SLIDE 1

GOOD EVENING SIR AND MA’AM I WOULD LIKE TO PRESENT TO YOU MY PROJECT
PROPOSAL ENTITLED “KALINAW: AN EDUCATION CENTER FOR VISUALLY AND HEARING
IMPAIRED INTEGRATING MULTISENSORY ARCHITECTURE".

THIS PRESENTATION WILL FOCUS ON VISUALLY AND HEARING IMPAIRED CHILDREN

WHO ARE LACKING OF QUALITY EDUCATION.

SLIDE 2

WHAT IS KALINAW? KALINAW IS A TAGALOG WORD MEANING TRANQUILITY/ SERENITY

EMPHASIZING “LINAW” MEANING CLARITY, IN THIS CONTEXT, HAVING A CLEAR PERCEPTION OF
CHANCES AND OPPORTUNITIES EVEN AS A VISUALLY AND HEARING IMPAIRED PERSON
PROVIDES YOU WITH A UNIQUIE FEELING OF TRANQUILITY AND SENSE OF BELONGINGNESS TO
THE COMMUNITY AT LARGE, A PERSONAL EXPERIENCE OF LEARNING THROUGH THE
EDUCATION CENTER DEDICATED FOR THEM.

SLIDE 3

WHAT ARE VISUAL AND HEARING IMPAIRMENT?

TO DEFINE: VISUAL IMPAIRMENT IS THE DECREASED ABILITY TO SEE OR TOTALLY LOSS OF

VISION.

THUS, AFFECTS THE QUALITY AND QUANTITY OF AVAILABLE INFORMATION TO A CHILD FOR
UNDERSTANDING THE WORLD AROUND THEM. IMPAIRED OR POOR VISION MAKES IT DIFFICULT
TO SEE THE CONNECTIONS BETWEEN EXPERIENCES. “MINDS CANNOT PERCEIVE ANYTHING
THAT HAS NOT BEEN RECEIVED THROUGH THE SENSES.

WHILE HEARING IMPAIRMENT IS THER DECREASED ABILITY TO HEAR OR TOTALLY LOSS OF

HEARING.

IT AFFECTS OR IMPAIRES A CHILD FROM PROCESSING LINGUISTIC INFORMATION THROUGH

HEARING, WITH OR WITHOUT AMPLIFICATION THAT ADVERSELY AFFECTS THE STUDENT’S
EDUCATIONAL PERFORMANCE. HEARING IMPAIRED MAY BE VIEWED AS A CONDITION THAT
PREVENTS AN INDIVIDUAL FROM RECEIVING SOUND IN ALL OR MOST OF ITS FORMS. IN
CONTRAST, A CHILD WITH HEARING LOSS CAN GENERALLY RESPOND TO AUDITORY STIMULI,
INCLUDING SPEECH.

SLIDE 4

WHAT IS EDUCATIONAL FACILITY FOR THE VISUALLY AND HEARING IMPAIRED?

IT IS AN ACADEMIC SUPPORT FACILITY FOR THEIR DISABILITY PROVIDING LEARNING SUITABLE

FOR THEIR SENSES.

IT IS WERE THE TEACHERS SUPPORT TEACH AND HEALTH THEM ON WHAT CAPABILITY OR
CAPACITY THEY CAN UNDERTAKE IN THEIR LEARNING.

SLIDE 5

HERE IS THE HISTORY TIMELINE OF EDUCATIONAL FACILITY FOR VISUALLY AND HEARING
IMPAIRED
 OVER THE PAST CENTURY, EARLY ATTEMPTS TO EDUCATE THE BLIND AND DEAF WERE
USUALLY MADE BY TUTORS TO THE CHILDREN OF THE WEALTHY. MEANWHILE, THE FIRST DEAF
SCHOOL WAS ESTABLISHED IN PARIS NAMELY “THE NATIONALE DES SOURDS-MUTES IN 1760. IN
1791 WERE THE FIRST SCHOOL FOR THE INDIGENT BLIND FOUND IN ENGLAND AND THE HISTORY
OF VISUALLY AND HEARING IMPAIRED EDUCATION BEGAN IN THE EARLY 1800S IN
PARIS,FRANCE.

IN THE PHILIPPINES, THE PHILIPPINE SCHOOL FOR THE DEAF (PSD), FORMERLY KNOWN AS
THE SCHOOL FOR THE DEAF AND BLIND (SDB) WAS ESTABLISHED IN 1907 BY DR. DAVID P.
BARROWS. PROGRAMS BACK THEN STARTED WITH A CLASS OF THREE PUPILS FROM THE
PROVINCES, TWO DEAF AND ONE BLIND.  PSD WAS THEN SITUATED IN A SMALL RENTED HOUSE
IN ERMITA, MANILA.

WHILE IN JULY 1970, THE PHILIPPINE NATIONAL SCHOOL FOR THE BLIND (PNSB) WAS ORGANIZED.
UNTIL IN 1986, PSD REDIRECTED ITS EDUCATIONAL THRUSTS TO SERVE AS AN EDUCATIONAL,
RESEARCH, RESOURCE AND SERVICE CENTER. THE SCHOOL PRIDES ITS BASIC TECHNOLOGY FOR
THE HEARING IMPAIRED SUCH AS UP-TO-DATE ASSISTIVE LISTENING DEVICES AND OTHER AIDS
FOR THE UNIQUE NEEDS OF THE CHILDREN.

SLIDE 6

ACCORDING TO WHO AND WB 2011 REAFFIRMS THE FACT THAT LESS THAN 10% ONLY OF THE
CHILDREN WITH DISABILITIES IN GENERAL HAVE ACCESS TO QUALITY EDUCATION. WHICH
INCLUDE THE VISUAL IMPAIRED, HEARING IMPAIRED AND BOTH VISUALLY AND HEARING
IMPAIRED

CONSIDERING THAT ONLY 4.13% OF ALL PWD ARE ACADEMIC DEGREE HOLDERS, ONE CAN
IMAGINE HOW MUCH SMALLER WOULD BE THE PERCENTAGE OF VISUALLY AND HEARING
IMPAIRED PEOPLE WHO ARE COLLEGE GRADUATES OR HAVING AN ACADEMIC DEGREE.

SLIDE 7

HUMANS HAVE FIVE BASIC SENSES WHICH ARE THE SENSE OF SIGHT, SENSE OF HEARING,
SENSES OF TOUCH, SENSE OF SMELL AND SENSE OF TASTE. WITH THIS SENSES IT SENDS
INFORMATION TO THE BRAIN TO HELP US UNDERSTAND AND PERCEIVE THE WORLD AROUND
US.

SLIDE 8

AS I’VE SAID EARLIER THAT THOSE ARE IMPORTANT SENSES OF HUMAN IN THE TOP SENSES TO
STIMULATE LEARNING ARE THE SENSE OF SIGHT AND SENSE OF HEARING, WHEN WE LEARN, 75
PERCENT OF KNOWLEDGE COMES TO US VISUALLY, 13 PERCENT COMES THROUGH HEARING
AND 12 PERCENT COMES THROUGH SMELL, TASTE AND TOUCH. WITH ABSENCE OF ONE OR TWO
OF THESE SENSES LEARNING BECOMES MORE CHANLLENGING FOR THEM.

SLIDE 9

IN THIS SLIDE I WOULD LIKE TO DISCUSS THE MULTISENSORY ARCHITECTURE

WHAT IS MULTISENSORY ARCHITECTURE

MULTISENSORY ARCHITECTURE IS AN ARCHITECTURAL APPROACH DESIGN TO THE BUILDING

CREATING A INFORMATION WITHIN THE MIND OF THE SPECTATOR WITH THE USE OF THEIR
SENSES.
WHICH THE ARCHITECT’S APPROACH TO SENSE OF TOUCH, SENSE OF HEARING, SENSE OF SMELL,
SENSE OF TASTE AND THE SENSE OF SIGHT ALL OF WHICH ARE TO BE CONSIDERED AND TO BE
ADAPTED IN THE OVERALL DESIGN OF THE BUILDING.

SLIDE 10

AS WE ALL KNOW THESE FIVE SENSES ARE ESSENTIAL FOR LEARNING, BUT IN THE CASE OF THE
VISUALLY AND HEARING IMPAIRED THE ABSENCE OF THE RESPECTIVE SENSES IMPEDES OR
LIMITS THE QUALITY OF LEARNING. HOWEVER THROUGH THIS FIVE SENSES CONSIDERED THE
DESIGN OF THE EDUCATIONAL FACILITY THE STUDENTS ARE ABLE TO FORM VISUAL AND
MENTAL IMAGERY.

SLIDE 11

THROUGH THE INITIATIVE MULTISENSORY DESIGN IT WILL ENHANCE THEIR VISUAL AND
MENTAL IMAGERY AND FUNCTIONAL CONNECTIVITY CONSIDERING DESIGN PERIMETERS
SUITABLE FOR THEIR REMAINING SENSES.

A MULTISENSORY DESIGNED EDUCATIONAL FACILITY IS A UNIQUE SOLUTION FOR THE

VISUALLY AND HEARING IMPAIRED STUDENTS, A FACILITY THAT WILL INITIATE EARLY
INTERVENTION LEARNING BY EXPERIENCING THEIR SURROUNDINGS AND TO HELP THEM WITH
THEIR SENSES.

IF A DESIGN CHALLENGES THE COGNITIVE AND MAPPING CAPABILITIES OF THESE INDIVIDUALS,

BY EXPLORING THEIR SENSE OF TOUCH, SMELL AND LIGHT PERCEPTION, IT NOT ONLY MAKES
THEM INDEPENDENT BUT RATHER IT MAKES THEM A PART OF THE LARGER SOCIETY IN
CONTEXT.

MULTISENSORY DESIGN INCLUDES THE USE OF

THROUGH THE SPECIFIC USE OF MATERIAL OR TEXTURES ON FLOORS, COLUMNS, WALLS, DOORS
AND WINDOWS ETC.

ORIENTATION AND LAYOUT

THROUGH MULTISENSORY DESIGNED ORIENTATION AND LAYOUT SPACE PERCEPTION IS

EMPHASIZE SUCH AS SIMPLIFYING SPACE INTO TANGIBLE AND FAMLIAR SPACES.

*SUCH EASY NAVIGABLE HALLWAYS AND IDENTIFIABLE CORNERS AND TURNS.

ENVIRONMENT

THROUGH THE CONSIDERATION OF ENVIRONMENT IN WILL ENRICH THEIR SENSORY

STIMULATION IN THE DESIGN SUCH AS SENSORY GARDEN, LANDSCAPE ETC.

TECHNOLOGIES

THROUGH TECHNOLOGIES WHICH IMPROVED THEIR LEARNING ABILITY AND WILL ABLE THEM
TO VISUALIZE WHAT THEY LEARN USING ASSISTIVE TECHNOLOGIES AND DEVICES SUCH AS
BRAIL FOR THE BLIND ASSISTIVE LISTENING DEVICES (ALDS) FOR THE DEAF, ALERTING
DEVICES, LIKE RECOGNIZABLE ALARM OR LIGHT FIXTURES.

SLIDE 12

THE SPECIFIC OBJECTIVES OF THIS PROPOSAL FOR THE SOCIAL IS …..IN ECONMIC….
ENVIRONMENTAL….. CULTURAL…… ARCHITECTURAL…..
ABOVE ALL THESE OBJECTIVES IS THE PRIMARY OBJECTIVE OF THIS PROJECT IS TO HELP WITH
THE WELLNESS OF THE VISUALLY AND HEARING IMPAIRED, CREATE A SUITABLE FACILITY TO
MAKE THEM PART OF MAINSTREAM SOCIETY AND TO.

SLIDE 13

AS FOR MY LOCATION IT IS LOCATED IN REGION-1 ILOCOS SUR WHICH IS …. ….. …..

SLIDE 14

IN WHICH THE PROVINCE HAS NO FITTING EDUCATION CENTER ESPECIALLY DESIGNED FOR
VISUALLY AND HEARING IMPAIRED STUDENTS, IN TERMS OF SPACES THAT PROVIDES SUITABLE
FOR THEIR SENSORY DISABILITIES. AS A RESULT SPED CENTERS AND PUBLIC SCHOOLS ARE THE
ONLY EDUCATIONAL FACILITY ADMITTING VISUALLY AND HEARING IMPAIRED STUDENT.

SLIDE 15

ACCORDING TO THE STATISTICS GIVEN BY PROVINCIAL SOCIAL WELFARE DEVELOPMENT THERE

IS AN 11.5% INCREASE RATE OF VISUAL AND HEARING IMPAIRMENT BETWEEN 2016-2018 WITH A
TOTAL NUMBER OF 2,399 ON THE YEAR 2018

MEANWHILE THERE IS A 25% INCREASE RATE FROM AGE GROUPS CHILDREN, ADOLESCENTS AND
YOUND ADULTS WITH A TOTAL OF 750 ON THE YEAR 2018.

AND ACCORDING TO THE GIVEN DATA FROM DEPED REGION 1- ILOCOS SUR DIVISION OFFICE
THERE IS AN 23% OF INCREASE RATE OF VISUAL AND HEARING IMPAIRED LEARNERS
ENROLLED BETWEEN SCHOOL YEARS 2018-2019 TO 2019-2020.

SLIDE 16

AS SHOWN, CITIES OR MUNICIPALITIES WITH A HIGHEST PERCENTAGE OF VISUALLY AND

HEARING IMPAIRED ASRE (MUNICIPALITIES) IN CONCLUSION MOST OF THE MUNICIPALITIES AND
CITIES WITH HIGH PERCENTAGE ARE LOCATED IN SOUTHERN ILOCOS SUR.

WHICH MAKES THE PROPOSED FACILITY STRATEGICALLY LOCATED IN CANDON CITY, BECAUSE
OF THE PROXIMITY TO THESE MUNICIPALITIES WITH HIGH NUMBERS OF VISUALLY AND
HEARING IMPAIRED. AND ALSO AS THE DISTRICT CENTER OF SOUTHERN ILOCOS SUR, THE CITY
PLAYS A VITAL ROLE IN THE DEVELOPMENT OF ADJACENT MUNICIPALITIES.

SLIDE 17
CANDON CITY DISCUSS

SLIDE 18

AND FOR THE SITE SELECTION THESE CRITERIAS WERE CONSIDERED BECAUSE IT PROFOUNDLY
SHAPES ITS CHARACTER AND DETERMINES ITS FUTURE GROWTH, DEVELOPMENT, AND
IMPORTANCE TO THE COMMUNITY AND IT HELPS IN DESIGNING THE PROJECT EFFICIENTLY.

SLIDE 19

DISCUSS

SLIDE 20

HERE SHOWS THE VICINITY MAP AND RECOGNIZALBE LANDMARKS AND STRUCTURES WITH IN
2KM RADIUS FROM THE SITE.
SLIDE 21

DISCUSS

SOUTHWEST MONSOON APPEAR IN EARLY MAY, MAXIMUM FLOR DURING AUGUST AND
GRADUALLY DISAPPEARS IN OCT

NORTHESAT MONSOON APPEARS IN OCTOBER AS WEAK STREAM AND ATTAINS MAXIMUM

STRENGTH IN JANUARY AND GRADUALLY DISAPPEAR IN APRIL

MOUNTAIN BREEZE A LIGHT OR MODERATE WIND OCCURING FROM THE MOUNTAINS.

SEA BREEZE STRONG DURING DAYTIME

(AGRITRADING CENTER) IF MENTION

SLIDE 22

SWOT DISCUSS

SLIDE 23

STATION 1: VIEW OF THE EASTERN PART OF THE LOT ADJACENT TO THE NATIONAL ROAD
SHOWING TEMPORARY SHELTERS BUILT

STATION 2: VIEW OF THE NORTH EASTERN PART OF THE LOT TAKEN FROM THE EAST

SLIDE 24

STATION 3: VIEW OF THE NORTH PART OF THE LOT TAKEN FROM THE EAST

STATION 4: VIEW OF THE NORTH WESTERN PART OF THE LOT TAKEN FROM THE EAST

SLIDE 25

STATION 5: VIEW OF THE WESTERN PART OF THE LOT TAKEN FROM THE EAST

STATION 6: VIEW OF THE SOUTH WESTERN PART OF THE LOT TAKEN FROM THE EAST

SLIDE 26:

STATION 7: VIEW OF THE SOUTHERN PART OF THE LOT, BOUNDED BY THE CREEK, TAKEN FROM
THE EAST

STATION 8: VIEW OF THE EASTERN PART OF THE LOT TAKEN FROM THE BRGY. SAN AGUSTIN
ROAD

SLIDE 27

DISCUSS PROPONENT

SLIDE 28:

THE RESEARCH FOCUS WILL BE BASED ON THE BUILDING LAWS AND BUILD DESIGN CONCEPT
AND CHARACTER IN ORDER TO COME UP WITH A DESIGN THAT WILL BETTER SERVED THE NEED
OF THE USERS.
SLIDE 29

READ:

IN ARCHITECTURE WORLD THE WAY WE LOOK AT DESIGN THE WAY WE ARE THOUGHT OR HOW
DESIGN AR CRITIQUED ARE MOSTLY THROUGH VISUALS AND OTHER SENSES ARE OVER
LOOKED AND ABSENCE OF SENSORY AND SENSUAL QUALITY.