Department of Architecture and Urban Planning

College of Engineering
Fall 2022
ARCT 422 – Research Methods in Architecture
Assignment 1
Instructor: Dr. Tarryn NK Paquet
Ganna Khalil 201707127

Structural Narratives of Inclusion: Architectural Structures for Empowering the

Visually and Hearing Impaired.
Abstract:
Picture a city where every building not only welcomes everyone but also embraces their individual needs. This study explores the path towards creating inclusive
architectural designs, particularly for those who are visually and hearing impaired. As urban landscapes evolve, a crucial issue arises: architects find it hard to
connect with the very people they want to help. We delve into both global and local stories, learning from successful projects worldwide and uncovering the
unique aspects of cultural tapestry.

At the heart of this research are the challenges specific to creating inclusive designs – a journey where culture, society, and the environment play a big role in
shaping architecture. We use real-life examples to understand what has worked and why. Looking at why architects and people with impairments sometimes
struggle to communicate, we suggest ways to improve understanding. This journey also explores the importance of being culturally sensitive, especially when
creating places for leisure that resonate with local identities. By the end, our goal is not just to share insights but to provide practical ideas for architects and
city planners to design spaces that not only meet but celebrate the unique needs of those who are visually and hearing impaired.

Literature Review:
Architecture, at its core, embodies the fundamental purpose of providing shelter and space for societies to thrive. It is a discipline that aims to create
environments that cater to the diverse needs of communities. However, despite these foundational principles, there exists an irony. While architects strive to
design inclusive spaces for all, there remains a significant gap in providing dedicated structures for specific impaired groups such as the visually impaired,
hearing impaired, or individuals with autism.
Even though architects aim to make spaces better for everyone, there's a challenge in actually putting these good intentions into action. Right now, we see a
situation where the idea of inclusive design, which is important, hasn't completely translated into buildings specifically made for groups like the visually impaired,
hearing impaired, or those with autism. It's like there's a gap between what we want to do and what's actually happening. Closing this gap isn't just about doing
the right thing; it's also about making architecture more caring and welcoming for everyone.
In the quest for inclusive architecture, the work by Vermeersch is a crucial guide. It dives into the challenges architects face when trying to understand and
communicate effectively with individuals who have visual impairments. Vermeersch stresses the need to truly grasp the unique needs and perspectives of the
visually impaired community, pointing out that despite acknowledging these challenges, there's still a gap in making inclusive design a reality in actual structures.
This research acts as a reminder that creating spaces for everyone requires a deeper understanding and collaboration. It's not just about having good intentions;
it's about turning those intentions into real, welcoming environments. The findings from [Author's last name]'s study serve as a poignant reminder of the journey
we need to take to ensure our architectural goals align with compassionate and inclusive principles (Vermeersch et al., 2009).
Communication barriers between architects and visually impaired individuals can
present significant challenges in creating inclusive architectural spaces. These
obstacles often stem from a lack of awareness and understanding of the unique
needs and preferences of visually impaired individuals within the architectural
community. Architects may encounter difficulties in effectively communicating
with visually impaired clients or users due to limited familiarity with accessible
design principles and technologies. Additionally, preconceived notions or
stereotypes about the capabilities of visually impaired individuals may lead to
misconceptions regarding their needs, rather than engaging in meaningful
dialogue to address them. Furthermore, the complexity of architectural
terminology and concepts can worsen communication challenges, as visually
impaired individuals may struggle to grasp these concepts, delaying their ability to
fully participate in the design process. Similarly, architects may find it challenging
to translate intricate design ideas into accessible language that resonates with
visually impaired individuals. Limited opportunities for collaboration and
engagement further compound these issues, as architects may not have sufficient
input from visually impaired individuals to ensure that their designs are truly
inclusive. Overcoming these communication barriers requires architects to
proactively seek to understand the perspectives and experiences of visually
impaired individuals, actively listen to their feedback, and integrate their insights
into the design process. Through meaningful engagement and collaboration,
architects can work towards creating architectural spaces that are accessible,
welcoming, and inclusive for all individuals, regardless of their visual abilities.
These observations from Ahmer fit in well with the larger discussion on how
important it is for architects to consider and emphasise non-visual senses
when creating accessible designs for communities with disabilities. It becomes
essential to recognise these distinct sensory requirements when designing
spaces that really accommodate the range of experiences that each person
has (Ahmer, 2014).
Case Study:
The "School for Blind and Visually Impaired Children" by SEAlab doesn't stop at
assisting visually impaired students; it actively incorporates their other senses into
the learning process. In addition to tactile features, the school integrates activities
and materials that stimulate hearing, smell, and touch.
For instance, interactive learning stations are designed to engage students with
auditory and tactile feedback, allowing them to explore concepts through sound and
touch. Moreover, scented materials are strategically used to create diverse
environments that evoke different moods and enhance the learning experience.
Moreover, the school's curriculum emphasizes a variety of multisensory learning
approaches, encouraging students to interact with materials and ideas using a
combination of senses. From hands-on experiments to musical activities, every
lesson is crafted to activate multiple senses, providing a rich and immersive
educational experience.

By embracing multisensory learning, the "School for Blind and Visually Impaired
Throughout the diverse fabric of human experience , people with disabilities Children" ensures that all students can fully participate in their education, fostering
not only academic growth but also creativity, critical thinking, and emotional well-
frequently demonstrate an amazing capacity to interact with and make sense of
being.
their environment using senses other than vision. For persons who are visually
impaired, this specific sensory exploration becomes even more evident as they
navigate and interpret architectural settings in ways that go beyond their visual
perception. It is the duty of architects to comprehend and accentuate these
non-visual sensations in the service of inclusive design. This investigation
complements the enlightening writings of experts in the subject, such [Author's
last name], whose viewpoints highlight the difficulties experienced by the blind
and the significance of tactile and non-visual factors in architectural design.

In Ahmer's work, "Making Architecture Visible to the Visually Impaired," it is

discussed that including tactile components is an important way to guarantee
inclusion in architectural design. The study emphasises the need to go beyond
aesthetic considerations and offers creative solutions to improve a building's
usability and accessibility for those with vision impairments.

Source : ArchDaily
 Sight: Despite having limited vision, many pupils are nevertheless able to identify areas
with contrasting surfaces and colors or light-shadow contrasts. Certain apertures and
skylights are made to provide regions of light and shadow contrast. For instance, the high
ceiling in the particular classroom entry vestibule with the light flare from the skylight is
distinctive. Additionally, to make it easier for the pupils to distinguish between the many
components during navigation, contrasting colors are utilized on the doors, furnishings,
and switchboards. The classroom is lit indirectly and filtered by skylights and private
courtyards since the low vision kids are sensitive to direct sunshine.

Touch: The floor and walls' varied textures and materials, which have both
rough and smooth surfaces, help the children navigate the rooms.

Hearing: Depending on the echo created in the areas, the sound of a voice or footsteps
varies. To help kids identify different regions of classrooms and corridors by sound, the
Smell: The design heavily draws on the surrounding environment. Aromatic trees and plants design gives them varying widths and heights. Each room has a distinct sound quality, such
may be found in the courtyards next to the classroom and connecting to the hallway, which as the entry hallway, which has a high ceiling height of 3.66 metres and progressively
makes them easier to find throughout the building. decreases in height and breadth to 2.26 metres.
Source : ArchDaily
Proposed Solutions:
Proposed solutions for helping visually impaired people navigate
architectural spaces focus on making designs more accessible and inclusive.
One solution is to follow universal design principles, which means making
spaces usable by everyone. This can include adding tactile paving, audible
signals at crossings, and clear signs with raised letters and Braille.
Technology also offers solutions, like smart navigation systems and mobile
apps that provide real-time guidance. Collaboration between architects,
designers, educators, and advocacy groups is crucial too. By working
together, we can better understand the needs of visually impaired individuals
and create environments where they can move around confidently and
independently.

Conclusion:
In conclusion, designing inclusive architectural spaces for visually impaired
individuals requires a comprehensive understanding of their unique needs
and challenges. While significant progress has been made in integrating
accessible design principles and technologies, communication barriers
between architects and visually impaired individuals remain a significant
obstacle. By actively engaging with visually impaired individuals, listening to
their feedback, and incorporating their perspectives into the design process,
architects can overcome these barriers and create environments that are
truly accessible and welcoming for all. Moreover, ongoing collaboration and
education are essential to further advance inclusive design practices and
ensure that architectural spaces effectively meet the diverse needs of all
individuals, regardless of their visual abilities. Through collective effort and
empathy-driven design, we can strive towards a more inclusive built
environment where everyone can thrive and participate fully.