SCHOOL FOR THE VISUALLY-IMPAIRED

THESIS SYNOPSIS
2020 - 2021

RAJSHRI RAJKUMAR REG.NO: 311316251113 5th YEAR – ‘D’ SECTION

EDUCATIONAL / INSTITUTIONAL HYPOTHETICAL 4 ACRES CHENNAI, TAMILNADU

Architecture is most often perceived majorly through the eye before we experience it through our
other senses. So, what is architecture if you cannot see? What is architecture to the blind? Visually-
impaired people interact with spaces through their other senses of smell, touch and hearing, thus
making architecture an entirely different experience for them rather than just a visual element. This
research-based thesis is to address the following questions,
“How can an architect design a building, in which there is no visual connect between the users
and the space, how would one experience the space otherwise? How will spaces be perceived if
our dominant sense – which is our visual sense be NIL?”
And in doing so, understanding how to design a space which caters to the needs of visually-impaired
people.

WHY A SCHOOL FOR THE VISUALLY-IMPAIRED?

“Visually impaired people, in their daily lives, face struggles and spatial barriers because the built
environment is often designed with an extreme focus on the visual element, causing what is called
architectural visual bias or ocular centrism” 1
In addition, in India, there is a lack of educational resources and facilities to cater to the needs of the
population with special needs, especially for those who are visually-impaired. India is home to 1/3 rd of
the world’s blind population, accounting for about 12 million visually-impaired people. 4 out of 1000
are found to be visually-impaired in India 2 and out of those, almost 19.95% are of the age group 5-19
years.
The Right of person with Disability Act which was revised by the Indian government in 2016,
according to which every person with a disability is entitled to an education that is of equal quality
when compared to a normal student and not just a charitable model of education. 3 Similarly, the
Tamilnadu Rights of Persons with Disabilities Rules, 2018 4 under the above-mentioned Act,
specifies that educational institutions for people with disabilities are to provide sufficient and
adequate training and infrastructural facilities for the betterment of education for people with
disabilities.
But there are not many schools that provide this sort of education to the visually-impaired due to the
lack of proper infrastructural facilities and guidance.
In Tamilnadu, there are almost 127405 visually-impaired people of which, 55782 are children of
the age 5-19 years.5 Even though the ratio of visually-impaired children is high, it is regrettable that,
thousands of visually impaired students are neglected in the field of education due to lack of real
opportunities as general people. The following data proves the previous statement.

TYPE OF SCHOOL NO. OF SCHOOLS

GOVERNMENT SCHOOLS 10
GOVERNMENT AIDED SCHOOLS 11
RECOGNISED, UNAIDED SCHOOLS 6
TOTAL 27

Hence, there is a pressing need to setup a greater number of blind-friendly educational facilities with
residential units, not only to facilitate their all-round development but also to help them to lead a
dignified and independent life.

AIM:
To design a residential school for the visually-impaired through the use of multi-sensory design
solutions / experiences / spaces (tactile - active, passive and dynamic touch, acoustic and olfactory
senses) and in doing so, understanding how architecture works in a non-visual world.
STUDIES – CASE, NET AND LITERATURE:
CASE STUDIES:
 National Association for Blind, Bangalore - CnT
 Mathru Blind school, Bangalore – Biome Environmental Solutions - Ar. Chitra K Vishwanath
 Indian Association for the Blind, Madurai - Ar. Vidya Chander – CS Designs
 St. Louis Institute for Deaf & Blind, Adyar, Chennai.
 Nethrodaya – Hr. Sec. Residential School, Chennai.

NET STUDIES:
 National Association for the Blind, New Delhi
 Blind Relief Association, New Delhi
 National Association for the Blind, Mumbai
 Blind people’s association, Ahmedabad
 Hazelwood school, Glasgow, Scotland
 Hazelwood school, Mexico City

LITERATURE:
 The Eye of the Skin, Juhani Pallasma – Importance of multisensory architecture with
importance from nature
 Design guidelines for visual environment, NIBS (National institute of building sciences)
– Guidelines for designing spaces for visually-impaired people
 Architecture for Low Vision, Stuart L. Knoop
 Accessibility of shared space for visually-impaired people, Dr. Else M. Havik and Dr.
Bart J. Melis – Issues and solutions for accessible public spaces for the blind