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EVERY PERSON SUFFERS FROM SOME ABILITIES AND EVERY PERSON WITH OBVIOUS
PHYSICAL, MENTAL OR EMOTIONAL LIMITATIONS IS CAPABLE OF SOME WORK OR THE
OTHER.
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DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED
SPASTIC
Spastic is a common layman’s term to describe a person with cerebral palsy or
c.P menatly retarted is a commonly caused by an injury to the brain. Before due
to lack of oxygen. Affecting control of movement. It is not a single disorder but a
variety of conditions.
Scientific
Calculation
Spasticity is found 1%
to 3% of the general
population. In India
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DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED
o Inability of learn-slow
slow learner.
o Obscene of clarity cannot express their thoughts and feeling clearly.
o Inability to understand bears less smelling seeing hearing power.
o Unable to remember have low memory.
o Lack of co-ordination
ordination they are unable to give continuous attention to one
activity.
o Inability to decade they cannot take simple decisions.
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DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED
Dwarka comes under the tag of advancing cities of Delhi. There is ample of
opportunity of such an institute to develop and grow because according to
latest figure 2% of the population constitutes people with mental retardation
and for Delhi it touches around 40000.
1. Our ordinary institute are meant for children with normal or above normal
intellect
2. They are not flexible and lack adaptability.
3. Special school means special education for special children
4. According to education mission 2% of the population constitutes people
with mental retardation and there are about 500000 children are born
spastic every year causes lack of special schools.
5. The child brain has a remarkable capacity for reorganization.
6. To improve strength and teaching skills and also to help the brain realm
and adapt to injury.
SCOPE OF STUDY
1. The thesis deals entirely with the planning and designing of facilities which
are mainly concerned with the improvement and upbringing of spastic
children.
2. The focus of the study is exclusively on the design solutions that could be
employed for making barrier free.
3. The study of Anthropometric, physiological, colors sensitivity and texture.
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DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED
PROJECT DETAIL
LOCATION
The proposed site is located toward south west Delhi, it is bounded by raj nagar
mall road, road no-.224. As per the master plan of Dwarka sub-city, site is
located in sector-9.
o Dwarka, a sub city for the 21st century is located in West Delhi, and is
surrounded by national / Indira Gandhi International airport, Cantonment
Area, Najafgarh Road.
o Dwarka is spread over an area of about 5648 hectares zone k-II, 20% of
which will be maintained as green, resulting in the availability of 15 square
meters per person for green space and recreation.
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o SURROUNDING
o The main roads
are 60 m wide
(road no.224,202) ,
o The secondary
road is 30 m wide
which was
attached With the
site and other one
are 12 m wide.
o It has ITL Public school in
north-east or r.d rajpal public
school In the south-west .
LANDMARK
3. Ambedkar university is
situated in sector -9 in front of
road no -224.
4. ITL public school. & RD rajpal
ser. sec. school.
5. National highway authority.
6. Police station.
7. Medical council of India.
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LOCATION
The proposed site is located toward south west Delhi, it is bounded by raj nagar
mall road, road no-.224. As per the master plan of Dwarka sub-city, site is
located in sector-
9.
TOPOGRAPHY
The site is flat. The
only point of
notice that the
level of the site is
below the existing
road level so the
site may require
certain amount of
land filling.
VEGETATION
The site is leveled
with a few shrubs
in some parts.
There are not
trees or plants of
significance on the
site. The present
vegetation is wild
and cannot be
Brought into any
good use on site.
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DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED
EXISITING STRUCTURE
There is an boundary wall around the site or a guard room and a gate for
security purpose. The site is totally vacant.
SOIL CONDITION
The site and the surrounding area have cohesive clayey soil. It is well drained.
The color of the soil is brownish yellow and has a good bearing capacity.
CLIMATIC CONDITION
New Delhi and its neighborhoods is classified under composite climate and is
characterized by three reasons
1) Hot dry
2) Warm-humid
3) Cool-dry
HUMIDITY- throughout the dry period at 20%-25% rises in the wet period 55%- 95%.
PRECIPITATION- monsoon rains are intense and prolonged little rainfall during the
Dry season.
SKY-CONDITION- sky is heavily overcast and dull during monsoons bright during
the hot-dry period.
WINDS- are hot and dusty during the dry period monsoon varies are fairly strong
and steady and the prevailing winds flow in the direction of north -west to south-
east.
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POSITIVE ASPECT
- The side being located in the housing area of the sector, house wife can work
as a volunteer in their free time.
-proximity to park stimulates the spastics to play.
- Proximity to commercial area helps the child to independent.
-presence of school nearby, so the spastic can continue studies after the special
Education.
- Easily approachable from road transport.
NEGATIVE ASPECT
- Noise problem is expected from the residential apartment which was closely
attached with the site.
SITE SYNTHESIS
1) Accessibility
2) Barrier free
3) Noise congestion/Environmental free.
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CASE STUDY
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INTRODUCTION
The first custom-design school for spastic children was initiated by funds are
available from the British government which supported a local Ngoc. The school
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is designed for 500 handicapped children and provides not only specialized
facilities and training, but also courses for the parents of handicapped children.
The school also acts as a centre for field work to be carried out in rural area in
north India. Insured by the work at the spastic society in Mumbai, a few women
took up the initiative to start a similar society in northern India in 1978.SSNI new
5600 sq m building design by ar. Romi khoshla came into shape in March 1995.
The organization provides ongoing developmental and support services to over
300 developmentally disabled persons and their families, out of which about 100
are educated to their academic and personal potential using extensive
technical inputs. The trainees and professional also come from all over India for
clinical and rehabilitation courses.
ACCESS
AND
APPROACH
AADI has two
entry/exit gates
which are
barrier free for
all disabled the
entrance
thought at a
higher level
than the road is
approached
through a
culvert with a
gradual
gradient and thus making it accessible for the handicapped.
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LANDMARK
1. AADI IS 1.20 KM FROM AIIMS AND SAFDARJUNG HOSPITAL.
2. DILLI HAAT AND SAROJNI
NAGAR IS 2.75 KILOMETRE
APPROX.
3. RAJSHANKAR MEMORIAL
SCHOOL.
4. NIFT(NATIONAL INSTITUTE
FESHION TECHNOLOGY.
5. HAUZ KHAS LAKE AND
MARKET.
6. INDIAN OIL BUILDING.
7. YUSUF SARAI
COMMUNITY MARKET
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SITE PLAN
ORIENTATION
The building is oriented north-east south-west. Classrooms receive the north light.
DESIGN CONCEPT
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facade with thick brick walls having openings concentrated at the recess
is distinctly reminds of the Buddhist cave where the bland exterior of care
gives an impression of complexity and diversity.
§ The design was intended to reflect the special world of the spastic
children.
§ The central courtyard and the ramps and the internal docks as indeed the
form of the whole building could be regarded as a ship on a special
voyage, except that the decks are on the inside of the ship.
§ The building is more inwardly looking than outwardly designed. The wheel
chair access all parts of the building and banks of the toilets are provide
between teaching spaces, as lifting the child to the toilet spaces can be
exhaustive for a teacher.
§ The top floor has been slotted for the residential accommodation of staff
with terraces looking outwards away from central court.
§ When they sit on the terraces after an exhausting day, they can reflect on
an entirely different landscape which surrounds the exterior of the
building.
§ The school is an extremely complicated series of inter-related spaces
which are continuously undergoing change in functions.
§ It was necessary to provide maximum flexibility for an institution that is
constantly undergoing change as it develops its philosophy and
techniques for imparting knowledge to spastic children and their parents.
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ZONING
The building has been divided into different zones, according to the different
developmental programmers’ of the school. The ground floor has been
segregated into the following zones mainly dealing with children:
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The basement is divided into the following zones dealing with children of higher
age:
The first floor has the following departments dealing in different programmes:
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EACH OF THE TWO FORMS (RECTANGLE AND SEMI-CIRCLE) IS BREAK INTO TWO
PARTS AND ENTRANCE TO THE BUILDING BLOCK IS GIVEN.
THE CENTRE OF GRAVITY IS CONSIDERED TO BE THE SOURCE OF ENERGY FOR
ALL THE BODIES FROM WHICH ALL THE FUNCTIONS ARE GOVERENED. THE
CENTRE AREA IS MADE AS A GREEN COURT FROM WHERE DIFFERENT
FUNCTIONS AND CIRCULATIONSARE LINKED. TO BREAK THE LINEARITY OF THE
FAÇADE BEEN GIVEN AT CERTAIN INTERVALS WHERE FIRE ESCAPES ARE
PROVIDED.
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SERVICES
B) Primary
C) senior
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NON-ACADEMIC-after the
academic classes the
children are given vocational
training. The children are
grouped according to their
ability not age wise. Spastic
children often have special
audio difficulties and the
curriculum is geared to the
special needs of each child.
Teaching is on individual basis
the classes themselves are
very informal, with children
sitting around the teacher.
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Shortcomings:-
o If there are any noises the room is not sound protected at all.
o The size of the room is such that only two patients get treated at
a time.
d) Sheltered Workshop:- here the children who are not severly handicapped do
light work like packing, handicraft or similar work. It is the part of the
proposed research and training centre to observe the children and find out
the possibilities.
e) Diagnostic Unit:- it is place where several professionals like doctors, therapist,
social worker, psychologist and teachers get together to carry out
assessment procedure of the child who has come for admission to the
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DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED
school. Children are grouped according to their ability not age wise. This
assessment is essential to detect the earliest moment all the defect and
problems present in the medical education and social spheres. Then the
opinion of the experts is discussed by the directors of the institute and the
class level of the child ascertained. These assessments lead to a definite plan
of case the nature of the work and the type of the facilities required for each
child.The diagnostic unit mainly consists of rooms for doctors, therapists, social
worker, psychologist, special educators etc and conference space.
f) Work Training center:- it is for adult spastics. Here spastics above the age of
sixteen will be trained in work skills that will help them learn and give them a
sense of self worth and participation in the normal work. This is the
rehabilitation part. It consists of sheltered workshops, sales counter etc.
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DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED
g) Research and Training Center: - in TTC they run a one year post graduate
diploma course in special education of neurological and physically
handicapped children the only one of its kind in north India. Two for four-
week intensive training courses on the treatment of cerebral palsy patients
are held periodically for in services therapists. Workshops for patients are held
throughout the year 28 covering subjects like physical therapy, behavioral
disorders and communication. It consists of seminar rooms, lecture hall,
library, psychologist, social worker.
h) Administration:- to hold heads of each department and administer the affairs
of the society is its aim. It consists offices for senior receptionist area,
computer room, stationary store, waiting area, record room, common
facilities etc.
i) Residential: - the top floor of the building is slotted as a hostel for as trainees
and staff affording the occupants some privacy and relief from their
continuing supportive role. Such facilitation appreciates the involvement of
volunteers dealing with physically wounded people where they are single
most important medium of carrying the cultured constructive relationships.
The roof garden provided on this floor, helps a person relax and facilitate
contact and participation amongst inmates.
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LEGENDS
1. RECEPTION
2. ADMINSTRATION
3. CLASSROOMS
4. THERAPY ROOMS
5. LIBRARY
6. DOCTOR CLINIC
7. O.P.D
8. KITCHEN
9. AADI SHOP
10. CENTRAL COURT
11. OPEN AIR THEATRE
12. PARENTS COUNSELLING
13. ASSEMBLY
CENTRAL COURT
THE CENTRAL COURT 5000X2500 M IS USED BY THE
STUDENT S FOR PLAYING AND OTHER GROUP
ACTIVITIES. THE OPEN AIR STAGE IS USED FOR
SMALLFUNCTIONS HELD AT THE INSTITUTION. AS
THE COURT IS SURROUNDED BY THE CLASSROMS
ON BOTH SIDES THE ENTIRE BUILT FORM AND
VEGETATION IS WELL INTEGRARTED.
STRUCTURE SPACES
THE STRUCTURED SPACES BUILT SHOULD NOT HAVE
SHARP TURNS, CORNERS, DARK AREAS.
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ADMINISTRATION
TO HOLD HEADS
OF EACH
DEPARTMENT AND
ADMINISTRATER THE AFFAIR OF ITS SCOIETY IS ITS AIM. IT CONSIST OFFICES FOR
SENIOR RECEPTIONIST AREA, COMPUTER ROOM, STATIONARY STORE, WAITING
AREA, RECORDING AREA COMMON FACILITIES ETC.
SECOND FLOOR
CONSISTS OF THE
OUT STATIONS
STUDENTS STUDYING
AT THAT TIME AND STAFF AFFORDING THE OCCUPANTS SOME PRIVACY AND
RELIEF FROM THEIR CONTINUING
SUPPORTING ROLE.SUCH FACILITATION
APPERCIATES THE INVOLVEMENT OF
VOULNTEERS DEALING WITH
PHYSICALLY WOUNDED PEOPLE WHERE
THEY ARE SINGLE MOST IMPORTANT
MEDIUM OF CARRYING THE CULTURED
CONSTRUCTIVE RELATIONSHIP.
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It increases the traffic in the corridor from both the sides which might be
dangerous for wheel chair bound or ambulant persons. It restricts the natural
light in the corridor as a result of which it remains dark and dingy.
The spaces have got multifunctional character and moreover the functions that
take place in the center demand very minimal space volume specifications.
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DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED
given at 1:20, the most widely accepted ratio. However the width (1200 MM.) of
the ramp allows movement of wheel chair in one direction only at a time. The
ramp leading to the basement runs along the staircase.
For the movement of severe handicap children, two lifts have been provided at
the entrance.
b) Open spaces: - in facility design, the use of exterior environment for the
therapeutic value of physical training has
been only superficially explored. The area
in the building front, demarcated in the
design as a playground, presently is a well
manicured lawn. In the effort to maintain
and beautify the exteriors, the play
activities of the students are barred and
play equipments are reduced to mere showpieces. Also the increased
circulation for the children from the building to its outside reduces the chances
of play equipment usage.
On the other hand the functional role of the courtyard as a play area has been
overlooked. The internal enclosed courtyard surrounded by built mass on all the
sides not only could have offered scope
for informal supervision and easy contact
but also shaded the area for all play
activities had it been sufficiently equipped
physical exercises.
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DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED
c) Main Entrance:- there are two main entrances of the building and both are
marked by a
projecting canopy
under which the
parking facilities are
provided. This allows
the students to get
off the school
transport buses and
lifting straight to the building undercover. This not only insures the adequate
safety of the children
but also minimizes
the circulation.
d) Toilets: - most of the classrooms have attached toilets and storage space that
results in minimum circulation for the
disabled. On the other hand this has
resulted in many more toilet seats that
would be needed for say an equivalent
sized conventional school. Moreover toilets
with two door openings into different
spaces afford little privacy to users.
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e) Openings :- opening in the rooms are large and wide, letting in adequate
amount of light. But at the same time these barred windows and screens on the
top half of the door usually implies an expectation that the disabled behave in a
primitive, uncontrolled fashion. Thus the environment is designed to be abuse
resistant which implies such a manner. In such an environment where there is
little demand controlled, responsible behavior. It’s unlikely that positive individual
growth will occur or even will be expected by the staff.
f) Colors: - disabled children understand colors and react to it. They associate
color with daily activities and result in different emotional response. The building
uses an empowering red in its color scheme which apart from being a part of
the external and internal exposed façade is conspicuous in its presence on the
piped railings, window frames, metal grills and other building accessories. This
sharpness of the color sets up an annoying atmosphere by distracting the eyes
and brain.
Moreover, the common association of red color with danger and blood resumes
dehumanizing the disabled group.
An appropriate color varies from person to person but in general children like
bright and primary colors which reflect a happy mood of the children and
stimulates them from outdoor activity.
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Te support rails at different height could have been used by the children of
various ages while walking through the corridor or staircase. Thus enabling them
to interact more closely to built environment.
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SPECIAL FEATURES
There are certain positive aspects about the design of the school. They are:
• Very well conceived design keeping in minds the minutest of details and
conforming to all the standards meant for the spastics.
• All entrances are at the same level as surrounding ground.
• The Louis Kahn entrance to classroom is a good solution providing space
for wheel chair maneuvering.
• Courts at basement level bring in natural light into the rooms and the fixed
slating and plants give a good space for gathering.
• The brightly colored interiors and exteriors are inviting to children.
• The design confirms to all the fire safety norms and has adequate number
of fire exits.
• The parking is near the entrance so that the children don’t have to travel
much distance for their buses and vehicles.
• The central courtyard for children ensures safety at play.
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In spite of the design being virtually flawless, there are certain drawbacks which
need to be addressed. They are:-
• The ramp leading to the central courtyard to the first floor is not covered
which cannot be accessed during the rains.
• The playground in front faces the main road which does not ensure a
peaceful environment for the children at play.
• The parking for the school buses has not been segregated from the
general parking and from the pedestrian movement which can cause
congestion in the movement when the school starts and closes.
• There is no ramp till the second floor. The students have to go by lifts.
• The width of the corridor should have been more to give a feeling of
openness inside the building.
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DEVELOPMENT OF RESIDENTIAL CARE INSTITUTE FOR MENTALLY RETARTED
LOCATION
THE SITE IS LOCATED IN JAIPUR RAJASTHAN, DISHA PATH NIRMAN NAGAR-C,
SHAYAM NAGAR, JAIPUR-302019.
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The building has been built entirely out of donations. The attempt has been
to obtain a low cost optimum environment within the budgeted amount. Lift
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COMPLETEION
-Actual 1 nov 2004
CAPACITY
-170 maximum
TOTAL COST
-$ 465,867r
ARCHITECT
-Ashok b. lal
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DESIGN CONCEPT
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ZONING
The whole building is divided into
three parts.
1. FIRST PART,(FRONT PARTS)
Catering to administration
part
2. SECOND PART
Catering to staff and guests
3. THIRD PART
Is to be used in activities
and classrooms
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OBJECTIVE
A SOCIETY WITH EQUAL OPPURTUNITIES FOR ALL
ACADEMIC GROUP
Academic group’s follow the common curriculum of open basic Education,
preparing students to appear for open board examination of Level-a (3 rd std.)
level-b (5th std.) level-c (8th STD).
FUNCTIONAL EDUCATION
Students in this category followed curriculum specially designed to Make them
independent, the curriculum consisted of understanding Reading and writing of
Hindi and English, functional math covering Money management, time
management, various measurement, basic Mathematical operations, use of
calculation etc.awareness of environment.
SPECIAL GROUPS
The objective of special groups is to train student to live independent life by
training them in activities of daily living, skill development, building
communication skills social behavior, pre-vocational training and awareness of
environment.
ACADEMIC
Academics are taught to the children belonging to the age group of 6-18 years.
A class consists 10-12 of children with one teacher. There time table is planned in
a manner to have an overall growth, money and time concepts are made
cleared. The time after the lunch break is kept for the extra-curricular activities.
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use it. Ramps are provided with railing for spastic to grab and rail pipes are
attached along, at appropriate height.
Ramps are maximum used enabling whole activity in the building as it connects
each room to the other.
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SENSORY ROOM
Having form and sponges board
covering till 900 mm height on
wall to avoid hurting hyperactive
child.
For special education diploma
for 1 year,
20 students
- Provision of TVs
- Projector for lectures etc.
- Provision for lockers just outside the class.
ACTIVITY ROOM
- Generally used for celebration of
festivals or sports having presentation
or display sqardtoilet and store
attached stairs touching this activity
room.
SERVICES
Lift, 2 stair case, 1 fire exit, air cooling
system on terrace there are vents in
each rooms which cools up the room.
Pump on site, space displaying items.
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SPECIAL FEATURE
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POSITIVE ASPECT
3) Functionality of ramp.
NEGATIVE ASPECT
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NAI DISHA…..TAMANA
INTRODUCTION
NAI DISHA Is the branch of Tamanna school in vasant vihar. It is a vocational
training centre for the physically and mentally disabled. Consistent with the
mission of fully integrating the disabled into society, nai disha offers
commercially oriented vocational training. Some of these are:
LOCATION
The centre is located in the residential colony of vasant vihar behind the c-block
market. it can be accessed from pashchimi marg. off the ring road. It is situated
at the end of a street with the park behind it which is used as a playfield for
these children.
ORIENTATION
The orientation of the building
is north-east and south-east, classrooms receive the north light.
CONCEPT
• BARRIER FREE
• NATURAL LIGHTING
• ACCESIBILITY
• FEMININE FEELING
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LANDMARKS
1. Tagore international school
is 1 km from nai disha.
2. Vasant vihar club is 1 less
than 1km.
3. Modern school and dav is
0.56 km fom nai disha.
4. Community centre is 2 km
from nai disha.
5. Vienterary hospital is less
than 1 km from nai disha.
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CLASSROOMS
All the classrooms are arranged along one side of the corridor and them
Are large enough to accommodate 8 t0 10 student. Looking at the usage,
There are two types of classrooms:
1) Permanent classrooms
2) Temporary classrooms
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For vertical circulation, the core, comprising staircase and lift, is situated just
opposite the main entrance which is at equidistant from different areas.
Due to space constraint, the ramp is not providing inside the building.
The staircase is 1.5m wide which is suitable for an ambulant person. Grab rails
are provided along the walls of the staircase for proper support.
But the right angled turns provided at the landing levels might prove dangerous
for a disabled person because of unclear view of the other side.
OPEN SPACES
The building does not have any open spaces or green spaces except the
central courtyard along which the whole building revolves. The scale of this
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COLOUR
The building has a soft textured finish with a smoothing cream color on the
external walls which is regarded as a warm color for the disabled. The external
walls continue with the finish. This along with the windows in the activity rooms
gives the place a pleasant atmosphere.
PARKING
Parking is providing for school buses no handicapped parking is provided.
RAILING
Railing is 1500 mm high which was for security purpose.
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POSITIVE POINT
1) The school parking is near to the entrance so that children don’t have to
travel much distance from their buses and vehicles.
2) Lifts have been provided for the students.
3) There are rooms for teacher next to their Respective classrooms.
4) The central court gives the natural light inside the building.
5) The railing is 1700 mm high which help for safety purpose.
NEGATIVE ASPECT
1) Not sufficient surface parking for faculty or for visitors.
2) The hostel room’s beds are less space.
3) Green space for playing is not provided.
4) Toilet is not built with proper norms.
5) The central court yard is not sufficient for Playing or gathering.
6) The entrance level of the building is very high.
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AREA ANALYSIS
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DESIGN CRITERIA’S…
SITE LOCATION
THE BUILDING SHOULD BE SITED
ADJACENT TO A LOCAL PRIMARY
SCHOOL AND A COMMUNITY PARK
AND DESIGNING IT FOR USE BY SMALL
ADULTS GROUPS UNDERTAKING
VARIOUS ACTIVITIES OUTSIDE SCHOOL
HOURS.
o AS MENTAL RETARDATION
CANNOT BE CURED ONLY SKILLS
CAN BE DEVELOPED, SO
THEREFORE INSTEAD OF MAKING
THEM TO UNDERSTAND SOCIETY,
ITS BETTER TO TEACH THEM TO BE
SELF-DEVELOPMENT.
o DON’T DESIGN THINGS VERY
DIFFERENTLY AS THEY SPENT
MAJOR TIME OUTSIDE THE
INSTITUTE, WHERE THEY DON’T FIND
THE SCHOOL ENVIRONMENT.
o INTEGRATION OF PSYCHOLOGICAL
ASPECTS, SITE CONSTRAINTS,
SPACE STANDARDS INTOCOMMUNITY FABRIC.
o INTEGRATION OF LANDFORM AND VEGETATION TO CREATE UNITY IN STYLE
AND FORM AS WELL ASTOACCLIMATIZE THE CHILDREN TO THE SURROUNDINGS.
o IDENTIFICATION OF THE BUILT FORM FROM THE OUTSIDE AS WELL AS AREAS
RELATING TO SEPARATEFUNCTION.
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SAFETY:
THE INSTITUTION SHOULD HAVE LIMITED ENTRANCE/EXIT SO THAT THE PEOPLE
INSIDE ARE SAFE, BECAUSE SOME PEOPLE TEND TO STRAY FROM THEIR PLACE
VERY OFTEN. THE WINDOWS IN THE ROOMS SHOULD BE WELL PROTECTED SO THAT
NO ONE BREAKS THE GLASS AND CAUSE INJURY TO HIMSELF OR OTHERS.
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SECURITY
BY SECURITY, IS MEANT THE PSYCHOLOGICAL; SECURITY THAT SHOULD BE FELT
WHILE IN THE BUILTSTRUCTURE AND IN THE OPEN SPACES WITHIN THE CAMPUS.
COLOR
AREAS ARE DESIGNED THROUGH SHAPE, DETAIL AND COLOR TO GIVE AND
INDICATION OF THE ACTIVITY ANDBEHAVIOR ALLOWED. THERE IS CLEAR DIVISION
BETWEEN SPACES WHICH ARE PERMISSIVE, SEMIPROGRAMMED OR STRICTLY
PROGRAMMED. IT SHOULD BE A MEANS OF EXPRESSING THE
APPROPRIATECHARACTER OF THE BUILDING ITS HABITANTS BUILDING, AND THEIR
ACTIVITIES. COLOR MAY BE USED TO FORM RECOGNITION AND IDENTIFICATION
OF ELEMENTS OF DIFFERENT FUNCTION E.G. DOORS TO DIFFERENT ROOMS.
OUTDOOR ACTIVITIES
IN THE CASE OF MENTAL HEALTH INSTITUTION THE INMATES SPEND MUCH OF THEIR
TIME OUTDOORS, FOR THEM THE OUTDOOR ACT AS AN ALTERNATIVE LIVING
SPACE. THEREFORE THE OUTDOOR SPACES SHOULD BE ARTICULATED SO THAT IT
TOGETHER WITH INDOOR SPACE FORMS A VIRTUALLY CONTINUOUS WING AREA.
THEY NEED LARGER PLAY AREAS THAN NORMAL CHILDREN AS THERE IS NO
DISTINCTION BETWEEN WORK AND PLAY.
PLANNING
ONE PROBLEM OF THE MENTALLY HANDICAPPED CHILDREN IS EXPRESSED AS AN
INABILITY TO RELATE TO OTHERS AND TO MAINTAIN SELF-IDENTITY. THE PLAN OF
THE BUILDING SHOULD BE DISTINCT AND IDENTIFIABLE THUS ENABLING THE USER TO
SENSE WHERE HE IS AND BE ABLE TO GO FROM ONE PART TO ANOTHER WITHOUT
DIFFICULTY.
SCALE
THE OPENNESS OR CLOSENESS OF SURROUNDINGS SPACES CHANGES THE
PERCEPTION OF BODY SIZE, SO THAT IN HIGH ROOMS THE SENSE OF DISTINCTION
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STRUCTURED SPACE
RECTANGULAR SPACES ARE CERTAINLY EASIER TO ORIENT ONE IN FOR THE SIMPLE
REASON THAT OUR ENTIRE BUILT ENVIRONMENT CONSISTS PRIMARILY OF SUCH
SPACE ENTRANCES: THE BUILDING ENTRANCE SHOULD BE MORE TO HUMAN
SCALE BUT HAS TO BE EMPHASIZED. THIS CAN BE MADE POSSIBLE BY GIVING THE
BUILDING ENTRANCES A CHARACTER BY PLACING ELEMENTS LIKE THE PERGOLA
OR OVERHANG AT THE ENTRANCE.
o ANOTHER VERY IMPORTANT FUNCTION IS THAT OF MOVING STUDENTS—
TRANSPORTING THEM FROM LOCATION TO LOCATION AND CHANGING THE
POSITIONS OF THOSE WHO ARE UNABLE TO DO SO THEMSELVES.
o THE SPEECH THERAPY ROOM SHOULD BE SOUND PROOF AND AIR
CONDITIONED FOR THE CARE OF THE EXPENSIVE EQUIPMENT USED. THERE MUST
ALSO BE AN ASSESSMENT ROOM IN WHICH ONE WALL IS A ONE WAYMIRROR
THROUGH WHICH A CHILD’S ACTIVITIES CAN BE MONITORED AND ASSESSED.
o A SWIMMING POOL SHOULD BE PROVIDED BECAUSE SWIMMING NOT ONLY
PROVIDES FUN AND GAMES BUTALSO REDUCES THE FEAR OF WATER AS
WELLAS PROVIDES AVERY GOOD FORM OF PHYSIOTHERAPY.
o THE INSTITUTION MUST BE EQUIPPED WITH A DIAGNOSTIC CLINIC CUM
COUNSELING CENTRE.
o COUNSELING THE PARENTS ABOUT THEIR CHILD’S NEEDS IS IMPORTANT FOR
HIS/HER DEVELOPMENT.
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CONCEPT
UNIVERSAL DESIGN
ENVIRONMENTS CREATED TO BE USABLE BY
ALLPEOPLE, TO THE GREATEST EXTENT
POSSIBLE, WITHOUTTHE NEED FOR ADAPTATION
OR SPECIALIZED DESIGN.
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