Case Study

Considering the nature of the project, where different components of the education system has been
brought together, Understanding of the program and education models used for the education of the
visually impaired necessary.

Understanding of the functional components, considering the fact they will be operated and used
mostly by the visually and hearing impaired would be required. This would guide through
understanding the space standards and it's sequence of use.

Exploration of the different models of school with dorms from traditional to prgressive system and it's
architectural manifestation would be important inorder to choose one for this project.

The following projects have been chosen to understand all the above mentioned factors in separate
or one project. Understanding of the movement pattern, space standards etc. would be done in case
studies.

RESOURCES FOR THE BLIND, INC.

Resources for the Blind began as a personal project of Dr. Arthur Lown to produce a braille version of
the Filipino Bible. Blind since childhood, Dr. Lown retired as Director of the Atlanta Public Schools
Services for Blind Students in 1970 and moved from the United States to the Philippines to serve as
the administrator of the Manila branch of the Summer Institute of Linguistics. In 1980, three blind
Filipino pastors, learning about Dr. Lown's interest in Bible translation, visited him to request his help
in transcribing the Filipino Bible into braille. Thus began the first project of what would become
Resources for the Blind.
 A non-government Christian organization serving blind people all over the Philippines since 1988.
They are devoted to removing the obstacles and providing the services, trainings, materials, and
equipment needed in order for them to reach their fullest potential in life.

In 2015, RBI received a number of complaints about universities and colleges refusing admission to
students with visual impairment. The usual reasons given were: a) the teachers were not ready to
handle students with visual impairment and b) they did not have the special tools needed to teach
them. This is a serious blatant violation of the Magna Carta for Persons with Disability which provides
that PWDs must be given full access to quality education, but many academic institutions are still
unaware that such a law exists.
 Location:

623 EDSA, Cubao, Fourth Floor Quezon City, Metro Manila

http://www.blind.org.ph/
 Florida School for the Deaf and Blind

The school opened in December, 1885 as The School for the Blind, Deaf and Dumb. Although the
school had both black and white children in its early years, social opposition to racial integration was
rampant, and the Florida Institute for the Blind, Deaf and Dumb, Colored Department was created in
1895. By 1892, there were 62 students enrolled and the first graduation ceremony, for two white deaf
students, Artemas W. Pope and Cora Carlton, was held in 1898. The first graduation for a white blind
student, DeWitt Lightsey, was held in 1898 and the first graduation for a black blind student, Louise
Jones, was in 1914. The first graduation for a black deaf student, Cary White, was in 1925.The school
was racially integrated in 1967 with the Florida School for the Deaf and the Blind.

The school was under the direction of a five-member board of trustees until 1905. The Florida
legislature established the present seven-member Board of Trustees in 1963.

Construction began on new dormitories in late 1958 and they opened in 1959. Taylor Hardwick was
the architect of record.
The Florida School for the Deaf and the Blind is a state-supported boarding school for deaf and blind
children established in 1885, in St. Augustine, Florida, United States.
07 San Marco Ave, St Augustine, FL 32084, USA