LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

APPENDIX 1.0

Related Studies

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 100

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

I. Lighthouse School, Singapore

The Singapore Association of the Visually Handicapped (SAVH), formerly

known as the Singapore Association for the Blind (SAB), is the national voluntary

welfare organization for the visually impaired. Founded in 1951, the association is

affiliated to the National Council of Social Service (NCSS) and is an approved Institution

of a Public Character (IPC).

We serve Singapore citizens and permanent residents of all age groups. They

must be certified as having low vision (partial sight), or blind, by an eye specialist or

ophthalmologist. These includes people who are born blind as well as those who have

lost their vision through ageing, accidents or illnesses such as diabetes, hypertension,

tumour, eye infection and others.

Clients are entitled to the whole range of services at the Association including eye

care, rehabilitation, training and counselling, provided mostly free of charge. They are

also eligible to receive subsidies to purchase assistive devices, subject to means testing.

Clients at SAVH range from infants to the elderly. As at 31 March 2017, the

number of registered clients stood at 3,814.

The following facilities and programs are:

1. Low Vision Clinic

The Low Vision Clinic (LVC) Is a specialized centre established to offer people

with different levels of vision impairment the benefits of low vision devices to maximize

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 101

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE
one’s remaining vision whenever possible. The clinic provides a comprehensive clinical

assessment and advisory services conducted by a team of qualified Ophthalmologists and

Optometrists.

2. Vision Rehabilitation Programme

The Vision Rehabilitation Programme aims to work towards the improvement of

the quality of life of our visually handicapped clients through specialized self-help

services that help them to raise self-esteem and to gain self-reliance to cope with

integration into mainstream society.

This is done by helping them to develop their support system, foster links with the

community, learn new skills and more importantly adopt positive attitudes towards

whatever situation they find themselves in.

Main Services

a. Casework and Counselling

b. To help visually handicapped individuals and their family members adjust

to visual impairment

c. To help visually handicapped persons cope with family or interpersonal

problems

3. Skills Development Programme (SDP)

It provides various skills training courses to prepare and equip the visually

handicapped for employment or general upgrading so that they could better integrate with

the community.

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 102

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE
a. Skills Training include:

b. IT Skills

c. Telemarketing

d. Massage Training

e. Learning to Play Musical Instruments

f. Art and Craft

4. Assistive Devices Centre

It serves to enhance the lives of persons with vision impairment by promoting the

use of assistive devices and technologies so as to allow them to integrate into the society

in the area of education, recreation or employment.

To achieve this objective, the Centre offers a comprehensive range of devices:

a. Mobility white canes

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 103

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE
b. Lifestyle talking devices e.g. clocks, watches, calculators, blood pressure

monitor/Glucose meters

c. Comprehensive range of magnifiers and monoculars to cater to the varying

eye conditions of persons with vision impairment

The Centre also assists clients to purchase assistive technology devices:

a. Screen readers/magnification software

b. Desktop or portable electronic magnifiers

c. Braille displays/note Takers

d. Multi-functional accessible players

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 104

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

Braille is a system of raised dots which enables the Blind to read with their

fingers. It is available in different languages, where each dot pattern or combination(s) of

them is unique in the varied written form.

At the Braille Production Unit, reading materials in English are converted into

Braille for clients of SAVH as well as other agencies keen to provide information for the

Blind.

Main Services

a. Transcription of print materials into Braille

b. Production of Tactile Diagrams and Braille Signages

c. Emboss Braille on print namecards

d. Braille Audit Service

5. Library

SAVH Library has a free reading service to loan out audio and Braille books to its

members. To reach out to members who may not have access to information either via

Internet or other mass media, the Library produces audio periodicals both in English and

Mandarin.

The Library loans out talking books, Braille books, movies and music CDs. The

library also produces two locally recorded programes, namely the English News InfoMag

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 105

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE
and a monthly Chinese Digest. Members can assess these podcasts via the Dropbox or

have them downloaded into thumb drives.

6. Day care center

SAVH provides the first day care services in Singapore to the blind and visually

impaired elderly. The Centre offers social, educational and recreational programmes. Our

goal is to serve visually impaired senior to function more effectively in their homes and

community, with goal of independence.

II. “Kagayaki-no-oka” Akita Total Support Area, Japan

Key points adopted in the plan from the revised guidelines

a. Improving the learning and living spaces

b. Meeting educational needs of each child

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 106

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

Overall features of the facilities

“Kagayaki- no-oka” Akita Total Support Area consists of three schools for special

needs education (a school for the blind, a school for the deaf and a school for the

physically/health impaired) and the Prefectural Center on Development and Disability.

Each school has its own school building and provides fine-tuned teaching according to

the impairment. On the other hand, the building for shared use that connects the three

schools is equipped with facilities for their shared use including an entrance, a staff room,

a lunch hall, a large gymnasium and a swimming pool, providing opportunities for

exchange.

Improving exchange and learning spaces

The shared entrance has a large space to ensure safety of children of the three

schools who arrive and leave around the same time. The shared entrance is a place for

children and their parents to understand other children with different impairments and

communicate with them.

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 107

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE
The lunch room easily accommodates children of school to enjoy lunch together.

Air outlets shared by air-conditioning and humidifying systems are installed on ceilings

to ensure air circulation. Control panels in rooms enable individual adjustment to ensure a

good environment for children who have difficulty in temperature control.

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 108

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE
The shared entrance has a large space to ensure safety of the children who arrive and

leave around the same time. This is also a place for exchange for accompanying

parents.

A curved mirror is installed at each corner of the corridors of the School for the Deaf to

prevent bumping. In addition, there are many displays in the school to visually convey a

variety of information.

In the School for the Blind, grey rubber with patterned indented surfaces that children can

feel under their feet is attached on both sides of the corridor floor, and handrails are

installed on the walls. Braille blocks are installed under the entrance of each room and the

room name is displayed in Braille on the handrail

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 109

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

Large sliding doors of classrooms of Akita Kirari School for the Physically Challenged

are designed for smooth entrance and exit of multiple wheelchairs. Halls before the

classrooms are used for various small group activities such as gathering of children of the

same grade.

III. Kagoshima Prefectural Kagoshima School for the Blind, Japan

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 110

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE
Key points adopted in the plan from the revised guidelines

a. Improving the learning and living spaces

b. Meeting the educational needs of each child

c. Developing spaces conducive to the improvement of vocational education

in partnership with business firms

Space designed with utmost care so that children can live safe and secure

A corridor that runs straight from the entrance to the field―from north to

south―is at right angles to the school buildings to form the spine of the entire space. The

simple space structure ensures easy movement and worry-free activities by children.

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 111

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

The boundary between the floor and the wall is highlighted by a dark baseboard and blue

antiskid rubber is attached to stairs so that children with visual impairment can easily

recognize and use them safely

Emergency exits against the sun are equipped with shading curtains to avoid excess light

preventing sight

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 112

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

Benches for rest are installed in corridors in a way that they do not get in the way of other

children

An opalescent polycarbonate roof of the connecting corridor

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 113

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

Handrails are installed also on doors so that the handrails on corridor walls continue

seamlessly for children who walk holding on to them.

Overall features of the facilities

Kagoshima Prefectural Kagoshima School for the Blind is designed such that

children with visual impairment can learn safely, securely and without inconvenience

when possible. Layouts and color schemes that help spatial recognition are adopted. The

school building is built away from busy public roads to minimize external stimuli such as

car noise and exhaust to children with acute senses of hearing and smell.

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 114

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

Facilities with maximum safety and security when moving from one place to another

A corridor that runs straight from the entrance to the field—from north to south—

forms the spine of the entire space. The simple space structure ensures easy movement

and worry-free activities by children. Spaces such as an administration building,

classroom buildings, a clinical building and a dormitory are all at right angles to the

corridor to help children find where they are. Blue color lines with finely textured

surfaces are painted in the center of the corridor floor so that totally blind children can

also check the central position by feeling the line under their feet.

A color scheme to facilitate discerning by the visually impaired is implemented

using the difference between warm advancing colors such as red and yellow on one hand

and cold retreating colors such as green and blue on the other. Dark brown baseboards are

used in corridors and classrooms to make the boundary line between the floor and wall

easily discernible. Color contrast is adopted for treads and risers of stairs to help

recognition and blue rubber is used to prevent skidding (1). For the indoor swimming

pool, a color scheme based on blue and yellow is used to clearly distinguish the pool

sides from the water surface.

The school is bright. However, emergency exits against the sun are equipped with

shading curtains to avoid excess light preventing sight.

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 115

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

Power is supplied from the ceiling in classrooms to enable the use of visual aid

equipment in daily learning

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 116

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

Perforated boards are used for walls of the gymnasium to reduce echoing. The

lower parts of walls are covered with cushioning material to improve safety. An

opalescent polycarbonate roof is used for the corridor connecting classroom buildings to

the dormitory and the gymnasium to reduce ultraviolet rays. Benches for rest are installed

in corridors in a way that they do not get in the way of other children. Handrails are

installed also on doors so that the handrails on corridor walls continue seamlessly for

children who walk holding on to them. In order to make the escape route easy to find, an

emergency exit and outdoor stairway are installed at the end of the corridor of almost all

buildings two stories or higher. In addition, equipment such as guidance lights with

sound, call alarms and security cameras are installed for emergencies.

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 117

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

Designing facilities to help each child’s learning activities

Classrooms are equipped with image-enlarging video systems and desk lamps and

have enough space and power available to use them. Power is supplied not from the floor

but from the ceiling to prevent cables from obstructing moving from one place to another.

Image-enlarging video systems are also in special rooms such as the library and science

rooms so that they are available whenever needed. Blackboards are used to make chalk

lines easily discernible. For indoor lighting, equipment with twice the illumination of

standard equipment is used. Their illumination is adjustable with a dimmer control.

Windows are equipped with shading curtains to adjust the light from outside.

Facilities and equipment to help children obtain qualifications

The practical training room of the clinical building has therapy booths to ensure

the privacy of users and an auto-flush hand-wash station for hygiene control. The clinical

building has an entrance, a reception desk and a waiting room dedicated for people of the

community who come to use the service. In addition, there is a physical therapy room

equipped with room runners and various instruments for preparation for certification

exams.

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 118

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

Improving facilities for vocational skill training to support children to become self-reliant

The advanced course of the high school provides training to be certified as massage and

finger pressure practitioners, acupuncturists, and moxibustion practitioners. The school

has a large clinical room for practice, where children provide service to people of the

community as part of their practical training. The clinical building has an entrance, a

reception desk and a waiting room dedicated for people of the community who come to

use the service. In addition, there is a physical therapy room with equipment necessary

for preparation for certification exams.

IV. Kidsville Creative Systems, Inc.

Kidsville provides a progressive curriculum that aims to tap & enhance each child’s

potential to learn & be the best that he can be. Recognizing each child’s individuality,

they create an environment where children can discover and explore experiences suitable

for their level.

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 119

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 120

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 121

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 122

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 123

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

V. N0H - School for Crippled Children, Quezon City

NOH-School for Crippled Children is a Public Elementary School specifically

located at Banawe St. in the municipality of Quezon City, in province of Ncr Second

District, and in the region of NCR - National Capital Region.

The NOH- School for Crippled Children caters all kinds of disabled children,

including physical disability. It is a government school and also funded by different

NGO’s.

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 124

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

VI. Ramon Magsasay High School Manila

The Ramon Magsaysay High School Manila is the Manila’s biggest special

education high school. Educational and assistive materials for students with disabilities

are adequately funded, according to the Department of Education (DepEd). RMHS,

which last school year had 49 students with special needs, is the biggest of the three.

The RMHSM have these different facilities for Special Education:

1. SPED Resource Room

2. Special Science Program

3. Special Classrooms

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 125

 LYCEUM OF THE PHILIPPINES UNIVERSITY - CAVITE

COLLEGE OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE 126