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Centre for Visually ImpairedAnkit Kapoor | 12AR10005
Under the Guidance of Prof. Uttam Kumar Banerjee
A sighted person judges the blind not for what they are but by the fear that blindness inspires
-Pierre Valley
Project Brief
•To propose a vocational training & healthcare centre for an organization whose primary objective is to empowerment of visually impaired individuals.
•A centre that will approve the living standards of Blind and low vision people.
Aims•To convert the Tax-users into Taxpayers
•To produce Job Opportunities for the visually impaired.
•To provide exposure to such individuals.
Objectives• The goal is to provide equal opportunities for people with visual disability.
• To provide better Medical facilities
• Provide Financial Assistance and Education to people with disability.
• Providing rehabilitation facilities for the newly blind
Scope• Barrier Free Design
• Tactile Marking
• Innovative Structural System (Column free Design)
• Spatial organisation
• Lighting Design
• Safety & Security
• Circulation Fluidity
• Materials Study (with different Textures)
• Contrasting Colour Scheme
Literature Review
Overview• According to 2001 census India has a
population of 21 Million people which are Physically handicapped out of which 48% are Visually Impaired.
• A latest Times of India survey reports that out of 37 million blind people worldwide 12 million people reside in India.
• 75% of the above cases are avoidable.
• Researches have shown that 85-90% development of human brain is credited to Visuals.
Visually48%
Movement28%
Mental11%
Speech7%
Hearing6%
DIFFERENTLY DISABLED
What is Low Vision?People who suffer from a severe reduction in vision that cannot be corrected with conventional means , such as refractive correction or medication and reduces a person's ability to function at certain or all tasks.
Measuring VisionEye care professionals measures vision according to 2 main Standards:
Measurement Standards
Vision Clarity Snellen chart
Visual Field Degree
CategorizationThe World Health Organization (WHO) defines impaired vision in 5 categories:
1• Low vision 1: is a best corrected visual acuity of 20/70.
2• Low vision 2: starts at 20/200.
3• Blindness 3: is below 20/400 or visual field between 5° and 10°.
4• Blindness 4: is worse than 5/300 or visual field less than 5°.
5 • Blindness 5: is no light perception at all.
PWD Act In India According to the PWD act (Person With Disability Act) an individual with 40% or more visual incapability is stated as Visually Impaired
In other words your vision is like this
Eye Diseases causing such Impairment
Retinal Detachment
Genetic Disorder
Damaged Optic Nerve
Night Blindness
Tubular Vision
Peripheral vision
Squinting Of Eye
Lasik Problem
Glaring Problem
Pigmentation Problem
Cat’s eye
Tinted Eye
Design ConsiderationsIn relation to the to design considerations Visually impaired people are divided into 2 categories:
Visually impaired
Low vision people:
when they use buildings, rely on their partial ability to see.
Blind people:
when they use buildings rely entirely on other senses, ie. touch, hearing, smell and touch.
Design considerations for Visually impaired people include the following elements of built environments:
BuiltEnvironment
Lighting Colour Texture Acoustic Smell Signage
No GlareNo ReflectionNo Shadows
70% colour contrast accepted generally
Material Texture to be detected by foot or cane
Positioning well defined acoustic items
Recognizing by Smell, mainly used in sensory garden
SignageTactile guiding path is required to ensure visualize impaired person familiarize with the road and path and is avoided from the flow of vehicular movement.
Braille & Handrail Design•Handrail to ramp or step shall be between 35mm to 50mm
•The top of handrail height shall lie between 850 mm 950mm
•Handrails should be tubular and its external diameter between 40mm & 50mm
•Braille and tactile information to be provided on handrail to facilitate low vision people
•Directional signs to be marked on handrails to
AnthropometryThe primary considerations in the design of school facility serving disabled children or adults focus on four major principles:
1. The range of movement available to most physically disabled people
2. The strength of the physically disabled subject
3. The dimensions of prosthetic devices especially wheelchairs must be considered
4. Due to the fact that many prosthetic devices including canes, wheelchairs braces and crutches are made of hard materials ,materials that show minimum sign of wear and tear should be used
Case StudiesInstitute of Blind, Mexico
Institute of Blind, Budapest
Hazelwood School, Glasgow
Institute of Blind, Mexico
Institute of Blind, Mexico
The Centre for the Blind and Visually Impaired was created as part of a program by the Mexico City government to provide services to one of the most disadvantaged and highly-populated areas of the city; Iztapalapa is the district with the largest visually impaired population in the Mexican capital.
Architects: Mauricio RochaLocation: Mexico City, D.F., MexicoArchitect: Mauricio RochaLandscape Architect: Jerónimo HagermanStructure: Grupo Sai.Area: 14000 sqmProject Year: 2001
Building Features
• The 14,000 sqm complex is on corner plot bordered by two avenues.
• A blind wall encircles the complex on its four sides and acts as an acoustic barrier as well as a retaining wall/blank to hold the earth moved from neighbouring wasteland areas.
• In contrast to the abstract exterior, the internal facade of the boundary wall creates banks that change shape, height, and orientation, thus creating various courtyards.
Building Plan
• The floor plan, meanwhile, can be read as a series of filters which stretch out from the entrance in parallel strips.
• The first filter is the building that houses the administrative offices, cafeteria, and utility area.
Entry
Building Plan• The second consists of two
parallel lines of buildings organized symmetrically along a central plaza. These buildings contain a store, a sound and touch gallery and five arts and crafts workshops.
• The third filter has the classrooms facing the gardens and the most private courtyards.
• Perpendicular to the entrance, a series of double-height volumes house the library, gymnasium-auditorium, and swimming pool.
Dressing Room
Room Of Machines
Library Cafeteria AdministrativeBlock
Central PlazaWith Water Channel
Classrooms
• A single storey building.
• The Centre aims to enhance spatial perception, cultivating the five senses as experience and source of information.
• A water channel runs through the centre of the plaza, so that the sound of the water guides users along their way.
•Horizontal and vertical lines in the concrete at hand height offer tactile clues to identify each building.
•The Luminance of the building was increased drastically by using glass facades to harness natural lighting to the maximum.
•Six types of fragrant plants and flowers in the perimeter gardens act as constant sensors to help orientate users within the complex.
Institute for the Blind, Budapest
Institute for the Blind, Budapest
The institute was founded in 1898, Budapest. Most of the children who are living here have multiple disadvantages. There are blinds, disableds, mentally retardeds, and most of them are orphans. The state supports them until the age of 18. After this age they have no place to go to.
Architects: A4 StudioLocation: Budapest, HungaryArchitect: Géza Kendik, Zoltán Papp,
Orsolya Maza, ViktóriaDóczy, Sándor Gombár
Constructor: Grabarics KftArea: 1500 sqmProject Year: 2015
It provides services to 250 blind students between the age 3 and 18. The institute provides the following services:
National Board of Assessment and Rehabilitation
Kindergarten ,Pre-school and General school from grade 1 to year 8
Special Vocational and Training School
Methodology Institute and Resource Centre for integrated children
Boarding School
Services Offered
Building FeaturesThe A4 Studio designed the home of the below 18 children. The new building is connected to the existing one, with a bridge. In the first two floors of the 5 storey building are the common spaces, activity rooms and the dining room. In the 3 upper floors are the bedrooms.
Designed Building
Bridge
Existing Building
Site Plan
Building Features•There aim was a simple, safe and user friendly building, which serves the life of the children.
•Most of the corridors get natural light, which helps the orientation of the blinds. The strong light transmission is reduced by the perforated metal sheets.
•These sheets are placed in front of the large glass surfaces. The perforation is formed from braille subtitles, with the following words: trust, home, shelter and love.
•Size and location of the windows are different in every bedroom, which can also help the orientation for the kids.
Ground Floor Plan
First Floor Plan
Living Floor Plan
Section
Observations• The circulation plan is been kept in a linear format so as to create less hindrances
and provide visual access.
• The linear organisation increases the chance of repetition of spaces which in turn helps in fast learning of users
• The architects maximises the inlet of Natural lighting by punching as many windows as possible in façade
• Further these windows were covered by perforated sheets so as direct light (which will be a problem to low vision people)
Hazelwood School, GlasgowThe Game Changer!
Hazelwood School, Glasgow
Hazelwood provides accommodation for a maximum of 60 pupils, aged 3-18 years. The school snakes through the parkland site, forming gentle curves around the existing mature trees. The single story structure is built in natural materials
Architects: Gordon Murray + Alan Dunlop ArchitectsLocation: Glasgow, ScotlandArchitect: Gordon Murray, Alan Dunlop, Stacy Philips, Fergal FeenyLandscape Architect: Richard EastStructure: Paul McCroreyArea: 2660 sqmProject Year: 2007Client: Glasgow City Council Education Services
Main Features of the School
• The realization that the project was all about light, not darkness, "Because the children can distinguish light and dark, as well as colours. So contrast and colour play an important role in the design
• The school contains eleven (11) classrooms in a single story structure, providing nursery through secondary education
• The distinctive curving interior spine meets the complex demands for an intuitive way finding system
• Design of the games hall, trampoline area, and hydrotherapy pool created opportunities for children to explore, extend their skills, and gain confidence
Plan
Entry
The curved form of the building reduces the visual scale of the main circulation spaces and helps remove the institutional feel that a single long corridor might create
Design features
•The unique sensory “trail rail wall” weaves throughout the school and enables children to practice mobility and orientation skills
•The trail rail wall is clad in cork, and has a warm feel
•It provides signifiers or tactile cues to assist children with orientation and navigation through the school
•Within two weeks of exposure to the trail wall system, they were successfully moving around the building independently.
•The Architect also creates hindrance, to train the students better.
•Corridors are designed as streets, which also assist with orientation and mobility.
•High-level windows are used to reduce distraction.
•Classrooms are oriented north and open onto the quietist part of the grounds, the classroom garden spaces
•The structural glulam* timber frame casts shadows within the building to establish a clear pattern along the internal street of the school
Distinctive Features•The playground and playground furnishings enable children the freedom to play and take risks at their own level
•A sensory garden attributed with walkways, play yard, swings create a park-like setting for the school grounds.
The Focus Learning Room
The focus-learning rooms offer viewing for staff and visitors without disturbing the children. These areas also offer quiet time as needed
Life Skill HouseA separate residential unit, is used to teach the children basic life skills but also provides respite accommodation.
SectionMaterials used on the roof-
Timber Brick
Zinc Glass
Site VisitSusrut Eye foundation centre
Lighthouse for the Blind
Susrut Eye Foundation & Research Centre, Kolkata
Susrut Eye Foundation & Research Centre
Susrut Eye foundation is an advanced ophthalmology eye care institution hospital in Kolkata and was founded in the year 1998.
Founders: Dr. Sunil Chandra Bagchi & Dr. RatishAddress: HB-36/A/1, Sector III, Salt Lake CityLocation: KolkataArea: 900 sqm (approx.)Project Year: 1998
About the Centre
•The centre is run by a private organisation with collaboration with many NGO’s.
•A 7 storey building dedicated to eye treatment, education and few other auxiliary spaces.
•The Centre is divided into 2 buildings the administrative block and the eye clinic.
•The centre has the capability of doing major & minor operations such as squint eye, cataract, cat’s eye etc.
•Research Centre in finalisation stages. (for ammoluar eye)
•Centre also houses an ophthalmologist school.
•Also Provides services such as Lasik surgeries.
Vertical Zoning
• Class Rooms, Library, HR Dept., RSBY (Govt.)6th Floor
• Guest House5th floor
• Optometrist Room, Wet Lab Training Room, Lasik Dept.4th floor
• Optometrist Room, Projector Room, USG, OCT, DFA services3rd Floor
• Pediatric Ophthalmology, Squint Correction, Vision Rehabilitation, Early Intervention, refraction2nd floor
• General Ophthalmology, Glaucoma Clinic, Retina Clinic, Cataract Clinic1st floor
• Reception, canteen, Susrut opticiansGround floor
Schematic Plan
SusrutOptician’s
Elevator
Staircase
ServiceElevator
ServiceZone
Reception Area
Sitting Space
Canteen
Staircase
Entry
Ground Floor
Circulation Space
Schematic Plan
Elevator Staircase
ServiceElevator
Refraction Room
Reception Area
Waiting Area
Ophthalmologist’s Room
First Floor
Staircase
Optometrician'sRoom
Waiting Area
Kid’s Play Area
Ophthalmologists Room
Street Lamp Setup
for Kids
Guest House CorridorRefraction room(Dim Lighting)
Lasik Department
Building features
Automated Doors Information Kiosks Tactile Markings
Eye Treatment
For below 18 years
Hand Magnifier Dome Magnifier Bar Magnifier AD Magnifier(For age 12+)
Eye Treatment
For 18+ years
Telescope(Monopolar Instrument, used for distant vision)
Portable Magnifier(HD camera with 4.3″ LCD, used for reading)
Instruments used In Treatment
Telescope Haze Chart Trial Box Lea Symbol Chart
Requirements for a Primary Eye Care CentreOphthalmologist Room
Optometrist Room
Refraction Room
Operating Rooms for Retinoscope (Needs a Dark room) Street Lamp Auto Refractor Meter Lensometer Opthonoscope
--: Dio--: Io (Needs a Dark room)
Auxilliary Spacessuch as reception Area, Lift Lobby, Toilets, Administration office etc.
Lighthouse for the Blind
Lighthouse for the Blind, Kolkata
Lighthouse for the Blind was established in 1941 and came under the control of West Bengal Government in the year 1963 but govt. stated to fund t in 1990. Presently it functions to provide Education and Rehabilitation to the Blind.
Address: No. 174, Shyama Prasad Mukherjee Rd, Near Taligand P.S, Kalighat
Location: KolkataArea: 800 sqm (approx.)Project Year: 1941
About the Centre•The centre is run both by the state government and the community donations.
•The school provides education till 12th standard and follows West Bengal Board
•One of the few schools in Kolkata which provides Senior Secondary education.
•The centre also provides boarding facilities to the students.
•The centre also houses an adult blind school.
•The centre conducts workshop for cardboard boxes and sheet making and also houses a warehouse for the same.
•14 Blind people were currently working at the warehouse on a permanent payroll.
•Centre provides vocational training for the blind apart from counselling.
Types of Vocational Training Provided
Sensory Training
Sided-Guide Technique
Music Instrumental
Mobility Training
Cane Training
Outdoor & Indoor Techniques
Computer Training (JAWS & DAISY)
Braille Reading
Spaces DistributionThe Centre is divided in 4 Blocks
Block A
• Ground floor Principal’s Office Administrative Block
• Ist & IInd Floor Rented to PnB Bank
• IIIrd Floor Auditorium
Block B
• Ground floor Cardboard Warehouse Future Expansion Space
• Ist Floor Staff Room Class room’s
• IInd Floor Class Room’s
Block C
• Ground floor Old office
• Ist FloorMusic Room Computer room Library
• IInd Floor Female Dormitories
Block D
• Ground floor Dining Hall
• Ist & IIndFloorMale Dormitories
Circulation Space
Block D Block C
Block A
Block B
Entry
SchematicPlan
Warehouse
ClassroomsEach Class consists of 12-15 Blind or Low Vision Students.
Library could be maintained at a better level as the bulky braille manuscripts were getting damaged
Library
Music Room
A students demonstrates how the Braille Pad is used.
Computer Room
Dining Hall
Observations•Lack in Tactile Design
•No Open Space provided for the Kids even when the centre is functioning as a boarding school
•No Medical Care
•Better Lighting could be introduced in classrooms
•Spaces especially circulation spaces should be designed according to there mobility training.
Area Statement (Proposed)Space Area (sq. m) No. Total Area
Class Room’s 90 6 540
Dining hall 120 1 120
Computer Room 80 1 80
Library 100 1 100
VisAbility Store 36 1 36
Seminar Room 150 1 150
Exhibition Area 50 1 50
Dark Restaurent 120 1 120
Parking 150 1 150
Toilets 10 4 40
Total 1386
Total With Circulation Space 25% 1682.5
Blind School
Area Statement (Proposed)Space Area (sq. m) No. Total Area
Administarive office 60 1 60
Principal’s office 36 1 36
Director’s Cabin 36 1 36
Store 15 1 15
Waiting lobby 25 1 25
Toilets 10 2 20
Total 192
Total With Circulation Space 15% 220.8
Administrative Block
Area Statement (Proposed)Space Area (sq. m) No. Total Area
Ophthalmologist Room 30 1 30
Optometrist Room 30 1 30
Refraction Room 25 1 25
Retinoscope & Io Opthonoscope room
25 1 25
Street Lamp & Auto Refractor Meter
25 1 25
Lensometer & OpthonoscopeDio
25 1 25
Toilets 10 2 20
Total 180
Total With Circulation Space 25% 225
Eye Clinic
Area Statement (Proposed)
Space Area (sq. m)
Site Area 1600
Ground Coverage 40%
Ground Coverage Area 640
Built Up Area 1978.3
FAR (approx.) 1.23
Overall Area Statement
Site
Site- Rajarhat, Kolkata
Features-
Site Area- 1600 sqm.
FAR (approx.)- 1.23
Bibliography•Case Study of Hazelwood School by Osut
•Handbook for Barrier Free by CPWD
•Access Design for the Blind
•Mexico School for the Blind and Visually Impaired. 2007-03-22.
•http://accessforblind.org
•http://www.idsa.org/sites/default/files/Designing%20Blind.pdf
•https://www.archsd.gov.hk/archsd/html/ua/05-Chapter5.pdf
•BFE class
Thank You!For Hearing.