually impaired individuals.

The space should be easy to understand and comfortable enough to feel like home.

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Mr. Nilay Kachalia, Therapist I am a therapist and I’ve been working with a children on the Autism spectrum since 30 years now. I mainly conduct therapy or workshops on expression arts such as drama, art or music.

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These children have a very sensitive mind and they must be exposed to nature more in order to bring out their natural responses and allow them a freedom in expressing themselves.

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The space for Special needs individuals must be uncluttered and as natural as possible. Natural lighting and open green spaces are very beneficial for the minds of these individuals. Most of the therapies should be conducted in a natural environment to bring out the best from the individuals. Ventilation in a space is very important as it affects the state of mind and cause agitation in an individual if it’s neglected. The flooring should not be slippery and must be soft to avoid injuries. Expression arts therapy is extremely important as these individuals have trouble expressing their thoughts and want and therefore this medium helps to understand what they truly feel. Skills relating to nature must be added e.g. gardening, as it allows them to express their love and care for a living organism. Other such activities like cooking, cleaning and painting help with their movements and flow of thought. The space should make use of music and walls in the space to create a lively and personalized atmosphere. The space should be mindful about how the space is used in order to provide for elements. E.g.: Soft flooring, colourful walls, light doors and furniture.

Mrs. Disha Khurana, Principal I am a principal and I’ve been working with a children with Special needs since 25 years now.

Every child on the spectrum is different and they have different needs, therefore all institutions should provide facilities and education schemes according to their individual profiles.

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A school must be a safe space for the specially abled individuals. There must be a provision of a release zone where agitated students could relax and calm themselves.

“

Disability friendly space, which have ramps and lifts and easy movement in the space. The space needs to include the visually impaired as well and should have multiple indicators and visual cues to help move around the space. Furniture is flexible and movable to allow multipurpose usage of the space. Yoga, art, sports, dance and drama are part of the curriculum and should be exposed to natural environment. There should be a possibility to convert a space easily to make a setting more real during role play or drama. The flooring should not be confusing with many patterns as it causes discomfort to the eyes. Direct sunlight also causes discomfort and hence the space should have the ability to diffuse the natural light coming in. Activities are very important and safety precautions should be taken into consideration while providing space for them. The washrooms should also follow emergency precautions e.g. a breakable glass panel on the door will be helpful when a student is stuck inside and the door needs to be broken. Functional training should be a part of the curriculum in order to use their abilities, which will benefit them in the future. Classrooms should be colourful and lively where their work can be displayed and evoke a feeling of pride for them and their parents. Physio therapy and occupational therapy are extremely essential in an institute. Speech therapy rooms must be sound proof in order to eliminate any external stimulation. The institution also provides for external trips and picnics for the children.

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Mrs. Nidhi Raj, Parent I am a parent of a child who has Down Syndrome along with partial visual impairment. All I want for my child is to be accepted in the society and treated like everyone else.

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The environment at home is very important.

If the child or adult with special needs isn’t exposed to positive things at home then it could lead to serious problems.

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Spaces designed for the intellectually delayed individual must be sensitive to senses. Spaces should be able to filter out external sounds and harsh light. Since every child is very different from the other, certain spatial elements must be designed in a way to cater to multiple needs at the same time.

E.g.: If a certain child is agitated due to sunlight and another wants the sunlight, the space should allow the flexibility to cater to both needs. Multi-functionality in a space must be thought of because new activities and therapy techniques will have different requirements from a space. The space should allow adequate interaction and release points. E.g. : If the child or adult has ADHD then the space should provide activities or elements that keep him / her involved and busy. Recreation is an important aspect and adequate facilities must be provided for the same. Uncluttered space leads to uncluttered minds.

More open spaces allow more opportunities for them to open up their mind, body and soul. Circular spaces given a feeling of being infinite and could be used to an advantage as it doesn’t have any corners.

3.2 CASE STUDIES

In order to understand inclusive spaces, case studies were an effective and essential tool for exploration. These case studies brought in multiple perspectives and thoughts, which need to be considered while designing a space. They were the source of inspiration to concepts and design interventions for this project.

The projects looked at are of various types, which are actual field work, graphic design projects, inclusive architecture and existing thesis projects on similar projects. The main components in analyzing these case studies are understanding space, communication within a space, material understanding and effective movement and usage of a space.

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01 NASEOH

Established in 1968, National Society For Equal Opportunities For the Handicapped (NASEOH INDIA) is an organization based in Chembur, Mumbai. It works towards developing comprehensive rehabilitation opportunities for the persons with disabilities so as to facilitate integration into the mainstream of the society.

To enhance the employability of the persons with disabilities, NASEOH since over a decade has been running a multicategory training center.

Currently, training is run in 12 areas with individualized, goal executed programme based on interest, ability, physical and mental capabilities.

Some areas of training are : Welding & sheet metal fabrication, tailoring and embroidery, baking, cooking, typing, data entry operations, ceramic and pottery, gardening, house keeping, electronic assembling and so on.

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This organization approached ISDI Parsons Mumbai to redesign and reform their bakery unit in order to make it more efficient and aesthetic.

The overall area of the organization is approximately 10,00012,000 sq. ft and the bakery unit was 950 sq ft. This was a pilot project which required the final proposal in one month (1st January - 2nd February).

As a designer, the aim for this project was to make it more accessible, cost efficient and create a motivating environment for the students.

DESIGN BRIEF Re-designing the bakery for students on the spectrum to increase efficiency and adaptability.

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Kitchen counter which contains two sinks and a gas stove at the bakery.

Students at the bakery making cookies as their trainer looks over them.

Oven and storage area at the bakery.

Workstation and storage cabinets at the bakery.

Figure 3.a Site images : Bakery at NASEOH

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PROS

CONS

STORAGE

A large number of storage units, which are huge in their size.

Not all the storage units are used and since they are large in size they occupy a lot of space.

CIRCULATION

All the equipment fit in the space at an appropriate distance.

The placement of the equipment doesn’t add to an effective circulation system.

The space has one exterior facing facade, which allows natural light to come in.

Besides the natural light, the space has adequate light fixtures as well.

The space is still very dull not only because of the lights but also the colour of the space. The dull grey/green didn’t add any punch to the space.

The students have adapted to the already existing space.

The space isn’t designed for the specially abled.

Sufficient plug points and sinks are available in the space.

There is a major leakage on the ceiling right about the workspace and makes the space unhygienic.

LIGHTING

DESIGN INTENT

SERVICES

MATERIAL

The space has cold storage facilities for storing their cakes and chocolates.

The space needs air conditioning for their chocolates as they sometimes melt in their hands during the summer.

The workspace table is metal and it’s generally considered more hygienic than other materials as it’s easier to clean.

Since the furniture is metal, the corners are pretty sharp and may harm students with a disability.

Metal storage units are huge and some of them are utilized properly.

Metal units make the space extremely dull due to its color and heavy look.

This table categorizes the pros and cons of the bakery at NASEOH for better understanding of the space and the areas of improvements.

CURRENT

PROPOSED

Figure 3.b The proposed plan takes into account all the information gathered through the pros and cons of the space. Each aspect is revised and re-designed to suit the special needs adults. There have also been multiple additions to make the space more effective and aesthetically pleasing.

Storage Cold storage Hot areas Workspace Washing area Dry area Trainer’s area Shoe rack

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JUTE SCREEN

Figure 3.c Final proposal

STORAGE CABINETS

MUSICAL SCREEN

STORAGE DRAWERS

FURNITURE

EQUIPMENTS

DESIGN INTERVENTIONS

Learning outcomes

This project highlighted the fact that even the simplest of things can be done, felt and experienced in a completely different way. An individual much sensitive than you could really surprise you by the way they perceive the same things that you do. This revelation led to a more open minded perspective about things and also allowed multiple grey areas to linger around the same.

This project helped understand that the simplest of changes could make a big difference and make things so much more efficient. E.g. : Placing a table near cold storages as it’s easier to constantly remove and place things on the table placed nearby rather than walking with the products till the work table. Few basic movements regarding ones’ convenience made a very effective change in the space. Simplistic but functional design is called good design. If the space is used efficiently without complexities, then the design is successful. Smaller details for a more sensitive space work more rather than larger statement elements. This project challenged the creativity power within as it was necessary to find solutions within a particular budget.

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02 HAZELWOOD SCHOOL FOR THE MULTIPLE SENSORY IMPAIRED Hazelwood School is located in Glasgow, Scotland. It is a state school for the teaching of life skills to children and young people with severe and highly complex needs. It sits in a park land setting within a clearly defined neighbourhood and building conservation area, to the south of Glasgow. It was completed in 2007 by Architect Alan Dunlop. It’s an institute with an area of 29,000 sq ft.

The school caters for 54 students with multiple disabilities, aged from 2 to 19. Each student has a combination of two or more of the following impairments: acute visual impairment, hearing impairment, mobility or cognitive impairment. All the pupils are autistic, they will never be able to lead totally independent lives and each will require lifetime support.

The aim was to create a bespoke building that designed out long dark corridors and maximized levels of natural light and incorporated visual, sound and tactile clues.

Figure 3.d Hazelwood School

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The Hazelwood school design focuses on creating a safe, stimulating environment for students and staff. I set out to eliminate any institutional feel and worked to avoid conventional thinking on school design.

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Figure 3.e Classrooms towards the Northern edge of the site.

The structure responds to the nature and environment around it. Since most of the students are Visually Impaired, the structure makes their dependency on other senses more efficient by incorporating sensory cues in the space. The building is in an shape of an ‘S’, which wraps around existing trees while connecting with the natural landscape. The form further creates intimate spaces internally and externally for children to use (Hazelwood School, 2009). Internally, children understand their location within the building by seeing and smelling trees when relating their body to the environment.

Externally, the teaching gardens enhance growth and learning by stimulating their minds. It is a building that will not only support the senses but act as an environment that stimulates the imagination.

Classrooms lie along the northern quiet, edge of the site, overlooking verdant play spaces. The school steps and curves around the existing beech trees to create a sequence of safe, landscaped teaching gardens. High level clerestory glazing forms a substantial part of the facade of the north-facing classrooms, allowing for maximum daylight to penetrate deep into the spaces and ensuring even distribution of light.

Figure 3.f Walls cladded with cork for tactile cues for movement in the space.

Ease of navigation and orientation through the building was critical for the pupils. Internally the concept of a trail rail was developed, which doubled as a storage wall. This allowed the children to move around the school with a greater level of freedom and independence. The wall is clad in cork, which has warmth and tactile qualities and provides signifiers or messages along the route to confirm the children’s location within the school.

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Figure 3.g External facades of the school.

Both artificial and natural lighting are used at Hazelwood School. Daylight filters into the building with north facing clerestory windows, which penetrate deep into the classrooms and the main circulation route called the ‘street’. Clerestory windows are used because full height windows are distracting for children with partial vision. Some windows are protected with louvers to prevent solar heat gain. Overall, all these windows do no create glare and provide even distribution of light (Hazelwood School for the Multiple Sensory Impaired, 2009). Since natural light provides immense illumination within the building, this reduces the use of artificial lighting. However, they are still provided using energy efficient suspended fluorescent light strips. Colour is not predominantly used in the building compared to materiality. Within the building, subtle colours provide information as visual indicators in transitional spaces and storage boxes (Hazelwood School, 2009). However, colour coding is used in the classrooms to assist in navigation.

The designers mainly selected natural finishes for way finding to complement the park landscape and reflect the roofing material of adjacent houses nearby.

This project has helped in the understanding of using greenspaces, natural light and efficient sensory cues to ease navigation within the space in order to benefit the children using the space.

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4.1 DESIGN BRIEF

Designing a vocational training center for individuals with Special needs, mainly focusing on mentally challenged adults (18+ years).

This space should be designed for easy accessibility, understanding and movement in order to enable Specially challenged individuals to navigate in the space without any assistance. The space should also be accessible to individuals with physical disabilities, such as visual impairment, hearing impairment and other such physical needs. The space should respond to the natural environment around it and use efficient design elements within it.

An individual with Special needs must feel independent, secure, happy and comfortable in the space. Functions and programs apart from the training can be included in the space to provide for the holistic development of the individual.

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4.2 SITE ANALYSIS

Site : Sulabha Special School Total built up area : 1317 sq. mts.

Plot Area : 746 sq. mts Sulabha Special School is located in Tilak Nagar, Chembur, Mumbai. Sulabha Trust is a non-governmental organization started in 1979. It is a 7 storey building including the ground and terrace. It accommodates 108 students in school, 20 additional students for vocational training and 20 external students for therapy. The total staff strength of the school is 25 people.

The school started with a handful of children with following objectives: To give a proper place in society to Mentally handicapped children belonging to various classes and rehabilitate them by: 1) Imparting to them suitable skills to adjust in normal society emotionally.

2) Imparting to them academic knowledge as for as possible.

3) Imparting Pre-Vocational training to enable them to be economically self sufficient.

Figure 4.a Sulabha Special School, Mumbai

As compared to other organizations visited for this project, this school had more areas for design intervention. Since the school is funded through a trust, there are multiple amenities which are available but aren’t utilized efficiently. The site is surrounded by trees and plants and the area around is quiet and peaceful. The Principal and teachers were very warm and showed interest in the project by providing additional space inputs to help this project.

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Figure 4.b Entrance to the school

Figure 4.c Ground floor stilt area with the stage

Figure 4.d Playground behind the school

Figure 4.e Vocational training floor

Figure 4.f Classroom 01

Figure 4.g Classroom 02

Figure 4.h Play room

Figure 4.i Corridor outside the school office

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Context

TOTAL BUILT UP AREA: 1317 Sq. mts TOTAL PLOT AREA: 746 Sq. mts

Figure 4.j The illustration above shows the area surrounding the site. This indicates the circulation and other elements such as buildings, trees and roads around the site.

Sun path analysis

Figure 4.k The illustration above shows the sun path around the given location. The direction of the sun helps the design to allow maximum natural sunlight within the space. This illustration also shows areas that have access to direct sunlight and areas that do not have access to natural light.

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Existing program zoning Figure 4.l The illustration above shows the existing placements of the functions and facilities in the building.

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4.3 DESIGN PROCESS

Designing is a process and includes multiple steps in between before reaching the final design and one of the steps is the site analysis of the space. Site analysis is essential to understand the existing structure and the context of the structure. The context of the structure plays an important role in designing the building. Multiple architectural features are specifically made in order to react to the context. Being mindful of the surrounding is a one step closer to a good and inclusive design.

This site analysis helped understand the functions of the space and why it is designed in a certain way. The movement of the sun, surrounding buildings, trees and roads contributed to the current design of the space and led the design process by first trying to understand the area of the space and then eventually placing programs in the space, which in turn led to the final design of the space.

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My design process started with analyzing the total of area in the existing space available in order to utilize the space in the most efficient manner. It started with listing down the existing programs in the space and their current area details.

This was then followed by addition of programs that would add therapeutic value to the space. These additional programs were derived from the interviews and observations made during the research phase of this project. Post addition of programs, the next step taken was to find a relation or similarity between the programs in order to place them close to each other for a more organized use of space. Once the programs were grouped, it led to assigning areas to the programs after considering the amount of people it would accommodate, the activity that would take place and the adequate circulation space needed for individuals on a wheelchair. After deriving the approximate area needed for every function, they were then allocated spaces on the site.

COMPUTER SKILLS

AV ROOM

45 sq. mts

20 sq. mts

LUNCH ROOM 80 sq. mts COUNSELLING ROOM 13 sq. mts

GIFT ITEMS COOKING/BAKING 63 sq. mts

PANTRY

BOOK BINDING

110 sq. mts

JEWELLERY

OCCUPATION THERAPY

POTTERY & CERAMICS

45 sq. mts

106 sq. mts

SPEECH & HEARING THERAPY 7.5 sq. mts

WEAVING/LOOMS WASHROOM 150 sq. mts

ART

138 sq. mts

MUSIC

TAILORING

PLAY GROUND 200 sq mts

MEDICAL ROOM 14 sq. mts

MULTIPURPOSE HALL 160 sq. mts

DRAMA

PLAY ROOM 23 sq. mts GYM

DANCE

STAFF ROOM

20 sq. mts

YOGA

65 sq. mts

SULABHA SPECIAL SCHOOL PROGRAM AREA ANALYSIS

OFFICE

TOTAL BUILT UP AREA: 1317 SQ.MTS SERVICE

TOTAL PLOT AREA: 746 SQ.MTS

190 sq. mts

VOCATIONAL TRAINING FUNCTIONAL PROGRAMS RECREATION ACCESSIBILITY

Figure 4.m The illustration above shows the relation of programs for effective design and also mentions the approximate area it will need in the space.

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Proposed program zoning

Final iteration of the program zoning consists of all the functions mentioned in the area analysis of the space (Fig 4.m).

Some of the functions are grouped together and merged within the same space to allow flexibility and multi-functionality in a space. This zoning helped in understanding the vertical relation of each program as well.

The ground floor is made to be a more open area, which opens up to the landscape and nature wherever possible. It only consists of basic functions and like medical room and washroom, while the remaining area can be utilized in multiple ways like the gym room, open stage area and the play ground around the school. The first floor consists the office, staff room, pantry and a lunch room. The lunch room is like a community area where the staff and students can interact apart from their training. The second floor is a more activity oriented floor, which is easily accessible to the teachers on the first floor and the students of the vocational training on third floor onwards. It consists of the multipurpose room, occupational therapy room, the counselors room who conducts occupational therapy and speech room attached to the counselors room. Starting with the third floor, all the vocational training programs begin.

Third floor comprises of the cooking and baking program, the computer skills program and the AV room. The fourth floor holds the jewelery making program, book binding program, creative gift items program and a play room for all the students to easily access it from all vocational training floors. Moving on to the fifth floor we have the hand-loom and tailoring section, a small cabin for the trainer. Finally, the terrace will be utilized for recreational purposes like gardening and also the pottery and ceramic program. The pottery program was allocated on the terrace in order to have direct contact with nature and feel the freshness and openness of the space around.

Figure 4.n The illustration on the left shows the new proposed functions and facilities to the building. This zoning diagram was taken forward to further designing the space.

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5.1 FINAL DESIGN

Intensive research and analysis has to led to the final design of the vocational training institute for adults with special needs. This design has focused on incorporating nature, easy accessibility, better circulation and a space that keeps your mind in ease without much complexity. The approach towards the design was to be more functional in terms of the layout and have simple informative graphics for easy navigation in the space. The space should be able to make the users feel confident and safe to move around by themselves. The colours in the space are used in a manner to add life to the space but also be informative in certain areas. The design consists of soft floors and filtered light in order to avoid distress to students who are sensitive to light. The design promotes easy ventilation in the space by avoiding full height walls and also promotes easy movement in the space by the absence of doors in most places.

The design mainly focuses on the interiors however keeping the exteriors in mind. The furniture is soft edged and flexible that allows the space to be adjusted and used in different ways.

Flexibility is something that’s been kept in mind in order to promote multi-functionality in a space. Hence, the design focuses on simple details to benefit the navigation in the building as well and improve the quality of working in the space.

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PLAN Ground floor

The entrance to the building compound is on the South side and the building is well shaded by all the trees surrounding it. The trees are tall enough to reach the 4th floor, shading most of the interiors and allowing only diffused sunlight to enter the space.

The entrance to the building is guarded with a simple metal gate and the pavement consists of tactile pavings throughout the structure to guide the Visually Impaired in and around the building. The front facade of the ground floor consists of tilted vertical wooden louvers, which created a feeling of semiprivacy and openness at the same time. The reception is the first area one will see as they enter the structure. The reception area is also a waiting area for parents and visitors. The reception area is separated from the larger open multipurpose area by jute screens. Adjacent to the reception lies an open space with a stage towards the end, this space could be used for multiple activities and internal shows conducted by the institute. The East facade of the building faces the landscape area through the louvers and the North facade opens up into it. Moving forward from the reception, there is a medical room on the left followed by a unisex washroom. The corridor eventually leads to the landscape area with a long bench to either relax, play or connect with nature. Similarly, opposite the washroom and behind the reception is the gym, which contains a large window facing the nature and it can be opened to have direct connection with the nature. The internal walls are of 2.5 meters in height leaving 1/2 a meter gap between the wall and ceiling. This is consciously done to allow better ventilation and air flow within the space. The design proposes more green space in order to allow natural connection between the students and nature as it is extremely therapeutic. The staircase and elevator is provided in order to navigate vertically. The staircase has hand-railings on both wall surfaces and a reflective yellow strip on the nose of the steps to provide contrast and depth perception for the Visually Impaired. Each room has speakers installed in them in order to play music in every area of the building.

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ENTRANCE

Figure 5.a Ground floor rendered plan

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First floor

As the elevator or steps guide you towards the first floor, The first observation would be the free open space above to promote better ventilation and create a sense pf openness. As you enter the floor, the extreme right side end consists of the washrooms. The interiors of the washroom are simple white tiles with a single coloured washbasin and door. Apart from the washroom, the floor consists of the office/staff room and the lunch room. The space on the left starts with a group of four tables and chairs as a work are for the teachers. There is another smaller table with a computer and printer for office use. The area has one more smaller worktable for the teachers.

The office area also includes the conference room and the principals cabin. Apart from the office, there is a smaller pantry and lunch room provided. The pantry is within the lunch room itself and it consists of a ledge with a sink, water cooler, coffeetea machine and a microwave. The lunch room accommodates around 30 people in total. This room doesn’t have a door in order to promote free movement in the space. Before every entrance into a space there is a Braille board with the name of the space the person is entering, this is to assist the Visually Impaired. Similarly there is a change in texture of the flooring as you step into a room from the main corridor/circulation space. The change in texture also is an indicates that they have now stepped into a different zone. The lunch tables are simple circular tables in bright colours to stimulate their mind while eating. E.g. Colours like orange are said to improve appetite and make the food look more appealing. The windows let in natural light to come in and have planters placed on their ledge, while the narrow and long window at the top will have tinted glass in coordination with the colour used in the washroom, this will brighten up the ceiling when the light reflects colour on it and will create an interesting play of subtle colour. Below the windows, there are these small niches, which have been filled out by storage cabinets and evened out with the wall to avoid any surprising elements jutting out. Each room has speakers installed in them in order to play music in every area of the building. Every floor has a dominant colour and the small window near the ceiling reflect those colours. Blue being the dominant colour for the first floor.

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Figure 5.b First floor rendered plan

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Second floor

The washroom interiors are the same on every floor except for one dominant colour change, which in this case is orange.

This floor is the multi-purpose floor, which comprises of the multipurpose performance room, occupational therapy room, counselors cabin and a speech therapy room. The occupational therapy room is in close relation with the counselor’s cabin because the counselor in-charge of individual counseling also conducts the physiotherapy/occupational therapy for the same The larger area on the left is the multipurpose hall, which can be used for expression arts therapy like music, dance and drama.

The right side consists of the physiotherapy room, counselor’s cabin and the speech therapy room adjusted to the counselor’s room. Wooden flooring was chosen to improve their floor-time and the flooring should be warm and comfortable in order to express various feelings and emotions through therapy, also if any student happens the fall down then he/she will not get majorly injured. The walls are cladded with mirrors so the students can visualize their activities and movements.

In the normal scenario, when these two spaces are used separately, the partition door separates the two areas, this then shows that the occupational therapy room doesn’t have a door and focuses on barrier-free design. The opposite was done for the multipurpose room in order not disturb other people around that room by sudden sounds during expression arts therapy. When the space opens up to be used together, the partition doors fold up and fit into the exact dimensions of the corridor, automatically creating a door. Each room has speakers installed in them in order to play music in every area of the building. Every floor has a dominant colour and the small window near the ceiling reflect those colours. Orange being the dominant colour for the second floor.

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Figure 5.c Second floor rendered plan

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Third floor

Third floor starts with the vocational training programs.

Looking at the plan (Figure 5.d) the first room on the left is an AV room (Audio Visual room), the flooring chosen is wood with soft carpets as this room has floor seating but also takes into consideration individuals who cannot sit on the floor and hence chairs are provided for the same. The room adjacent to it is the computer skills program, which accommodates 18 students where two students share a desktop. All the internal walls are 2.5 meters in height while the floor height is 3 meters.

The AV room and the computer room have doors as compared to the kitchen in order to avoid additional sounds other than the presentation taking place in class. The room to the right is the cooking and baking room, which has basic equipments like a burner, sink, oven, cold storage and a water cooler.

However, there is adequate space on the counter for additional equipments. The furniture used in the kitchen are metal tables as they are easier to clean however they will be lined with foam tape around the corners to avoid injury. The kitchen counter tops are dark granite slabs and the storage cabinets are white laminate cabinets, which have colourful and indicative graphics on them. Each room has speakers installed in them in order to play music in every area of the building. Every floor has a dominant colour and the small window near the ceiling reflect those colours. Purple being the dominant colour for the third floor.

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Figure 5.d Third floor rendered plan

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Fourth floor

Fourth floor is a combined workspace for gift making, book binding and jewelery making as none of these functions need specific areas or machinery. Hence, this space is a more open space to work on any of the three mentioned above. As you enter this floor (Figure 5.e) the first room on the left is a play room where an individual can relax, take a break and play games. The flooring of this room is similar to the AV room below : Wooden flooring. The colour of the wood is carefully chosen to show contrast between the flooring and toys or board game pieces in order to make it possible for the partially Visually Impaired individual to spot the toys or pieces without relying on others. The room has two small tables for people who want to play board games. The walls are treated in a way to be interactive and allow creative flow of mind. The first wall to the right and left of the entrance are plain white walls, which can be used for painting. This also adds an element of personalization to the space. One of the walls is a Lego wall, which allows them to expand their creativity and build structures. The last wall on the right is a chalk board wall and the one opposite that is a soft board panel, which allows them to add pictures of themselves, things they love and personalize the space more. This will help them boost their confidence and will allow the space to be called their second home. Apart from this, the larger workspace area has various types of seating in order to best suit their comfort. As you enter the larger space, there is a display cabinet on the right where all their handicrafts are displayed. There are four worktables with chairs which accommodate 6 people on each, so for people who would like to work and interact with many people it would be suitable.

Some individuals may not like to interact with others and it may cause discomfort, hence individual seating is also provided for them. While people who like to sit on the floor (especially for jewellery making) can work on the low rise table and cushions.

Each room has speakers installed in them in order to play music in every area of the building. Every floor has a dominant colour and the small window near the ceiling reflect those colours.

Green being the dominant colour for the fourth floor.

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Figure 5.e Fourth floor rendered plan

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Fifth floor

The fifth floor is occupied for hand-looms and tailoring. The floor consists of 5 hand-loom machines - 3 small ones and 2 big ones. The big ones are for making quilts and the small ones are for table cloths and kitchen napkins. The space has individual stitching units and common worktables. The floor also has an additional storage room for the end products and any additional equipments needed. As you enter this space, the display cabinet is a way for showing their work and also giving then the reason to be proud of themselves for doing such great work. There is a simple screen to create a sense of privacy for the instructor in the class. Another display cabinet is placed behind the teacher. Every floor has a dominant colour and the small window near the ceiling reflect those colours. Yellow being the dominant colour for the fourth floor.

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Figure 5.f Fifth floor rendered plan

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Terrace

The terrace is used for the pottery and ceramic program. Pottery was introduced in the design as it has a therapeutic quality and is very sense oriented. Due to these qualities, the program wouldn’t do justice if it were placed inside. Since it includes working with natural and earthy materials, the program made more sense if it were placed within nature itself. Hence, it was allocated on the terrace after safety design precautions were planned on the terrace. The terrace also caters to plants and adds more nature to the building. Since gardening is also an a skill they should learn for understanding how to nurture a living organism, plants were introduced all around the building. Each student has their own plants to care for and thus this adds to their life skills and also allows them to express their emotions in a different way to a different being. There are wooden shelves for display and drying of the products and each of those shelves have a roll down cloth for their damp area as well.

There are two electric kilns placed on the corner and adequate work tables are added considering their need for glazing and working on damp models. The pottery wheels are placed in the center for easy accessibility to the tables on either side. Finally, there is provision for sinks to wash their hands post working.

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Figure 5.g Terrace rendered plan

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Roof

This area is shaded by a wooden roof with a translucent frosted glass. The translucent frosted glass helps in avoiding direct and strong sunlight in the space which may agitate or cause discomfort to some. The translucent frosted glass diffuses the light and doesn’t cast any strong shadows which again may cause confusion and discomfort to some. The roof also tilts inwards to allow the rainwater to flow out into the terrace and towards the nahni trap in the corner of the terrace. This water could in turn be used as rainwater harvesting and could be utilized for the plants in the building.

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Figure 5.h Roof rendered plan

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Figure 5.i Third floor corridor illustration

Detail 1

Detail 1: Room signages above every door in order to guide the students.

These signages have the highest contrast, i.e, black and yellow in order to assist individuals who are partially visually impaired.

Detail 2: Braille boards on either side of the doors for easy navigation to assist the visually impaired.

Detail 2

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Figure 5.j Staircase section

Staircase section graphically represents the journey of an individual from one floor to another. Each colour corresponding to the respective floor an individual is headed towards. The staircase is a gradient of colours starting from light to dark and allows an individual to feel the transition as they travel through the floors.

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MATERIAL MOOD BOARD

Concrete Flooring - Compound ground

Black rubber flooring Flooring - Gym

Dark grey Cuddahpah stone Flooring - Stilt area, Staircase & Corridor

Off white matt tiles Flooring - Lunch room, Kitchen

White ceramic tiles Flooring / walls - Washroom

Light grey porcelain tiles Flooring - Office, Computer lab, 4th floor, 5th floor

Tactile paving Flooring

Wood Flooring - Multipurpose room

Wood Flooring - AV room, Play room

Plywood Furniture - Shelves

Outdoor deck wood Flooring - Pottery workshop

Plywood Furniture - Tables and stools

Dark cherry wood Roof - Pottery workshop

Dark cherry wood Roof - Work tables

Wood Louvers - Stilt area

Wood Furniture - Reception

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Granite Counter - Pantry, Kitchen

Shades of blue

Stainless steel Furniture - Kitchen

Shades of yellow

White laminate Furniture - Cabinet, tables

Shades of orange

Frosted glass Roof - Pottery workshop

Shades of purple

Exposed concrete Water tanks - Ground floor, Terrace

Shades of green

Most materials chosen have an inclination towards being natural and soft. The approach was to have simple but aesthetic flooring material, which doesn’t hinder the eyes. The mood board only includes hard materials used in the interiors.

However, similar consideration has been taken into account for the fabrics in the space. The colours used in the space are either on of the shades mentioned multiple of them.

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SPATIAL RENDERS

Figure 5.k External view of the 7 storey building

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Figure 5.l Reception area

Figure 5.m Third floor - Kitchen and cooking room

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Figure 5.n Fourth floor - Gift making room

Figure 5.o Fifth floor - Hand-loom and tailoring room

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Figure 5.p Terrace - Pottery workshop

The graphics and illustrations in the renders are mainly for presentation purposes. It indicates that the interiors will be having multiple geometrical shape graphics for easy identification with the students and that the interiors also have a scope for personalisation by the students.

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5.2 CONCLUSION

This thesis project explored designing spaces for the specially abled adults. The project focused on incorporating sensory elements and visual cues within the space to cater to the mind and not just the body. Designing is an ever growing process, there is never an end to it. Every design proposal has room for improvement and such is this proposal as well. There is a need for re-designing spaces to make it more inclusive and accessible to all the masses. A design, which doesn’t cater to just one particular group of people, essentially fails in its purpose. We have already established that there is a need for more inclusive spaces, but do we know if there exists a demand? There are designers, principals, therapists and parents who do demand for a design which is inclusive space, but then again compared to the entire population that’s barely a fraction of people. The first step for this idea to flourish is to create awareness. Do people know what ‘inclusive’ and ‘barrier free’ designs are? If more and more people are aware of these concept, our society would be a wonderful place a few years down in future.

This thesis has covered only a fraction of design elements and cues which could benefit the mind of the specially abled and make the space more efficient. This proposal is a culmination of six months of work, hence there is always room for improvement. The elements of the design proposal aren’t only catering to specially abled adults, it could be applied in multiple spaces that cater to various age groups of people as well. The proposal over all is a more efficient and inclusive way of navigation and a way to let your mind react to the space.

To conclude, spaces that cater to the mind are challenging, but necessary.

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06

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CREDITS

Special thanks to all those for taking time out of their busy schedules and providing me with experience filled insights:

Dr. Parasooram Ramamoorthi Ms. Anupriya Banerjee Mrs. Anuradha Jadar Ms. Sonam Chawla Ms. Urvi Shah Mrs. Aarti Sabhaya Mr. V. M Gore

Extended acknowledgment to those who constantly supported and guided me through this project:

Kamlesh & Monalisa Mehta Sunit Mehta Trishala Jain Nilay Kachalia Sheril Jain Palak Sethi Ruchika Saini Darshan Pithva

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SNEHA MEHTA, 2018

an experience for the mind