Proposed Preschool to Secondary

Special School:
A Center for Learning and Care
for the Deaf - mute Community

Introduction

Every child who is born in this world has the right to education,
however, not everyone is born with the same capabilities

Through architecture, proper planning and design could be achieved to

fit and provide the needs of each individual

Background of the Study

As of 2010, 1,443,000 persons are with disability, and at least 120,000 of

those are deaf

According to the data from the National Statistics Authority (2010), in

Quezon City, there are 9,012 hearing impaired persons and only 1,678 and
1933 have finished grade school and high school respectively

Statement of the Problem

The primary purpose of this study is to plan and design a preschool to

secondary school that would provide the maximum learning experience for
the deaf and mute community

More specifically, it attempts to answer the following questions:

What facilities and additional spaces in the present schools for the deaf and
mute should be added to make learning more effective and efficient for these
students?

What kind of design or environment must be incorporated in the school to

make the overall atmosphere suitable for learning and at the same time
inspire and encourage the students to do well in school?

What factors should be considered in order to make the classrooms

comfortable for learning?

And lastly, what innovations could the researcher provide for the
improvement of the learning environment as well as the learning process
itself of these students?

Project Goals, Objectives and

Strategies

The goal of this study is to design a learning environment most perfectly

fit for the needs of the deaf and mute community

It aims to provide additional spaces and facilities necessary for a more

effective learning atmosphere for these students

Significance of the Study

As we all know, here in the Philippines, not much attention had been
given for the development of a school dedicated for the learning and
growth of the deaf and mute community

There are some, however, most of them are too expensive or some
facilities are still lacking

This study would be beneficial for the deaf and mute community, as this
project would allow them to have a maximum learning experience in
school

And, by making these students more productive and efficient in school therefore making better citizens for the future, this study would also
then benefit the country as a whole.

Assumptions

The researcher assumes that a well designed and well planned school
for the deaf and mute would bring about benefits for the
education/learning process of the special student as well as for his
future

Scope and Limitation

Limited only to solving the architectural problems involved in the design

of the said project

Shall only focus on an innovative approach for the planning and

designing of the project

Conceptual Framework
Research,
Gather Data

Proposed Preschool
to Secondary Special
School with
Rehabilitation and
Workshop Center for
the Deaf and Mute
Analyze the
Problems
with the
Present
similar
structures

Come up
with new
ideas for the
design and
plans of the
structure

Method
ologies
Case Study

Interview
and conduct
Surveys
Analyz
e the
gathere
d data
Formulate an
architectural solution
and apply it in the
design of the
proposed public
school. Formulate

Research Design

For the study, the research method utilized by the proponent was by
conducting a case study by visiting and investigating existing
schools for the deaf and mute

It involved interviewing some students and faculty members

Case Study

Philippine Institute for the Deaf

Thematic Classroom Units

Science Lab

Playground area

Grade school room

Basketball Court

Gym

Mandaue City Central Integrated SPED School

High School ClassroomComputer Room

Quadrangle

Hallway

Research Instruments

The tools and instruments used in gathering data were through

observations and Interviews

Part 2: Research Focus

Rationale

To provide a design and an architectural innovation that would

bring about the best possible solution to the architectural problems
present in the available schools for the deaf and mute within the
Philippines

Part 2: Research Focus

Rationale

Aside from the design guidelines and principles, the proponent

would be using wood for the flooring of most of the classrooms
standard classrooms should have an adequate space wherein students could
move freely with wooden floor for them to detect sound vibration

Green and sustainable design shall be applied to the project

Site Selection

The said location has been chosen according to the following factors:

number of hearing impaired students within the region

number of available schools and facilities already present for the

said target

And other criteria; resistance to natural hazards, and links to

transport networks

Site Selection

CALABARZON, NCR, CENTRAL LUZON, had the highest number of

hearing impaired population
SITE CRITERIA

REGION IV-A

NATIONAL

REGION III

REGIONAL

CALABARZON

CAPITAL REGION

CENTRAL
LUZON

POPULATION

10

SCHOOLS AVAILABLE

MACRO CLIMATE

RESISTANCE FROM TYPHOON &

FLOODING
7

10

DISTANCE FROM FAULT LINES

LINKS TO TRANSPORT

10

58

59

55

DISTANCE FROM VOLCANIC

ACTIVITY

NETWORKS
TOTAL

Among the three, the National

Capital Region tallied the
highest rating

it has links to several transport

networks;

the land use zoning is comprised

majority of residential units and
some small to big scale
commercial structures

Site Selection

Site 1:

Site 2:

Site 3:

Location: Barangay Fairview,

Quezon City, Metro Manila

Location: Barangay
Novaliches, Quezon City,
Metro Manila

Location: Barangay Fairview,

Quezon City, Metro Manila

Total Land Area: 9,800 sq. m.

Total Land Area: 5,508 sq. m.

Lot Type: Corner Lot

Lot Type: Corner Lot

Total Land Area: 34,942 sq. m.

Lot Type: Corner Lot abutting
3 or more streets

Site Selection
SITE CRITERIA

OPTION

OPTION

OPTION

TOPOGRAPHY

SITE AREA/ DIMENSION

ORIENTATION

ZONING

ACCESSIBILITY

10

DISTANCE FROM THE

10

RESIDENTIAL UNITS
FREEDOM FROM POLLUTION

SITE VISIBILITY

TOTAL

71

66

62

Site 1:

Location: Barangay Fairview,

Quezon City, Metro Manila

Total Land Area: 9,800 sq. m.

Lot Type: Corner Lot

Cultural factors (Land

use and zoning, accessibility, proximity to

the users, freedom from air and noise pollution, proximity to
other schools of the same type)

The site is located nearby residential areas and small scale

commercial units

The site can be easily accessed through the Regalado Avenue

where Jeepneys and tricycles are available

The location, however, will be accessed through the Lyric Street

which is a less busy street

Natural factors (Site

topography, site area)

The said site has an adequate land area of 9, 688 sq. m., having a total of
maximum allowable construction area of 6,781.60 sq. m.

It has a relatively flat terrain

Aesthetic

factors (Site visibility)

The site location can be easily seen because it is located along the
Regalado Avenue
However, the site shall be accessed through the Lyrric Street to avoid
traffic congestion and provide more privacy and security to the area

Site Potential and Computation

TOTAL LAND AREA (TLA)

16414.94 SQ.M.

ALLOWABLE MAXIMUM BUILDING FOOTPRINT (AMBF)

8207.47 SQ.M.

MAXIMUM ALLOWABLE IMPERVIOUS SURFACE AREA (ISA)

3282.988 SQ.M.

UNPAVED SURFACE AREA (USA)

4924.482 SQ.M.

TOTAL OPEN SPACE WITHIN LOT (TOSL)

8207.47 SQ.M.

MAXIMUM ALLOWABLE PERCENTAGE OF SITE OCCUPANCY

50%

(PSO)

MAXIMUM ALLOWABLE CONSTRUCTION AREA (MACA)

11490.458 SQ.M.

Chapter IV.1: Design Program

PROBLEM DIAGNOSIS

In the chosen site, Barangay Fairview Q.C., only 5 schools that offers
education for the hearing impaired had been listed on the National Council
on Disability Affairs

As of 2010, atleast 9012 people are with functional difficulty, only 1678 and
1933 have graduated from grade school and high school respectively

All over the Philippines, not much school had been fully developed to adhere
the special learning needs of the deaf-mute students, depriving them of being
productive citizens in the future

Design Criteria

OBJECTIVES

The main goal of this study is to properly design and plan a learning environment
most perfectly fit for the maximum learning experience and needs of the deaf and
mute community. Thereby, it aims to:

Provide additional spaces and facilities necessary for an efficient learning atmosphere

To promote pleasant and functional educational spaces

To promote green and sustainable architecture for a well ventilated school (Passive
lighting and cooling)

Also, to promote health and safety through proper planning and lastly,

To design such that there would be adequate space for each student

Design Criteria

PHILOSOPHY

Architecture that hears and communicates

Schools are said to be the second home of the students, therefore, it must have a feeling
of being at home

Architecture is at its best when it adheres not only to the needs of the users, but as well
as of the environment

Design Criteria

SPACE PROGRAMMING & SPACE ALLOCATION

Q
T
Y

SPACE

FUNCTIONAL

ZONING

USERS

Classroom

12

Semi - Public

Science Lab

Semi - Public

School
Shops
Practical
Arts/Technology/

Industrial
Arts
and
Home
Economics

Students,
Teachers
Students,
Teachers

UTILITY

FURNITURE

REQT.

&
FIXTURES

Lighting, outlets

AREA/
CIRC.
USER
OF
SQ.M. -30%
USERS
SQ. M.

ELEMENTARY AND SECONDARY

Armchairs, Chalkboard, table & chair, bookshelf, shelves, electric fans, Teacher's cabinet, 15 per
Divan, Trash can, Bulletin board, Utility box, first aid cabinet
room

Lighting, outlets

Tables, chairs, Blackboard/ Whiteboard, electric fans

AREA

TOTA
L
AREA

NO.

1.4

6.3

21

27.3

15

2.1

9.45

31.5

40.95

(EPP-TLE)

Semi - Public

Students,
Teachers

Lighting, outlets

10

2.5

7.5

25

32.5

Homemaking

Semi - Public

Students,
Teachers

Lighting, outlets

Dining table w/ 6 chairs, bed (single), teacher's desk w/ chair, sala set, chalkboard w/ ledge
(portable stand), student chairs, work table with bench, 3-burner stove, kitchen sink, wash
basin,kitchen utensils & utiliities

10

2.5

7.5

25

32.5

Semi - Public

Lighting, outlets

10

2.5

7.5

25

32.5

Semi - Public

Lighting, outlets

10

7.5

40

47.5

Semi - Public

Lighting, outlets

10

2.5

7.5

25

32.5

Lighting, Outlets

Computer, tables & chairs, AC Units (window type)

15

1.4

6.3

21

27.3

150

2.4

10.8

36.00(10%
of the
enrolment)

46.8

400

.';
Electrical
Trades
Culture

Computer Room/

Laboratory
Library/ Learning
Resource Center 1
(LRC)
Library Hub

Students,
Teachers
Students,
Teachers
Students,
Teachers

Semi - Public

Students,
Teachers, other
Lighting, outlets, AC
students
from
other schools

Library books, book shelves, tables & chairs, book cases, newspaper racks, magazine racks,
librarian's table and chair, card catalog cabinets, large cabinets for charts, storage cabinets,
computer

Shelving, 2 computers(min), photocopier, multi-media equip, tables & chair

(optional)

Quadrangle

Public

Students, teachers

A.V.R.

Semi - Public Students, teachers

Overhead projector w/ wall type screen, speaker system, microphones,

Lighting, outlets, AC
projection screen, recorder, chairs & tables, speaker's table

Administrative Office

Administrator's
1
Office
Receiving area
1
Working area for the
1
office staff
Supply store room 1
Conference room
2
Teacher's room
1
Production room
1
Toilet & Bath
2

Private
Private
Private
Private
Private

Lighting, outlets

Medical/ Dental Clinic 1

Private

Students, staff

Lighting, outlets

Guidance Room

Canteen
2
Dining space

Service Counter

Kitchen

Storage & Supply

2
Sanitary Facilities

Toilet facilities

Hand washing

facilities
Drinking facilities

Water system

1000

63

Private

Tables, chairs, cabinets, shelves

1.5

6.5

Public

tables

20

26

Tables, chairs, cabinets, shelves

10

15

50

65

Shelves, cabinets
Tables, chairs, cabinets, shelves
`
Tables, chairs, cabinets, shelves

Bed/ cot (reclining type), weighing scale, apparatus for measuring height,
thermometer, medical supplies, cabinet, eye-testing apparatus, mirror, sink
or lavatory, first aid equipment and supplies, standard office equipment
(table, chairs, trash can, etc.), nebulizer, sphygmomanometer/ stethoscope
Instruments and devices for testing, diagnosing, measuring aptitudes,
intelligence, etc., various literature, reference materials, instructions, etc.,
about guidance & counselling, standard office equipment (tables, chairs,
cabinets, etc.)

Dining tables and chairs

Counter, glass plate
counters, kitchen utilities
Book cases, cupboards, cabinets, shelves, and divans

15
15

5
5
5

22.5
22.5

20
75
75
30
6
28

20
97.5
97.5
30
6

Private

Administration Staff Lighting, outlets, AC

Semi - Public Students, staff

Lighting, outlets

Semi - Public
Semi - Public
Private

Public

Students, staff
Students, staff
Staff

All

Lighting, outlets
Lighting, outlets
Lighting, outlets

Public

All

Public
Public

All
All

Lighting, outlets

(gross)

28

28

150

1.4

63

18.9

210

63

263

81.9
20

(gross)

28

Parking
Administrative

Visitors

Buses

Public

All

Bench, lighting

Carport (pick up/

dropoff/
waiting 1
areas)

(1) car
slot for
every
five (5)
classroo
ms
(1)
school
bus slot
for every
one
hundred
(100)
students

63

63

PRESCHOOL
NURSERY
Classroom

Activity Centers:
Listening/ Speaking

& Acting Area

Reading Corner

Housekeeping area
Aesthetic area

Health/ Cleanliness

area
Playground

Classroom
1
Activity Centers:

Personal Care &

Grooming
House and Garden

Care

Lighting,
Toilet &
facilities

1.5

63

63

Semi - Public 15 (max)

Outlets,
Washing Tables, chairs, cabinets, shelves, teacher's table and chairs

KINDERGARTEN
Tables, chairs, lockers, cabinets, beds/ mats

Mirror, comb, towel, toothbrush, soap, toiletries, etc.

Garden tools

Design Criteria

BEHAVIORAL ANALYSIS
Kindergarten:
IN

Classroom

Recess
(Canteen)

Classroom

Lunch Time

Classroom

Dismissal

OUT

Classroom

Lunch Time

Classroom

Dismissal

OUT

Classroom

Lunch Time

Classroom

Dismissal

OUT

Elementary (Grades 1 6)
IN

Classroom

Recess
(Canteen)

Junior High (Grades 7 10)

IN

Classroom

Recess
(Canteen)

Senior High (Grades 11 12):

IN

Classroom

Recess
(Canteen)

Classroom

Lunch Time

Classroom

Dismissal

OUT

Faculty Members:
IN

Faculty
Room

Classroom

Break

Library

Lunch Time

Library

Classroom

Lunch Time

Classroom

Library Crew:
IN

End of Duty

OUT

Admin. Staff:
IN

Office

Lunch Time

Office

End of Work

OUT

Dismissal

Faculty
Room

OUT

Security Staff:
IN

Lockers

Post Area

Lunch Time

Post Area

End of Duty

OUT

Health/ Clinic Staff:

IN

Clinic

Lunch Time

Clinic

End of Work

OUT

Canteen Staff:
IN

Canteen

Lunch Time

Canteen

End of Work

OUT

Maintenance Staff:
IN

Lockers

Clean

Lunch Time

Clean

End of Duty

OUT

USER ANALYSIS
USER

Students

DESCRIPTION

ACTIVITIES

POSSIBLE SPACES NEEDED

Deaf & Mute enrolees

Attend lectures, physical education activities, other Classrooms, gymnasium, AVR, quadrangle, Multi- purpose rooms

(Preschool, grades 1 12)

educational activities/ programs

Teachers/ Faculty Members Instructors, principal Those that guide and teach the Provide lectures and examination/quizzes, check and Own space in the faculty room

Admin. Staf

students

grade the students

Main administrative body of the school

Receive payments (tuition fee and miscellaneous), Accounting office, information, records room/ storage, work areas,
provide information for families/enrolees, store data of administrators office, conference room, waiting areas, supply
students

Librarian/ Library Staf

A teacher trained in modern school library methods

storeroom, comfort rooms

Assist students, co-faculty members, and other users in Reading area, librarians area, area for bags
finding books and other research materials within the
library

Guidance Counsellor

One who conducts individual counselling, testing Conducts individual counselling, testing (measuring Guidance Room
(measuring aptitudes, intelligence, etc.) to the students aptitudes, intelligence, etc.) to the students

Clinic Staf

Any duly first aid teacher, school physician, school Conduct annual health examination and treatment of the Testing area, toilet, Bed/Cot area, dentists clinic, doctors clinic,
dentist, school nurse

Canteen Staf

storage

One that provides/ prepares the food to be served in Prepares, plans the food to be served in the school Dining Space, service counter, kitchen, lounge, locker areas
the school, Nutritionist

Security Crew

school children/ students

canteen

Security guards those that ensure the safety and Guard the vicinity

Guard posts, locker areas, comfort rooms, pantry, lounge

welfare of the users within the area

Maintenance Crew

Those that keep the campus clean, elderly, and suitable Clean/ fix areas

Storage, locker areas, lounge, comfort room, pantry

BOARD OF TRUSTEES
School Director
Assistant School Director
Alumni Coordinating
Body
Center for Christian
Formation

Administrative Council

Parents Coordinating
Body
Academic/ Student
Services

Educational/ Legal
Consultant
Principals

Faculty Club
Religious Education

School Registrar

Campus Ministry

Guidance Center

Pastoral Ministry

Library
Medical/ Dental

Prefect of Pupils/
Students

Activities and
Programs
Coordinator

Laboratories

Student Coor.
Body

Canteen

School
Publication

Administrative Services

External Auditor
Finance

Academic
Committee

Human Resource

Treasury

Academic
Coordinator

Research &
Development

Accounting
Purchasing

GS/HS Subject
Area
/ECE/
SpED
Coordinator

Information and
Communications
Technology

Properties/
Equipment

General Services

Scouting and CAT

ORGANIZATIONAL STRUCTURE

Clubs and
Organizations

FACULTY
STUDENTS/ PUPILS

PRIVATE

PRIVATE

SEMIPRIVATE

PLAY
GROU
ND

PUBLIC

CLASSROOMS
LABORATORIES
GYMNASIUM
LIBRARY
CLINIC
CANTEEN
AVR

GYMN
ASIU
M

COMF
ORT
ROOM
S

SEMI - PUBLIC

ADMINISTRATION
OFFICE
ACCOUNTING
OFFICE
RECORDS/STOR
AGE
WORK AREAS
FACULTY
DEPARTMENT

CANT
EEN

PUBLIC
COMFORT ROOMS
CARPORT
PICK UP
DROP OFF
WAITING AREAS
ADMINISTRATION
WAITING AREAS
INFORMATION
PAYING BOOTH

FUNCTIONAL ZONING

SCIEN
CE
LAB

CLASS
ROOM
S

AVR

LIBRA
RY

SECU
RITY

CARP
ORT/
WAITI
NG
AREA
S

CLINI
C

ADMI
N.
OFFIC
ES

GUID
ANCE
OFFIC
E

MAIN
TENA
NCE

FACUL
TY
DEPT.

CIRCULATORY DIAGRAM

STUDENTS
FACULTY
ADMIN.
STAFF
PARENTS/
VISITORS STAFF
SECURITY
MAINTENANCE

PROGRAMMING MATRIX

CLASS
ROOM
S

SCIEN
CE
LAB

PLAY
GROU
ND
COMF
ORT
ROOM
S

GYMN
ASIUM

CARPO
RT/
WAITI
NG
AREAS

LIBRAR
Y

FACUL
TY
DEPT.

CLINIC

ADMIN
.
OFFICE
S

CANTE
EN
AVR

GUIDA
NCE
OFFICE

DIRECT
INDIRECT

INTER RELATIONSHIP DIAGRAM

Concept Development
Architectural Concept

The main concept for the project is kept as simple as possible - promotes
many open areas, interaction between the users, and maximizes the use of
the natural ventilation & lighting through building orientation and shape

THE CONCEPT USED IN PROJECT IS AN EYE

- Since the users of the building are incapable of
using their sense of hearing, they mostly rely on
their sight

For the form of the building, the bahay - kubo is

used as the main concept of the project
This gives a sense of home
Highly makes use of natural ventilation and
lighting
The design in terms of function and appearance is
one with nature

Structural Concept

Vibrations play a major role in the structural concept of the project, as

much as possible vibrations coming from vibrating machineries and
external forces shall be minimized

For the structural concept of building frame of the project, it shall utilize
steel construction systems to lessen building vibrations caused by
vibrating machinery and external forces (traffic/ wind buffeting)

By adding additional stiffening to the steel frame, vibrations can also be

minimized

Long span applications, for which steel is the only option, have been
found to offer excellent vibration damping

However, for the floors of the classrooms and workshop areas where
dancing and other activities are performed, wood shall be utilized

Vibrations are needed for such activities in order to let the students feel (hear)
vibrations

Utility Concept

LIGHTING & POWER CONCEPT

Natural lighting main light source

Artificial lighting used only during hours of darkness and should

supplement natural lighting when it fades

Lighting Controls & Zoning arrangement of luminaires should allow lights

to be switched in rows parallel to windows so that lights close to windows can
be switched off to take advantage of available daylight
Emergency Lighting
Emergency lighting must provide adequate
illumination in the event of a failure in the
normal electric lighting supply

Utility Concept

ACOUSTICS CONCEPT

Since the hearing impaired students are often more sensitive to structureborne vibrations, aside from the environmental noise concerns, mechanical
system noise and vibrations must be controlled

PLUMBING CONCEPT

Water System and Wastewater Disposal System shall provide with reserve water in
water tank reserved to used in case of fire

Ideal Water Supply System

Utility Concept

MECHANICAL CONCEPT

Thermal Comfort

Internal climate in the school shall be cool, pleasant, and satisfying

Artificial cooling system shall be used (electric fans, AC units)

Fire Alarm System

Shall provide fire alarms and sprinkler systems

FIRE PROTECTION & RISK REDUCTION MEASURES CONCEPT

Fire exits shall provided and shall be highly visible to the users

Fire alarms & sprinkler systems provided

As much as possible, there are many exits within each building (without
compromising the safety of the students)

WASTE MANAGEMENT

Waste segregation policy shall be followed

Separate garbage cans for dry waste, wet waste, and hazardous, toxic wastes
shall be provided

Recycling of materials shall also be highly encouraged by providing separate

garbage cans for these