Draft Report Stage01

DEPARTMENT OF ARCHITECTURE FACULTY OF ARCHITECTURE, SURVEYING AND PLANNING, UNIVERSITY OF TECHNOLOGY MARA, SHAH ALAM.
design thesis proposal

ark 800 design thesis 1 master of architecture 03 session 2013
prepared by : nurin binti mansoor , 2011932119
DESIGN THESIS PROPOSAL | ARK 800 : DESIGN THESIS 1 | M.ARCH 03 SESSION 2013/2014
NURIN BINTI MANSOOR | 2011932119
hearing impairment training centre
Table of Contents Chapter 1 : Research Background 1.0 Overview 1.1 Deafness and Hearing Loss 1.2 Hearing Impairment Fenomena in Malaysia 1.3 Dead Space Denition 1.4 Deaf Architectural Principle 1.5 Guidelines on Access on Disable Person Chapter 2 : Problem Statement Chapter 3 : Thesis Statement Chapter 4 : Project Title Chapter 5 : Design Objectives Chapter 6 : Design Aim Chapter 7 : Proposed Program and Activities Chapter 8 : Special Study Chapter 9 : Proposed Site 9.1 Site Justication 9.2 Site Plan Chapter 10 : Client Chapter 11 : Precedent Studies 11.1 Exeter Royal Academy Foundation 11.2 Deaf Culture Centre
Chapter 1 : Research Background 1.1 Deafness and hearing loss

Acquired causes Acquired causes lead to hearing loss at any age. Infectious diseases such as meningitis, measles and mumps can lead to hearing loss, mostly in childhood, but also later in life. Chronic ear infection, which commonly presents as discharging ears, can lead to hearing loss. In certain cases this condition can also lead to serious, life-threatening complications, such as brain abscesses or meningitis. Collection of uid in the ear (otitis media) can cause hearing loss. Use of ototoxic drugs at any age, such as some antibiotic and antimalarial medicines for example, can damage the inner ear. Head injury or injury to the ear can cause hearing loss. Excessive noise, including working with noisy machinery, and exposure to loud music or other loud noises, such as gunre or explosions, can harm a persons hearing. Age-related hearing loss (presbycusis) is caused by degeneration of sensory cells. Wax or foreign bodies blocking the ear canal can cause hearing loss at any age. Such hearing loss is usually mild and can be readily corrected. Among children, chronic otitis media is the leading cause of hearing loss. Key facts 360 million people worldwide have disabling hearing loss. Hearing loss may be inherited, caused by maternal rubella or complications at birth, certain infectious diseases such as meningitis, chronic ear infections, use of ototoxic drugs, exposure to excessive noise and ageing. Half of all cases of hearing loss are avoidable through primary prevention. People with hearing loss can benet from devices such as hearing aids, assistive devices and cochlear implants, and from captioning, sign language training, educational and social support. Current production of hearing aids meets less than 10% of global need. WHO is assisting countries in developing programmes for primary ear and hearing care that are integrated into the primary health-care system of the country.
Over 5% of the worlds population 360 million people has disabling hearing loss (328 million adults and 32 million children). Disabling hearing loss refers to hearing loss greater than 40dB in the better hearing ear in adults and a hearing loss greater than 30dB in the better hearing ear in children. The majority of these people live in low- and middle-income countries. Approximately one-third of people over 65 years of age are affected by disabling hearing loss. The prevalence in this age group is greatest in South Asia, Asia Pacic and sub-Saharan Africa. Hearing loss and deafness A person who is not able to hear as well as someone with normal hearing hearing thresholds of 25dB or better in both ears is said to have hearing loss. Hearing loss may be mild, moderate, severe or profound. It can affect one ear or both ears, and leads to difculty in hearing conversational speech or loud sounds. Hard of hearing refers to people with hearing loss ranging from mild to severe. They usually communicate through spoken language and can benet from hearing aids, captioning and assistive listening devices. People with more signicant hearing losses may benet from cochlear implants. Deaf people mostly have profound hearing loss, which implies very little or no hearing. They often use sign language for communication. Causes of hearing loss and deafness The causes of hearing loss and deafness can be divided into congenital causes and acquired causes. Congenital causes Congenital causes lead to hearing loss being present at or acquired soon after birth. Hearing loss can be caused by hereditary and non-hereditary genetic factors or by certain complications during pregnancy and childbirth, including: maternal rubella, syphilis or certain other infections during pregnancy; low birth weight; birth asphyxia (a lack of oxygen at the time of birth); inappropriate use of ototoxic drugs (such as aminoglycosides, cytotoxic drugs, antimalarial drugs and diuretics) during pregnancy; and severe jaundice in the neonatal period, which can damage the hearing nerve in a newborn infant.
Impact of hearing loss Functional impact One of the main impacts of hearing loss is on the individuals ability to communicate with others. Spoken language development is often delayed in children with deafness. Hearing loss and ear diseases such as otitis media can have a signicantly adverse effect on the academic performance of children. However, when opportunities are provided for people with hearing loss to communicate they can participate on an equal basis with others. The communication may be through spoken/ written language or through sign language. Social and emotional impact Limited access to services and exclusion from communication can have a signicant impact on everyday life, causing feelings of loneliness, isolation and frustration, particularly among older people with hearing loss. If a person with congenital deafness has not been given the opportunity to learn sign language as a child, they may feel excluded from social interaction. Economic impact In developing countries, children with hearing loss and deafness rarely receive any schooling. Adults with hearing loss also have a much higher unemployment rate. Among those who are employed, a higher percentage of people with hearing loss are in the lower grades of employment compared with the general workforce. Improving access to education and vocational rehabilitation services, and raising awareness especially among employers, would decrease unemployment rates among adults with hearing loss.In addition to the economic impact of hearing loss at an individual level, hearing loss substantially affects social and economic development in communities and countries.
Source : http://www.who.int/mediacentre/factsheets/fs300/en/index.html, Updated February 2013.
1.2
Hearing Impairment Phenomena in Malaysia

A study showed that many Deaf persons start with zero to 10 vocabulary at the age of seven, compared with a hearing person who would have learned 700 to 1,000 words by that age.The education system at mainstream schools or schools for the Deaf is still unable to explore their full potential. According to many, most of the teachers are not uent in sign language, thus can only convey a fragment of their knowledge to Deaf students, (Yip Yoke Theng, 2012).
Malaysia, a country with multiethnic society have established a number of key policies and strategies to geared towards the eradication of poverty, development of human resource, increase in productivity, competitiveness and economy growth. Special concerns and focus had been given towards improving the participation of bumiputras, people living in the rural areas, the urban poor, native people and lately women. Being a disadvantaged group, the disabled in Malaysia have been marginalised from mainstream development of programs. It is also proven by a numbers of comprehensive researchs and ndings that Malaysia has most certainly progressed in the area of human development. However, there are many more who need the special attention of Government and community services. Specically, the need to continually raise the quality of childrens lives will always be there and caring for a child is not an easy job especially when the child has a disability or complex needs. Parents become professional jugglers of time as they learn to balance giving their child with a disability the support he needs, working, running a house hold and being there for their other kids. United Nations Convention on the Rights of the Child, Article 1, dened that a child means every human being below the age of eighteen years, unless under the law applicable to the child, majority is attained earlier. The needs to meet the rights of children in growing process is essential as this will affect the countrys development for the long term and what makes it more challenging is the needs to meet the children with disabilities. Disabilities or in other word is called special needs is dened by Center for the Improvement of Child Caring as the special or unique, out of the ordinary concerns created by a persons medical, physical, mental or developmental condition or disability. Additional services are usually needed to help a person in one or more of the following areas, among others, thinking, communication, movement, getting along with others, and taking care of self. World Health Organization dened a person with hearing impairment as : A person who is not able to hear as well as someone with normal hearing hearing thresholds of 25dB or better in both ears is said to have hearing loss. Hearing loss may be mild, moderate, severe or profound. It can affect one ear or both ears, and leads to difculty in hearing conversational speech or loud sounds. The deaf movement has operated in a social framework since the 1980 in most of the well developed countries such as Japan and United States. Karen Nakamura in his writing about the Deafness, Ethnicity, and Minority Politics in Modern Malaysia, found that sharp differences in identity formation, with age and type of education being the primary dependent variables. The birthplace of deaf culture is in schools for the deaf and in order to understand the history of the deaf in a given country, one must look at the history of deaf education. In Malaysia, the Department of Education has established early intervention programs for children (aged ve and above) with hearing, visual, or learning disabilities (Melissa,Yen,See, 2011). With assistance from the Ministry of Health, these special needs children could be identied and enrolled in the formal school system by the Ministry of Education. However, placement in preschool, or in any level of formal education, re quires endorsement and certication from medical doctor. For the severely disabled, who are not recommended for placement in government-run preschools, the Social Welfare Department under the Ministry of Women, Family, and Community (MWFC) will provide special education. Non-Governmental Organizations (NGOs) also play vital roles in providing academic education for individuals who failed to gain admission into government-run schools, such as those individuals with mental retardation or severe physical disabilities. These individuals will most likely be given vocational training and will later work at sheltered work shops, depending on their ability to comprehend and execute the required tasks.
My school years were an unhappy experience for me. I could not comprehend much as the teachers spoke more compared to using the sign language, even though I was in a class for the hearing impaired. Khew Sze Seong, 30. The Star, January 26, 2012.
Ive loved taking photographs since young, I thought it would be a good career path but there was no such option. Iverson Peter Saysoo Rajan, 37. The Star, January 26, 2012.
People often think we are stupid, but thats only because we did not have the chance to learn. Adeline Goh,29. The Star, January 26, 2012.
Deaf persons in Hong Kong are taught lip-reading from young while the only lessons available here cost RM20 for 30 minutes. Ive also learned that in Indonesia, disabled per sons are paid higher than the able-bodied staff. We do not have any of that, not even inter preters at public places like hospitals and courts. Yee Sin, 26. The Star, January 26, 2012.
N Aghilan merupakan pelajar Pekak pertama berbangsa India yang berjaya memperoleh 12A, satu keputusan yang paling cemerlang dalam peperiksaan Sijil Pelajaran Malaysia (SPM) 2008 yang diumumkan baru-baru ini. Harian Metro, March 13, 2009.
Sesungguhnya kami merupakan warga Pekak namun kita tinggal di satu negara, satu dunia. Kami ingin tinggal bersama masyarakat di mana kami tidak dilayan secara diskrimi nasi disebabkan oleh kekurangupayaan pendengaran kami. Tolong benarkan kami tunjuk kan apa yang boleh kami lakukan. Pekak boleh!. Tengku Nur Carmeela,21. Ikon Pekak 2012, Graduan Diploma Teknologi Perekaan Grak, LUCT.
News paper clipping showing Tengku Carmeela achievement. (Metro, September 2, 2012)
News paper clipping showing the importance of deaf learning centre. (Utusan Malaysia, May 27 2006)
News paper clipping showing the importance of sensory room to stimulate special children. (Utusan Malaysia, September 28, 2012)
News paper clipping showing the people with disabilities have own distinct. (Utusan Melayu, December 10, 2005)
Australia
Cambodia
Indonesia
Laos
Malaysia
Nepal
New Zealand
Phillipines
Sri Lanka
Thailand
Type of disability Blind/Visually Impaired Deaf/ Hearing Impaired Physically Disabled Learning Disabilities Celebral Palsy Others Total
2004 15,364 24,712 51,090 57,483 34 1,934 150,617
2005 16,211 26,470 58,371 66,906 623 4,335 172,916
2006 18,258 29,522 66,250 76,619 887 5,983 197,519
2007 20,039 31,715 73,559 85,812 1,787 7,338 220,250
2008 21,204 32,850 78,036 91,303 2,382 8,164 233,939
2009 23,738 35,368 86,485 100,180 3,250 9,897 258,918
2011 31,924 43,788 123,346 134,659 8,927 16,559 359,203
Registered People with Disabilities in Malaysia Source : 1) Social Statistics Bulletin, 2012. 2) Social Welfare Department, 2009; Shamsiah Abdul Rahman, 2008, 3) International Journal of Special Education; Vol.26, No.1, 2011.
State Malaysia Johor Kedah Kelantan Melaka Negeri Sembilan Pahang Perak Perlis Pulau Pinang Sabah Sarawak Selangor Terengganu W.P.Kuala Lumpur W.P.Labuan
Hearing 359,203 4,732 3,070 10,315 2,024 1,689 2,092 3,779 564 3,042 2,805 2,459 6,271 2,644 3,918 87
Country Country Classcation Name of Association Address Website Email Telephone Landline Number
Malaysia (WFD Ordinary Member) Upper Middle Income Malaysian Federation of the Deaf No 6-13A, Menara KLH, Bandar Puchong Jaya, 47100 Selangor http://www.mfd.org.my info@epekak.net.my +603 8070 9308/8930 Biwako Millennium Framework for Action : Towards an Inclusive, Barrier-Free and Rights-Based Society for Persons with Disabilities in Asia and the Pacic.
Policy Statement
Number of Disabled Persons Registered by State and Type of Hearing Disability, Malaysia, 2011 Source : 1) Social Statistics Bulletin, 2012.
1) Malaysian Sign Language 2)Sign Language Interpreter Service 3) Advocacy 6 highest priority issues 4) Communication Access in Strategic Action Plan 5) Grassroots Development Programme 6) Information and Referral Service 1) MFD is a national self-help organisation, admistered by Deaf people 2) MFD is represented by 13 state organisa tions (local associations) 3) MFD has an annual meeting and the MFD Board is elected every two years Department of Social Welfare, Malaysia Ministry of Women, Family and Community Development, www.jkm.gov.my
Structure of National Association
Ofce Administration Management Education Theatre/Arts Research Projects Sign Language Social Services Farm Work Financial Industry Engineering Welding Carpentry Jeweller Tailoring Building Painter Cleaning Car Mechanic Panel Beater Shoe Repairing Bakery Hairdresser Printer Catering Others Country Australia Cambodia Nepal Phillipines Thailand
X X X X X X Others Deaf people work in all of these areas Waiters/ Bus Boys Deaf-owned Business Multi Media Arts and Livelihood Entrepreneur (Cloth, Food, Painting)
X X X X X X X X X X X X X X X X X X X X X X X X X
X X X X
X X
X X X
X X X X X X X X X X X X X
X X X X
X X
X X X X X X X X X X X X X X X X X X X X X X X X
X X X X X X X X
X X X X X X X X X X X X X X X X X X X X X X X X
X X X X X X X X X X X X X X X
X X X X X X X
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The Most Common Areas of Work for Deaf People Source : 1) Global Survey Report, WFD Regional Secretariat for Asia and the Pasic, 2008.
Government Ofce responsible for Services for Disabled People
Country and National Federation Details Source : 1) Global Survey Report, WFD Regional Secretariat for Asia and the Pasic, 2008.
Theme Academic Skills
1. 2. 3. 4. 5.
Sub-themes Reading Skills Writing Skills Language Skills Mathematical Skills Computer Skills
Selected Statements Normal people (non-disabled) also must know how to read, write and count, right the basic skills to nd jobs, these skills are even more important for people with disabilities To become an operator also requires certication. This shows that academic skills are very important. Computer skills to me are very important [in getting jobs], if a visually impaired person is able to master the JAWS system, then he can explore the Internet on his ownto nd jobseven though he is blind. [Vocational skills are] very important, because not all [people with disabilities] are academically inclined If the bus is late have to think of other solutions fast, for an example, get a taxi,.. just dont use disability as an excuse and hopes that the boss will understand must be independent,especially... for the blind and physically disabled, they must make sure that they can go to work on their own we [people with disabilities] must not look down on ourselves,must think positive and believe that we can be successful too We [people with disabilities] need to write in the application form that we have a disability
Theme Employers Negative perception and treatment
Sub-themes 1. Employers negative percep- tions and treatment 2. Employers lack of condence
Job-related Skills
1. Vocational skills 2. Problem-solving skills 3. Community living skills (Orientation and mobility skills, particularly for the blind)
Selected Statements They [the employers] dont see your face so never mind, the day of the interview comes, they see your face, buta ke, tak boleh (terima) [Oh, blind person, cannot accept] I once asked a man, why? [my application is rejected] he said that we [the employer] dont have the facilities, you have to go to luar bandar [rural areas], you cannot cope with everything. I was once told directly by an employer that he doesnt believe that people with disabilities can perform the job equally well as non-disabled people. Many [people with disabilities] cant read or writelike those with mental retardationor never go to school because parents have kept them at home how to compete with normal people in the job market In my opinion, the low selfconcept among people with disabilities are quite obvious, you can see that they are afraid when talking to people Sometimes the parents dont want to accept [the childs disability] they keep taking the child to one bomoh [village doctor] to another, they just wont accept Overprotective parents caused people with disabilities to feel scared, ashamed, the worst part is that they will be afraid to try new things.
Own Weaknesses
3. Lack of Academic Skills 4. Negative self-concept 5. Lack of condence
Negative Parental Attitude
6. Imparting false hopes 7. Overprotective
Positive Psychological Traits
1. Optimism 2. Condence 3. Honesty and Openness (about their disabilities) 4. Resilience
Themes and Subthemes for Skills and Psychological Traits Source : 1) International Journal of Special Education; Vol.26, No.1, 2011.
Themes and Subthemes for Inhibitors of Employment Source : 1) International Journal of Special Education; Vol.26, No.1, 2011.
Theme Roles of People with Disabilities
Sub-themes 1. Change negative attitudes
Selected Statements People with disabilities who are unemployed must change their attitudes, should not rely on public sympathy to nd jobs In order to stay in a job, one (people with disability) must always do his or her best at work.., be good role models change, if [one] feels that it is not good enough. Parents must treat children with disabilities like normal kids, dont be too protective to instill condence in them In the past, my parents always force me to nd job on my own. Employers should give people with disabilities a chance to work, try to employ them rst, focus on their strength, dont simply reject them. The boss can try to give more responsibilities to the disabled workers so that they can prove that they can do work as well. The government is already giving some incentives for the employees, maybe some employers are not aware of it..from time to time the media has to highlight what the government does The media should tell people that the disabled workers also could contribute to society Schools, especially secondary schools, should practice inclusive education because it encourages people with disabilities to socialize with society so that they can mix with them without feeling scared
Adapted from Educational System for the Special Needs Source : 1) International Journal of Special Education; Vol.26, No.1, 2011. NURIN BINTI MANSOOR | 2011932119
Parents Roles
2. Instill condence
Employers Initiatives
3. Give people with disabilities a chance to work
Conceptual Framework for the Findings
Media Involvement
4. Create public awareness 5. Highlight government policies
Role of Government Agencies
6. Support and practice inclusive education
Suggestions to Enhance Employment Source : 1) International Journal of Special Education; Vol.26, No.1, 2011. DESIGN THESIS PROPOSAL | ARK 800 : DESIGN THESIS 1 | M.ARCH 03 SESSION 2013/2014
Interview
What is your attitude towards your deaf children? At rst I was shocked but my husbands sympathy and visiting rehabilitation centres helped me to accept my childs being deaf. I want to say that the people in charge of the Exceptional Ofce should assign and allocate more classes of sign language for deaf students and their parents. I am upset because my son cant hear. The rehabilitative facilities are limited in schools. The number of students is too much while the facilities are too few. I believe if the media allocates more programmes to deaf people and families, this would change the attitude of e society to deafness. I have accepted the reality of deafness, but I feel that his deafness causes other family members to be nervy. When we are watching TV programmes and my son asks others to explain it to him, they become nervy because they dont have time to do so. I wish deaf community centres would protect us and prepare opportunities for more communication with society for them. I couldnt believe it at rst. But now that I see she has a great IQ like others and she progresses I am really happy. I believe the ofcials of the Exceptional Ofce should ask for parents opinions too. They should also introduce successful parents on TV and media to talk about their experiences.
I was lacking in confidence and felt left out and embarrassed by my deafness. I now feel proud to be deaf, thanks to NDCS.
Deaf young person Deaf children can do anything other children can do, given early diagnosis and the right support from the start. Deaf children should be involved in decisions that affect them at as early an age as possible. Families are the most important inuence on deaf children and young people, and need clear, balanced information to make informed choices. Effective language and communication skills lie at the heart of deaf children and young peoples social, emotional and intellectual development. Deaf children should be valuedb y society and have the same opportunities as any other child.
Code 1
WHY
IT
MATTERS?
Code 2
Deafness is not a learning disability, yet 65% of deaf children in England fail to achieve ve GCSE grades A*-C (including English and maths). Deaf children are vulnerable to isolation, bullying and poor self-esteem. Deaf children are 60% more likely to experience mental health problems compared to other children. Deaf children are more than twice as likely to be abused as other children.
Code 3
Source : 1) The National Deaf Childrens Society, 2013.
Code 4
Summary of the Interviews Results with Mothers Source : 1) Asian Social Science, Vol.8, No.2,February 2012.
Law and Trends

Basic Law Policy and Trend in Education No.of Special Schools No.of Children in Special School
Special Schools
Percentage in Total Children Types No.of Schools by Type No.of Children by Type No.of Special Classes
Special Classes
No.of Children in Special Classes Percentage in Total Children No.of Classes by Types No.of Children By Type
Other services
Other Special Education Services No.of Children
As a whole
No.of Children with Disabilities Percentage in Total Children
Malaysia
Education for the educate as stated in the regulation 1997, special needs Education provision are Act 1996 being provided in 2 settings, special schools and integrated programme
32
2,508
0.05%
Blind, Deaf, LD
Blind - 7 Deaf 26
Blind 865 Deaf 3,687 LD 20,209
973
22,253
N/A
One stop centre that Blind - provides Blind 508 consul951 Deaf - tancy for Deaf 1,538 stu74 LD dents, LD - 951 202,109 clients based in every special schools.
N/A
24,761
0.43%
2007 Basic Data - Information of Special Education Source : 1) Statistics and Indicators in Asia-Pasic Countries, 2007.p18 & 19 DESIGN THESIS PROPOSAL | ARK 800 : DESIGN THESIS 1 | M.ARCH 03 SESSION 2013/2014 NURIN BINTI MANSOOR | 2011932119
The occupation of space is the rst proof of existence. Le Corbusier.
People from different cultures not only speak different languages but inhabit different sensory worlds.. Edward Hall.
Human identity presupposes the identity of place. Christian Norberg-Schultz
Deaf space and architecture has become a popular area of research in recent years, particularly in the eld of universal design - an architectural concept that emphasizes the production of buildings and space that are accesible to both so called able-bodied and disable individuals.The driving idea behind this concept is to create inclusive products and environments that can benet as many people as possible. We wanted to have a house that was open and clear ,accessible and deaf friendly What makes it a deaf-friendly house? It has to have a lot of open spaces. It has to let people see each other. Every time somebody ringd the door bell the lights ash throughout the house. The footage of this beach house reveals a lot of windows, natural light and open spaces. There are very few walls. The house is also equipped with the latest deaf technol ogy. Carol and Merv Garretson, an elderly signing deaf couple. Through Deaf Eyes, 2007.
Deaf people inhabit a highlys visual world, they have a visual and spatial language and a visuallycentered way of orienting within the world around them. This people inhabit a rich sensory world where vision and touch are a primary means of spatial awareness and orientation. Many use sign language, a visual-kinetic mode of communication and maintain a strong cultural identity built around these sensibilities and shared life experiences. Our built environment, largely constructed by and for hearing individuals, presents a variety of surprising to t their unique ways-of-being. This approach is often referred to as Deaf Space. When deaf people congregate the group customarily works together to rearrange furnishings into a conversation circle to allow clear sightlines so everyone can participate in the visual conversation. Gatherings often begin with participants adjusting window shades, lighting and seating to optimize conditions for visual communication that minimize eyestrain. Deaf homeowners often cut new openings in the walls, place mirrors and lights in strategic location to extend their sensory awareness and maintain visual connection between family members.The study of Deaf Space offers valuable insights about the interrelationship between the senses, the ways we construct the built environment and cultural identity from which society at large has much to learn. Together we create projects that celebrate the past and improve our future. Jeff Luker, AIA, LEED AP
WHAT THE DEFINITION OF DEAF ARCHITECTURE?

Creating a place where the building would reveal the sense of connection Deaf people feel between one anothera strong sense of community. to openness and lighta space of well-being. to nature as constant reminder of the natural condition of deafness and of the physical image of a place that expresses Deaf history and culture
Source : 1) Hansel Bauman, Gallaudet University 2)National Convention and Design Exposition, AIA 2012, May 17-19, Washington, D.C
IS
deaf
architectural principles
The idea of Deaf Space goes back over 100 years ago to Olof Hansen, one of the rst Deaf architects, who designed the Dawes House at Gallaudet University, Deaf clubhouses and state buildings across the country. Deaf Space is a denition of architecture that ts for Deaf people including elements of design to meet the specic needs of Deaf people because they require an unobstructed line of sight. It is not only used by Deaf people, but everyone can experience the space, which could enhance the use of space and improve the quality life as well. In 2005, architect Hansel Bauman established the Deaf Space Project (DSP) in conjunction with ASL Deaf Studies Department at Gallaudet University. Over the past ve years DSP developed the DeafSpace Guidelines, a catalogue of over one hundred and fty distinct Deaf Space architectural design elements that address ve major touch points between deaf experiences and the built environment; space and proximity, sensory reach, mobility and proximity, light and color, and acoustics. Common to all of these categories are the ideas of community building, visual language, the promotion of personal safety and well-being.
mobility and proximity
While walking together in conversation signers will tend to maintain a wide distance for clear visual communication. The signers will also shift their gaze between the conversation and their surroundings scanning for hazards and maintaining proper direction. If one senses the slightest hazard they alert their companion, adjust and continue without interruption. The proper design of circulation and gathering spaces enable singers to move through spaces uninterrupted.
light and colour
Poor lighting conditions such as glare, shadow patterns, backlightinh interrupt visual communication and are major contributors to the causes of eye fatigue that can lead to a loss of concentration and even physical exhaustion Proper electric lighting and architectural elements used to control daylight canbe congured to provide a soft diffused light attuned to deaf eyes. Colour can be used to contrast skin tone to highlight sign language and facilitate visual waynding.
sensory reach
Spatial orientation and the awareness of activities within our surroundings are essential to maintaining a sense of well-being. Deaf people read the activities in their surroundings that may not be immediately apparent to many hearing people through an acute sensitivity of visual and tactile cues such as the movement of shadows, vibrations even the reading of subtle shifts in the expression/positions of others around them. Many aspects of the built environment can be designed to facilitate spatial awareness in 360 degrees and facilitate orientation and waynding.
acoustics
space and proximity
Deaf individuals experience many different kinds and degrees of having loss. Many use assistive devices such as hearing aids or cochlear impants to enhance sound. No matter the level of hearing many deaf people do sense sound in a way that can be a major distraction especially for individuals with assistive hearing devices. Reverberation caused by sound waves reected by hard building surfaces can be especially distracting, even painful for individuals using assistive devices. Spaces should be designed to reduce reverberation and other sources of background noise.
Source : 1) Hansel Bauman, Gallaudet University 2)National Convention and Design Exposition, AIA 2012, May 17-19, Washington, D.C
In order to maintain clear visual individuals stand at a distance where thye can see facial expression and full dimension of the signers signing space. There space between two signers tends to be greater than that a spoken conversation. As conversation groups grow in numbers the space between individuals increase to allow visual connection for all parties. This basic dimension of the space between people impacts the basic layout of furnishings and building spaces.
sensory reach
Spatial orientation and the awareness of activities within our surroundings are essential to maintaining a sense of wellbeing. Deaf people read the activities in their surroundings that may not be immediately apparent to many hearing people through an acute sensitivity of visual and tactile cues such as the movement of shadows, vibrations even the reading of subtle shifts in the expression/positions of others around them. Many aspects of the built environment can be designed to facilitate spatial awareness in 360 degrees and facilitate orientation and waynding. # An overarching spatial condition of opennessa smooth ow of space from public to shared to private spaces shall envelop the building to provide the visual access necessary to understand and navigate through the building. # Public spaces: In the public areas of the building, congure forms such as stairs, and balconies to provide a variety of opportunities to see others and to be seen by others. (e.g. The stair could function as a seating area for the amphitheater.) The main public area could have level changes to see-out from and be more like a landscape.
space and proximity

In order to maintain clear visual individuals stand at a distance where thye can see facial expression and full dimension of the signers signing space. There space between two signers tends to be greater than that a spoken conversation. As conversation groups grow in numbers the space between individuals increase to allow visual connection for all parties. This basic dimension of the space between people impacts the basic layout of furnishings and building spaces.
# Increased dimensions -signing space Engaging in a signed conversation, observers will position themselves at a distance from one another for a clear view of of the signers signing space Large and small groups alike naturally take on an arc conguration as they position for a clear sight line to one another. As a result, the dimension of gathering places for the deaf community such as meeting rooms, classrooms and even outdoor spaces will tend to be greater than standard requirements. The person per square foot ratio for deaf spaces tends to be less than standard requirements. These are important considerations early on in the programming phase of a project. # The public areas should feel comfortable for everyone. where we can see one another from a distance but also have a private conversation. # The building should be easy to get around in but the experience of moving through the building should be [spatially] interestingthere needs to be some surprise in the building! # Provide different spaces in the public area that allows for several different kinds of events to take place at once. # Stairs that have a vertical opening between switchback ights accommodate a more graceful movement and allow views to others across the open space. Seeing a colleague descending the opposing stair ight reduces the chance of collision on the intersection. # For the hearing, physical enclosure is associated with a sense of security. But for the deaf, open spaces that allows for visual control over the surrounding area brings a sense of security and wellbeing. # Too much enclosure creates feelings of isolation which tends to reduce pro-social behavior. Too little enclosure creates feelings of exposure which tends to reduce concentration and productivity and increase stress. What is the right balance between visual access and enclosure for the deaf.
Openness is a metaphor for no barriers See all oors like the Grand Hyatt Allow space to ow through the building
mobility and proximity

While walking together in conversation signers will tend to maintain a wide distance for clear visual communication. The signers will also shift their gaze between the conversation and their surroundings scanning for hazards and maintaining proper direction. If one senses the slightest hazard they alert their companion, adjust and continue without interruption. The proper design of circulation and gathering spaces enable singers to move through spaces uninterrupted. #Pathway dimension and ow In order to facilitate signed conversation while walking, deaf people require wider sidewalks and pathways to accommodate movement while signing, especially in groups of more than two people. Pathway ow should course smoothly without abrupt transitions and sudden angles Primary walks and paths should be a minimum of eight feet wide. This is true for corridors and hallways as well as outdoor pathways.
# The space in-between Stepped forms for seating Simple forms or even furnishings that places to set belongings down in order to free-up ones hands for conversation.Deaf people in conversation form circles and arcs. Fixed landscape seating can be provided in owing, arched arrangements that allow for informal conversation. # The center is a Circle [or Square] an open area with a mobile celebrating the Deaf Experience, signifying freedom from oppression # Building layouts shall enable an intuitive understanding of public, shared, and private zones and easy visual orientation. # Key destination points such as entries to shared spaces and academic departments should be easily viewed from a central public area.
All concepts focused on a central public space, tied into the campus pedestrian circulation system
DESIGN THESIS PROPOSAL | ARK 800 : DESIGN THESIS 1 | M.ARCH 03 SESSION 2013/2014 NURIN BINTI MANSOOR | 2011932119
light and colour

Poor lighting conditions such as glare, shadow patterns, backlightinh interrupt visual communication and are major contributors to the causes of eye fatigue that can lead to a loss of concentration and even physical exhaustion Proper electric lighting and architectural elements used to control daylight canbe congured to provide a soft diffused light attuned to deaf eyes. Colour can be used to contrast skin tone to highlight sign language and facilitate visual waynding.
acoustics
Deaf individuals experience many different kinds and degrees of having loss. Many use assistive devices such as hearing aids or cochlear impants to enhance sound. No matter the level of hearing many deaf people do sense sound in a way that can be a major distraction especially for individuals with assistive hearing devices. Reverberation caused by sound waves reected by hard building surfaces can be especially distracting, even painful for individuals using assistive devices. Spaces should be designed to reduce reverberation and other sources of background noise.
#Vibrations within and between spaces Sensing vibrations is one way Deaf persons are aware of their environment. Vibration can be controlled to heighten awareness. The controlled transmission of vibration can heighten the awareness of a space and the activities within it. Vibration between spaces, however, can mask benecial vibrations and cause confusion. 1 Enhanced vibration for spatial awareness 2 Reduce unwanted neighboring vibration 3Sound absorptive walls and ceilings 4Reduce background noise from equipment
1.4 : Guidelines on Access for Disabled Person to Public Buildings (Code of Practice on Access for Disabled Persons to Public Buildings)
Malaysia Standard dened Disabled Persons as people with a physical, hearing or sight impairment or any combination thereof, which affects their mobility outside building or their use of buildings and related amenities. At the beginning of the 20 century, the average human lifespan was only about 47 years. People are now living longer today. The average lifespan has increased to about 76, largely due to healthier living, and better medicine. In addition, more people are now living with disability, as medical advances have also enabled people to survive illness and accidents, which were previously fatal. In the past, community attitudes and physical barriers in the built environment may have prevented people with disabilities from fully participating in society. The MS 1184:1991 Code of Practice on Access for Disabled People to Public Buildings was rst introduced in Malaysia in 1991, followed by MS1331:1993 Code of Practice on Access for Disabled People Outside Buildings in 1993. It was then written primarily with the needs of wheelchair users in mind, and was followed with its second edition of the revised Code in 2002 and 2003 respectively. Since that time, accessibility for wheelchair users has now become a standard feature in most of our new buildings. With this, it has also become more and more common to see wheelchair users moving about freely on their own, or with friends and families. As we all know, even if a person is unable to walk or if a person is withoutsight, or without hearing, the persons other facilities continue to function. The person will continue to possess, his or her mind and intellect, imaginations as well as aspirations. The barrier-free design guidelines will help considerably towards greater independence of not only wheelchair users, but also hopefully, the elderly, the visually or hearing impaired, children, and indeed a broad spectrum of the community. MALAYSIAN STANDARD 1) MS 1331 : 2003 (MS 1331 : 1993) CODE OF PRACTICE FOR ACCESS OF DISABLED PERSONS OUTSIDE BUILDINGS 2) MS 1184 : 2002 (MS 1184 : 1991) CODE OF PRACTICE ON ACCESS FOR DISABLED PERSONS TO PUBLIC BUILDINGS 3) MS 2015 :PART 1 : 2006 PUBLIC TOILETS PART 1 : MINIMUN DESIGN CRITERIA The guidelines aimed at creating an inclusive, barrier-free and rights-base society for people with disabilities, thereby systematically improving their living conditions inside and outside buildings and enabling them to achieve their total development potential.The main features designers have to look out for when designing a building : The main considerations include facilities for persons with disabilities e.g. toilets, carparks, etc, movement from one level to another e.g. ramps, lifts, etc, opening widths and maneuvering spaces at doors, passageways and internal spaces and signages within or outside the building.
iii.Horizontal Circulation Wide circulation path to accommodate projected human trafc volume and wheelchair users iv.Vertical Circulation More than 1 accessible lift for wheelchair users and serving all oors Accessible lift located in main circulation area B) ACCESSIBILITY i.External Accessible Facilities Brightly lit and well ventilated car park Conspicuous accessible car park lots for wheelchair users painted in colour different from other lots Accessible car park lots positioned next to lift lobby providing direct, smooth and short transfer Pedestrian lanes in the car park to enhance safety of users C) SPACE ALLOWANCES Minimum clear oor space of 900mm x 1200mm is required to accommodate a single stationarywheelchair Minimum clear oor space of 1800mm x 1800mm is required to turn a wheelchair D) GRADIENT FOR RAMP Changes in verticalrise 0-15mm : Gradient not steeper than1:2 Changes in verticalrise 15.1-50mm : Gradient not steeper than1:5 Changes in verticalrise 50.1-200mm : Gradient not steeper than1:10 Changes in verticalrise exceeding 200: Gradient not steeper than1:12 E) HANDRAILS/ GRAB BAR Should be easy to grasp Should be slip-resistant Should provide rm and comfortable grip Should slide along the rail without obstruction Should have appropriate diameter Should be at the proper height Diameter: -Adults : should be 30mm to 45 mm -Children : should be 30mm to 35 mm Height of the Handrails / Grab Bars: -Adults : should be 800mm to 900 mm -Children : should be 580mm to 700 mm (7 12 years) F) SEATING SPACE Provided at counters, tables or work surfaces for W/C users 1. Clear oor space: 900mm x 1200mm (same for children & adults Provided at counters, tables or work surfaces for W/C users 2. Clear Knee space: Adults : 900mm wide x 480mm deep x 700mm high Children : 700mm wide x 400mm deep x 680mm high
Source : TAKLIMAT PENAMBAHBAIKAN STRUKTUR MESRA PELANGGAN UNTUK KEPERLUAN MQA, PUSAT PEMBANGUNAN AKADEMIK UKM, 11 FEB 2009.
Features to Emulate
A) CONNECTIVITY i.External Accessible Route Seamless connectivity with public transportation nodes Seamless connectivity with public street(s) and sidewalk(s) with adjacent developments ii.Access to building Provision of ramp and steps to entrance Automatic doors at accessible entrance
Chapter 2 : Problem Statements

The needs of deaf children center to centralize and promote the educational system for deaf children and also for the public awareness due to the increasing number of children with hearing impairment.
(Refer Malaysia Statistics).
There are no proper regulations in design standard for deaf children faciliies. Most of the existing facilities design in Malaysia is not a deaf-friendly and poor environmental condition. (Refer Malaysian Design Standard for Disabled Persons). Most of the deaf children care facilities are isolated from public, as well as lack contact and communication with other citizens. Inadequate facilities and activities with no consideration to fulll the needs of deaf children in terms of their physical and mental abilities. Most rehabilitation centre and schools for children with hearing impairment does not support the needs for growth development due to lack of deaf space guidelines to accomodate the deaf children facilities. This can have a stigmatising and isolating effect on the deaf children, care workers and society in general.
Chapter 3 : Thesis Statement

Early childhood is the most important phase for overall development throughout the life span. Children undergo rapid growth that is highly inuenced by their environment. The more stimulating the early environment, the more a child develops and learns. When children spend their early years in a less stimulating or less emotionally and physically supportive environment, brain development is affected and leads to cognitive, social and behavioural delays. For children with disabilities, the needs of supportive environment is at the top to ensure that the bright future will be at their hands. The integration of social activities with sustainable and deaf friendly built environment will create a stimulate environment for the deaf children to gain better opportunities for their future. It is also important to ensure that a exible placement is provided for deaf and hard of hearing children because any individual child will do best when the placement meets his or her needs. Another important aspect is the signicant relationship between acoustics and deaf children to enhance the learning experience by improving the listening environment for deaf children in educational settings. A thorough study on sensory architecture to redene the principle of deaf architecture will be a signpost in the evolution of deaf children centre and serve as concrete proof that deaf people can make to architectural discourse through an embodied, aesthetic approach that goes beyond the idea of adaptability. The development of this deaf children centre will be an example of care home development which provides well rounded services for deaf children at various stage of care. Therefore, the new landmark building will inform the design of others through a creative and inspirational model where hearing people mix with deaf people within a deaf-friendly environment.
Keywords : Stimulating, Brain Development, Physically, Flexibility, Sensory, Social Interaction, Accessibility,Acoustics and Deaf-Friendly Environment.
Chapter 4 : Project Title

Centre for Deaf Children To propose a Hearing Impairment Training Center for Children, for Malaysian Federation of Deaf in Bandar Seri Permaisuri, Kuala Lumpur.
Chapter 7 : Proposed Programme and Activities

This idea looks at ways to connect deaf children to city services and facilities, maintaining their contact to other citizens and reducing the stigma associated with deaf children facilities.
PROGRAM Information and Referral
FUNCTION Directs clients to appropriate organizations and programs for social and health care needs. Answers questions about deafness and hearing loss. Provides assistance in crisis situations by intervening to ensure all public services including social, health, and safety services are available to the deaf and hard of hearing population. Also includes intervention to protect deaf childrens communication right.
SPACE Service counter Resource centre
Chapter 5 : Design Objectives and Strategies

Objective 1 : To propose a deaf children centre to centralize and promote the educational system for deaf children and also for the public awareness a.Collaboration with National Deaf Children Society and World Federation of Deaf to en courage and enrich the learning experience of deaf children and provide opportunity for them to communicate and interact at the international level. Objective 2 : To connect deaf children to city services and facilities, maintaining contact with commu nity. a.Urban intervention on the neighbouring site to create a deaf friendly neighbourhood b.Mixed-used facilities and urban design solution that relate and connect centre to the surrounding context. Objective 3 : To promote independent living and community self help among the deaf community a.Integrate deaf children centre with facilities that reconnect generations through shared activities. b.Occupational and physical therapy designed to keep the mentally and physically frail active. Objective 4 : To provide well rounded services for deaf children at various stage of care. Objective 5 : To provide better quality of life for the deaf children. a.Special studies on the importance of deaf architecture; with a thorough study on sensory spatiality . i.Studies on the psychology of spaces for elderly. ii.Social interaction: Studies oriented towards understanding more about how physical and operational environments stimulate, enhance, protect, and nurture informal and struc tured social exchange. iii.Therapeutic environment: Provide measure of challenge along with support that built competency iv.Sensory Aspects: Studies that address how the environment can respond to the chang ing sensory modalities of the person with hearing impairment.
Advocacy Services
Management Ofce Resource Center
Day Care Centre
Offer activities designed to pro mote well-being though social and health related services. Provides qualied sign language interpreters to meet the needs of a client or agency. Also includes providing emergency 24-hour, 7-day a week sign language services to meet medical, legal, or civil emergencies. In addition, provides translation of documents for deaf children with low language skills. Provides intervention in crisis situations, such as spousal, child or adult abuse. Also teaches clients how to effectively cope with deafness or hearing loss. Assists deaf children in acquiring skills to live independent of public institutions and programs.
Entertainment room Gymnasium Cafeteria Rehabilitation & therapy centre Recreation facility Therapeutic garden Sign Language Centre Sign Language Classroom Management Ofce
Communication Services
Counseling
Chapter 6 : Design Aim

To design a Centre for Deaf Children that will fulll the needs of deaf children for growth development in terms of their physical and mental abilities, by integrating the principle of deaf architecture to support a deaf-friendly environment.
Workshop Rehabilitation & therapy centre Therapeutic garden
Independent Living Skills Instruction
Workshop Classroom Seminar Room Multi Purpose Hall

PROGRAM Job Development and Placement Volunteering Programme
FUNCTION Assists deaf clients in obtaining employment related services Provide indoor and outdoor spaces for volunteering programme Increases public awareness and understanding of deaf and hard of hearing peoples needs. Also, addresses health and safety issues related to deafness.
SPACE Management Ofce Resource Center Meeting room Outdoor recreation Lecture Theatre Open Space Exhibition hall
Intensity or loudness is measured in decibels (dB) Normal voice 60 dB at 1 m Raised voice 70 dB at 1 m Shouting 80 dB at 1 m Frequency Frequency (pitch) is measured in Hertz (Hz). All sounds are made up of different frequencies.
Community Education
A piano keyboard runs from low pitch on the left to high pitch on the right and an audiogram is the same.
Basic services
Ensure the operation of the centre run smoothly. Not more than 8000sqm.
Management ofce Toilet In particular, there is a consensus that low ambient noise levels are required, particularly in view of the requirements of the Special Educational Needs and Disability Act 2001 for integration of children with special needs in mainstream schools. BB93 Standards: three main acoustic criteria Internal ambient noise Reverberation time Sound insulation Noise
Total built up area
Chapter 8 : Special Study

Topic : Acoustics and Deaf Children; understanding the essential concepts
Source : Richard Vaughan, Scottish Sensory Centre, May 13,2010.
Why are good acoustic conditions important? United Slates Access Board, 2009 Research indicates that levels of background noise and reverberation little noticed by adults, who are mature and skillful listeners, adversely affect learning environments for young children, who require optimal conditions for hearing and comprehension. Auditory Closure Arcodnicg to rsceearch at Cmabrigde Uinervtisy, it deosnt mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer are in the rghit pcale. The rset can be a toatl mses and you can sitll raed it wouthit poberlrm. Tihs is buseace the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Why are good acoustic conditions important? Good classroom acoustics are particularly important for: deaf children, as hearing aids/cochlear implants amplify both wanted and unwanted sound. children who have temporary hearing loss children who have speech impairments or learning disabilities. children whose home language is not the same as the teaching language
Affects the understanding of speech ... it overlaps some of the speech to make it inaudible or masked (Dorks, Morgan & Dubno 1982, Helfer 1991)
Sound Sound is made when objects vibrate and is an invisible vibration. It travels in waves, spreading outwards from the source of the sound. Sounds are different both in loudness (intensity) and pitch (frequency). Sound level (Intensity)
The indoor ambient noise level includes noise contributions from: external sources outside the school premises (including, but not limited to, noise from road, rail and air trafc, industrial and commercial premises) building services (eg; ventilation systems) The indoor ambient noise level excludes noise contributions from: teaching activities within the school premises, including noise from staff, students and equipment within the building or in the playground. (Noise transmitted from adjacent spaces is addressed by the sound insulation requirements.) equipment used in the space (eg; machine tools, computers, overhead projectors, etc). However, these noise sources should be considered in the design process. rain noise. However, it is essential that this noise is considered in the design of lightweight roofs and roof lights. Upper noise limits given for different spaces including: General teaching spaces: 35dB LAeq,30min Classrooms designed specically for use by hearing impaired students (including speech therapyrooms): 30dBA LAeq,30min Signal-to-noise ratio For adults to make sense of a speaker in noise they need to have the speakers voice (Signal) 6 dB louder than the background noise (Noise). This is a Signal to Noise (S/N) ratio of + 6dB. However, a child needs + 16 db SIN ratio and a deaf child needs a +20 to +30 dB SIN ratio. Recommended Signal to Noise ratio for a deaf child is +2OdB for frequency range 125Hz to 750Hz and +15dB for frequency range 750Hz to 4000Hz (BATOO)
Reverberation time Reverberation time (RT60) is the time taken for the sound level to drop by 60 dB after the source is turned off. A classroom with a long reverberation time will cause syllables to be prolonged so that they overlap and hence degrade speech intelligibility. Long reverberation times occur in large rooms with hard wall and ceiling surfaces. Adding acoustic absorption and reducing the ceiling height will reduce the reverberation time and will improve speech intelligibility.
BB93 Chapter 6: Acoustic design and equipment for pupils with special hearing requirements The more favourable the S/N ratio, the more intelligible the spoken message. S/N ratio is the key to hearing intelligible speech. Carol Flexer, Hearing Journal (August 2002) Reverberation the low frequency sounds in speech are mainly vowels vowels are the most powerful phonemes in speech - they can mask the high frequency sounds. This makes it difcult to hear the consonants it is therefore important to reduce low frequency reverberation as much as possible for good speech intelligibility. Guidelines include: Sound insulation must be of a high standard, with the lowest background noise levels possible to ensure that a good signal to noise level is achieved. Short reverberation times are also critical in ensuring that sound does not build up when the class are working in groups. Care must also be taken to ensure that the level of low frequency noise is kept to a minimum. For many people with impaired hearing, low frequency noise can have a devastating impact on speech recognition, masking many important speech sounds... Includes information about FM systems, Soundeld systems and other technology. Classrooms are not the only places where hearing impaired children interact. It is often overlooked in school design, but critical learning and interaction takes place outside the classroom, and if hearing impaired children are to be fully included, attention should be given to all areas of the school where the children might be expected to interact with others. Typical problems encountered in schools: High ceilings Hard surfaces Poor insulation between spaces
Chapter 9 : Site Selection

Proposed Site Bandar Seri Permaisuri, 56000 Cheras, Kuala Lumpur. Justication on Why Urban area?, Why Cheras District? And Why Bandar Seri Permaisuri Area? Apart from that Bandar Seri Permaisuri is a township encompasses various facilities, it is developed as an integrated, self-contained residential, commercial and recreational township. The township was expected to cater to an estimated 60,000 people. Apart from that, the inclusion of green zones, suburban parks and neighbourhood parks throughout the township attest to the belief that a healthy environment must include the optimization of natural resources for activities and relaxation area. Why Urban Area? The provision of world-class infrastructure, especially in the designated international zones are vital to the internationalization process and to raise the Citys competitive edge. Priority should be accorded to major physical improvements in the international zones in order to sustain and attract more investment into the City. Kuala Lumpur must have a worldclass physical environment in order to attract and retain the presence of regional headquarters of national and multinational companies. Situated at the centre of a large regional economy, Kuala Lumpur growth gives impact upon its surroundings and the City sets the pace of development for the region. This includes development of new centres that compliments the activities of Kuala Lumpur as well infrastructure development that links Kuala Lumpur to the conurbation area. The design project which is entitled as Hearing Impairment Training Centre, is categorized as one of the public facilities to accomodate the needs of the deaf population in urban area as well as for rural area. According to the Draft KL City Plan 2020 which emphasises on liveability and quality of life for its local communities, it must meet the needs of the people. In addition, with reference from KLSP 2020 Policy, it is stated that KLCH shall, in consultation with the relevant agencies, ensure that there is adequate provision of school for disabled children.
Source : Kuala Lumpur Structure Plan 2020 DESIGN THESIS PROPOSAL | ARK 800 : DESIGN THESIS 1 | M.ARCH 03 SESSION 2013/2014 NURIN BINTI MANSOOR | 2011932119
Why Cheras District? Kuala Lumpur, of which Cheras is part of, played host to the 1995 SEA games and 1998 Commonwealth Games, and therefore houses many international standard sports facilities and stadiums, including the Kuala Lumpur Football Stadium (located in Bandar Tun Razak), Cheras Badminton Stadium, Velodrome, and National Swimming Center (near Kuala Lumpur Football Stadium). The walkable distance of these sport facilities is important to support the programmes offered in the design project, in order to provide opportunity for deaf children to support growth development. Accessibility is one of the main criteria for site evaluation. Cheras hosts several LRT stations. On the Star LRT Line, the Cheras station is located in Jalan Ikan Emas and Maluri Station is located in the busy road of Jalan Cheras, near Aeon Jaya Jusco Mall, Taman Maluri. The Bandar Tasik Selatan Rail interchange is also connected to the KLIA through the ERL Expressway, a 20 minute journey, and also connected to KTM Intercity Railway and the new Interstate bus station, Terminal Bersepadu Selatan (TBS). There are also a number of buses that goes through Cheras. Major highways in Cheras include Jalan Cheras, Cheras-Kajang Highway, SMART tunnel Highway, MEX Highway (Kuala Lumpur-Putrajaya), and KESAS Highway. Cheras also will hosts few MRT stations in the newly proposed Klang Valley MRT project which would kick start the ground work at July 2011. Among the stations proposed is Taman Pertama Station, Taman Midah Station, Cheras Leisure Mall Station, Plaza Phoenix Station, Taman Suntex Station, Bandar Tun Hussein Onn station and Taman Cuepacs. The proposed MRT line is named as MRT Line 1 (Sungai Buloh-Kajang MRT Line). Cheras is famous for its schools and institutions of higher learning. The government has been investing heavily to build schools and institutions of higher learning especially in Bandar Tun Razak area.Alam Shah Science School or better known as ASiS is an upper secondary fully residential school located at Bandar Tun Razak, Kuala Lumpur. ASiS has been named as one of the High Performance School since early 2011. It renders education to selected male students achieving excellent results in the Penilaian Menengah Rendah (PMR) examination. Another boarding school located here is SM Sains Selangor that located besides Alam Shah Science School. Cheras is home to multiple schools and also UCSI University which offer courses like music, medicine, and architecture. The main campus, South Wing Campus, is situated in Taman Connaught. The Faculty of Engineering, Architecture, and Build Environment, which is also called North Wing Campus, is situated at Taman Taynton. Kolej Teknologi YPC-iTWEB and Cyberbernetics International College of Technology (CiCT) is located in Taman Maluri, Cheras. Sekolah Menengah Teknik Kuala Lumpur, better known as Technical Institute of Kuala Lumpur (TIKL), is located at Jalan Yaacob Latif. It is a boarding school that offers courses such as Electrical Engineering, Mechanical Engineering, Civil Engineering and Commerce. It Distribution of of Institutional , Recreational Area, Sports Facilities and Community Facilities was the rst and oldest technical school in Malaysia. Once the best technical school Source : http://www.dbkl.gov.my/pskl2020/malay/kemudahan/index.htm in Malaysia in 2006. Nowadays, this school was declared as one of the Ministry of (Date Accessed : March 12, 2013) Educations Cluster School in 2008.There are also 2 institutes used for teachers training which are: Institut Perguruan Ilmu Khas (Special Education Teachers Institute). Institut Perguruan Teknik (Technical Teachers Institute). The learning environment for both hearing and deaf students will likely lead to a better achievement and improved information transfer between the teacher and the students. The chances to create public awareness is greater in the public institutional area as it is the most concentrated area with people of different age.
Route map for KTM, LRT, ERL, MRT and Monorail System. Source : www.mymrt.com.my ((Date Accessed : March 12, 2013)
List of Projected Community Facilities Source : Kuala Lumpur Structure Plan 2020, pg99
Why Bandar Seri Permaisuri? A neighbourhood as a living space will not be complete without facilities that the people living in them can use. People need facilities to provide their sustenance and daily needs.Thus, community facilities form a very tangible and pertinent element of the urban environment.The center is devoted to both applied and theoretical research to benet the Deaf and their families. A variety of community services focus on projects assisting the hearing parents of Deaf children and on workshops and presentations to area agencies. Another main criteria for site selection is the location of health care centre to accomodate the needs of hearing impairment children with health problems. UKM which have fulll the importance of HUKM to cater the health facilities for the population within the catchment area have moving towards another step by providing the rst paediatric hospital in Malaysia. In addition to the psychosocial support of children and families, Childrens hospitals have the added benet of being staffed by professionals who are trained in treating children. While many normal hospitals can treat children adequately, pediatric specialists may be a better choice when it comes to treating rare afictions that may prove fatal or severely detrimental to young children, in some cases before birth. Also, many childrens hospitals will continue to see children with rare illnesses into adulthood, allowing for a continuity of care. The strategic location within the supportive facilities enhance a great potential for Hearing Impairment Training Centre for Children to be located at.
News clipping showing the First Children Hospital to be set up in UKM Source : http://www.ukm.my/news/index.php/en/extras/1120-rst-children-hospital-in-malaysia-tobe-set-up-in-ukm.html (Date Accessed : March 12, 2013)
Velodrom Kuala Lumpur
SMK Jalan Cheras
Maktab Perguruan Ilmu Khas SMK Seri Permaisuri SM Sains Alam Shah Pusat Sumber Pendidikan Negeri Wilayah SK Seri Permaisuri Plaza Dwi Tasik Proposed Site LRT Salak South Station Police Station Sri Permaisuri Lake Garden KTM Salak South Station SMK Seri Tasik SK Seri Tasik Yayasan Belia Antarabangsa HUKM Kompleks Renang KL Kompleks Sukan Tun Abdul Razak SM Teknik Cheras SM Sains Selangor Maktab Perguruan Teknik
Jabatan Kebajikan Masyarakat
Rumah Kanak Kanak Tengku Budriah Klinik Kesihatan Cheras Hospital Rehabilitasi Cheras
Football Stadium
Unit Berkuda DBKL
Country Establishment Granted State Capital Status Area Population (2010) Government Administrative Area Website
: Malaysia : 1857 : 1 February 1974 : 2,793.27 km2 (1,078.49 sq mi) : 7,239,871 : Mayor Ahmad Phesal Talib : Dewan Bandaraya Kuala Lumpur (DBKL) : http://www.dbkl.gov.my
SITE PROFILE Location : Bandar Seri Permaisuri Ownership : City Hall of Kuala Lumpur (CHKL) Zoning : Community Centre and Mixed Use Residential Land area : 3.98 acre (16138sqm) Plot Ratio : 1:8 Min. Green area : 10% Activities: Produces high employment and high population Generate high pedestrian volume High transit passengers Generate reverse-ow movement Encourage and activate pedestrian and cycling Allow late night activities on working days and weekends Generate off-peak travel movement
NURIN BINTI Proposed MANSOOR Site, | 2011932119 Scale 1:2000
Chapter 10 : Client
Malaysian Federation of the Deaf (MFD) 6-13A, Menara KLH, Bandar Puchong Jaya , 47100 Puchong MFD is a self-help National Coordinating body of all deaf organizations in Malaysia . Its role is to deal with government and other relevant agencies on the issues affecting deaf Malaysians. Its activities include disseminating information related to deafness, sign language, communication access, education, family support and welfare assisstance, motivation camps, advocacy, grassroots development programmes and online peer counselling. VIsion Committed to create the deaf community integrity, competitive in the eld of education, socio-economic and national career goal line with Malaysia. Mission Bringing energy to manage and strengthen position with the deaf community facilities provided by the government and other contributions by community. Objectives 1. To connect and support hearing-impaired person in Malaysia 2. To advocate for the rights and needs of hearingimpaired persons with the relevant departments of the Malaysian government. 3. To raise awareness among the general public of hearing disabilities and the needs of hearing-impaired persons. 4. To improve and extend the current services provided by MFD There were not many communication facilities available for the deaf in Malaysia, making long distance communication difcult.They couldnt use normal telephones and there were no text phones or fax machines in facilities for the deaf.Although television is a visual application, it was almost useless to deaf viewers, as subtitles were non-existent. Computers, integrated with the Internet, have the potential to be an effective medium for the hearing-impaired person to access information, news, services, job opportunities, and peer support. The internet can also be used as a medium for deaf users to communicate, using means other than the sign language, with anyone around the world, including those who are not hearingimpaired. The Malaysian Federation for the Deaf has noticed this potential and developed the e-pek@k project.
In Collaboration With
Malaysia Federation of the Deaf
World Federation of the Deaf Youth Section
Client
Ministry of Women, Family and Community development
Malaysian Welfare Department
Government Support
Ministry of Education
The National Deaf Childrens Society
Job Street Organization
Program Collaboration
Chapter 11 : Precedent Studies

EXETER ROYAL ACADEMY FOR DEAF EDUCATION
PROJECT SUMMARY An architecture designed around Deaf needs and aspirations, for a community whose sophisticated reliance on other sensory cues should be accommodated by the architecture. GENERAL INFORMATION Project Name:Exeter Royal Academy for Deaf Education Type/Sector :Education Status :Pre-Planning Project Location: Exeter, UK Client: Exeter Royal Academy for Deaf Education Gross Internal Area (m2): c. 6000 m2 education, 2500 m2 residential No. of storeys: 3-4 PROJECT TEAM Architect: dRMM Project Manager: Stace Cost Consultant: Appleyard & Trew Structural Engineer: Michael Hadi Associates Services Engineer: Skelly & Couch CDM Co-ordinator: Appleyard & Trew Acoustics: Adrian James Acoustics DETAILS dRMM has undertaken extensive consultation, site appraisals and concept designs as the rst steps on a journey exploring how the 185-year-old Academy could develop an exemplar of deaf education to replace its outdated 1960s accommodation. The focus has been on whats best for profoundly deaf children and young people, in spaces appropriate to communication through British Sign Language as well as English. On the urban scale the Academy redenes itself, creating a critical mass for Deaf learning, living and culture. Reverse inclusion is fostered through the provision of a Deaf High Street, which includes community facilities for exchange with the larger hearing community.
Study Model The Academy building manifests itself as a learning journey of distinct steps, with everyone under a single climatic roof. A 120-bed student housing building on the other side of the Learning Campus provides a distinct domestic environment that redenes the terrace typology. Internally the spaces will be informed by, for example, dRMMs early win sensory learning pod, a stimulus environment which prioritises the senses, and particularly visual connectivity. The project recently received funding from the Technology Strategy Board to develop the envelope and environmental strategy in response to the demands of climate change and carbon reduction. A concept rst tabled with dRMMs government research project, the Dura, the project gives the Academy an opportunity to develop the Deaf vision of a new learning environment. Final Model
Source: 1)http://www.drmm.co.uk/projects/exeter-royal-academy-for-deafeducation/ 2)http://www.designboom.com/architecture/drmm-exeter-royal-academy-for-deaf-education/
Conceptual Floor Plan
Overview of Level 0 (First Concept)
Overview of Level 1(First Concept)

Chapter 11 : Precedent Studies

DEAF CULTURE CENTER PROJECT SUMMARY Deaf Culture Centre Toronto, Ontario The challenge: Design a exible, visually engaging event space and ofce environment reecting the diversity and unique culture of Deaf people. Quadrangles mandate for the Deaf Culture Centre was to create a meeting place for promoting and celebrating the achievements of Canadas Deaf community. Within a limited space a retrotted heritage building in Torontos Distillery District the design thoughtfully blends functional requirements to create an exciting multi-use environment. The open-concept ground oor is an exhibit area that can be used for events and group gatherings; it also has a kitchen for cooking demonstrations and a gift shop. The second oor houses ofces, archives, a multimedia studio and an all-purpose boardroom. Using moveable walls and screens, spaces can expand to accommodate up to 200 people. Throughout, the unique priorities of the Deaf are reected in all elements notably the vibrant colour palette, as well as the bold graphics derived from sign language by designer Bruce Mau. Other considerations include ledges for placing personal belongings (so hands can be free for signing) and glass panels between ofces to ensure sightlines. Spread over two levels and occupying 4,500 square feet, the Center has a museum, art gallery, gift shop, research and archives, ofces and a multimedia production studio. Because the usual problems of architectural design and soundproong are not a factor in this project, Quadrangle was free to create open spaces in the Center through a half-walls in ofces and meeting rooms to give an idea areas larger and more airy, which creates a distinct sense of openness and privacy at a time.
Source : 1)http://www.quadrangle.ca/our-projects/built-projects/deaf-culturecentre/ 2)http://www.topboxdesign.com/deaf-culture-centre-by-quadranglearchitects-limited-canada/
Using design elements such as walls and mobile screens, the space center expands or contracts to be used comfortably by two or two hundred people. The concept features opening the rst oor as a display area that can easily be transformed into a space suitable for events, a kitchen where cooking demonstrations may take place, a greeting area suitable for large groups of children visiting school and gift shop.
References :
1. http://www.who.int/mediacentre/factsheets/fs300/en/index.html, Updated February 2013. 2. Utusan Malaysia, May 27 ,2006 3. Metro, September 2, 2012 4. Utusan Malaysia, September 28, 2012 5. The Star, January 26, 2012. 6. Social Statistics Bulletin, 2012. 7. Social Welfare Department, 2009; Shamsiah Abdul Rahman, 2008, 8. International Journal of Special Education; Vol.26, No.1, 2011. 9. Global Survey Report, WFD Regional Secretariat for Asia and the Pasic, 2008. 10. Hansel Bauman, Gallaudet University 11. National Convention and Design Exposition, AIA 2012, May 17-19, Washington, D.C 12. TAKLIMAT PENAMBAHBAIKAN STRUKTUR MESRA PELANGGAN UNTUK KEPERLUAN MQA, PUSAT PEMBANGUNAN AKADEMIK UKM, 11 FEB 2009. 13. http://www.drmm.co.uk/projects/exeter-royal-academy-for-deaf-education/((Date Accessed : March 10, 2013) 14. http://www.designboom.com/architecture/drmm-exeter-royal-academy-for-deaf-education((Date Accessed : March 10, 2013) 15. http://www.dbkl.gov.my/pskl2020/malay/kemudahan/index.htm((Date Accessed : March 12, 2013) 16. www.mymrt.com.my ((Date Accessed : March 12, 2013) 17. http://www.ukm.my/news/index.php/en/extras/1120-rst-children-hospital-in-malaysia-to-be-set-up-inukm.html (Date Accessed : March 12, 2013) 18. Kuala Lumpur Structure Plan 2020 1. http://www.mfd.org.my/ (Date Accessed : March 11, 2013) 2. http://www.quadrangle.ca/our-projects/built-projects/deaf-culture-centre/ (Date Accessed : March 13, 2013) 3. http://www.topboxdesign.com/deaf-culture-centre-by-quadrangle-architects-limited-canada/ (Date Accessed : March 13, 2013)

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DEPARTMENT OF ARCHITECTURE FACULTY OF ARCHITECTURE, SURVEYING AND PLANNING, UNIVERSITY OF TECHNOLOGY MARA, SHAH ALAM.

design thesis proposal

NURIN BINTI MANSOOR | 2011932119

hearing impairment training centre

NURIN BINTI MANSOOR | 2011932119

NURIN BINTI MANSOOR | 2011932119

Chapter 1 : Research Background 1.1 Deafness and hearing loss

NURIN BINTI MANSOOR | 2011932119

Hearing Impairment Phenomena in Malaysia

NURIN BINTI MANSOOR | 2011932119

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NURIN BINTI MANSOOR | 2011932119

2004 15,364 24,712 51,090 57,483 34 1,934 150,617

2005 16,211 26,470 58,371 66,906 623 4,335 172,916

2006 18,258 29,522 66,250 76,619 887 5,983 197,519

2007 20,039 31,715 73,559 85,812 1,787 7,338 220,250

2008 21,204 32,850 78,036 91,303 2,382 8,164 233,939

2009 23,738 35,368 86,485 100,180 3,250 9,897 258,918

2011 31,924 43,788 123,346 134,659 8,927 16,559 359,203

Structure of National Association

Government Ofce responsible for Services for Disabled People

NURIN BINTI MANSOOR | 2011932119

Theme Academic Skills

Theme Employers Negative perception and treatment

3. Lack of Academic Skills 4. Negative self-concept 5. Lack of condence

Negative Parental Attitude

6. Imparting false hopes 7. Overprotective

Positive Psychological Traits

1. Optimism 2. Condence 3. Honesty and Openness (about their disabilities) 4. Resilience

NURIN BINTI MANSOOR | 2011932119

Theme Roles of People with Disabilities

Sub-themes 1. Change negative attitudes

3. Give people with disabilities a chance to work

Conceptual Framework for the Findings

4. Create public awareness 5. Highlight government policies

Role of Government Agencies

6. Support and practice inclusive education

Source : 1) The National Deaf Childrens Society, 2013.

Law and Trends

Blind 865 Deaf 3,687 LD 20,209

The occupation of space is the rst proof of existence. Le Corbusier.

Human identity presupposes the identity of place. Christian Norberg-Schultz

NURIN BINTI MANSOOR | 2011932119

WHAT THE DEFINITION OF DEAF ARCHITECTURE?

mobility and proximity

light and colour

space and proximity

NURIN BINTI MANSOOR | 2011932119

NURIN BINTI MANSOOR | 2011932119

space and proximity

NURIN BINTI MANSOOR | 2011932119

mobility and proximity

light and colour

NURIN BINTI MANSOOR | 2011932119

Chapter 2 : Problem Statements

Chapter 3 : Thesis Statement

NURIN BINTI MANSOOR | 2011932119

Chapter 4 : Project Title

Chapter 7 : Proposed Programme and Activities

PROGRAM Information and Referral

SPACE Service counter Resource centre

Chapter 5 : Design Objectives and Strategies

Management Ofce Resource Center