Draft Report Stage01

NURIN BINTI MANSOOR | 2011932119DESIGN THESIS PROPOSAL | ARK 800 : DESIGN THESIS 1 | M.ARCH 03 SESSION 2013/2014

DEPARTMENT OF ARCHITECTUREFACULTY OF ARCHITECTURE, SURVEYING AND PLANNING,

UNIVERSITY OF TECHNOLOGY MARA, SHAH ALAM.

design thesis proposalark 800 design thesis 1

master of architecture 03 session 2013prepared by : nurin binti mansoor , 2011932119


hearing impairmenttraining centre


Table of Contents

Chapter 1 : Research Background1.0 Overview1.1 Deafness and Hearing Loss1.2 Hearing Impairment Fenomena in Malaysia1.3 Dead Space Defi nition1.4 Deaf Architectural Principle1.5 Guidelines on Access on Disable Person

Chapter 2 : Problem StatementChapter 3 : Thesis StatementChapter 4 : Project TitleChapter 5 : Design ObjectivesChapter 6 : Design AimChapter 7 : Proposed Program and ActivitiesChapter 8 : Special StudyChapter 9 : Proposed Site9.1 Site Justifi cation9.2 Site PlanChapter 10 : ClientChapter 11 : Precedent Studies11.1 Exeter Royal Academy Foundation11.2 Deaf Culture Centre


Chapter 1 : Research Background

1.1 Deafness and hearing lossKey facts• 360 million people worldwide have disabling hearing loss.• Hearing loss may be inherited, caused by maternal rubella or complications at birth, certain infec-

tious diseases such as meningitis, chronic ear infections, use of ototoxic drugs, exposure to exces-sive noise and ageing.

• Half of all cases of hearing loss are avoidable through primary prevention.• People with hearing loss can benefi t from devices such as hearing aids, assistive devices and coch-

lear 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 inte-

grated into the primary health-care system of the country.

Over 5% of the world’s 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 ma-jority 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 Pacifi c 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 pro-found. It can affect one ear or both ears, and leads to diffi culty in hearing conversational speech or loud sounds.

‘Hard of hearing’ refers to people with hearing loss ranging from mild to severe. They usually commu-nicate through spoken language and can benefi t from hearing aids, captioning and assistive listening devices. People with more signifi cant hearing losses may benefi t 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 causesCongenital 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 pregnan-cy 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.

Acquired causesAcquired 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 fl 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 gunfi re or explosions, can harm a person’s 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.

Impact of hearing loss

Functional impactOne of the main impacts of hearing loss is on the individual’s 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 signifi cantly adverse effect on the aca-demic 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 impactLimited access to services and exclusion from communication can have a signifi cant impact on every-day 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 impactIn 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 hear-ing loss.In addition to the economic impact of hearing loss at an individual level, hearing loss substan-tially 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

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 fi 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. Specifi cally, the need to continually raise the quality of children’s 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, defi ned 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 country’s 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 defi ned by Center for the Improvement of Child Caring as the special or unique, out of the ordinary concerns created by a per-son’s 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 defi ned 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 diffi culty in hearing conversational speech or loud sounds. The deaf movement has operated in a social framework since the 1980 in most of the well devel-oped 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 chil-dren (aged fi 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 identifi ed 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 certifi cation 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.

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. Ac-cording to many, most of the teachers are not fl uent in sign language, thus can only convey a fragment of their knowledge to Deaf students, (Yip Yoke Theng, 2012).

“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.

“I’ve 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 that’s 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. I’ve 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 Grafi k, 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)


Type of disability 2004 2005 2006 2007 2008 2009 2011Blind/Visually Impaired 15,364 16,211 18,258 20,039 21,204 23,738 31,924Deaf/ Hearing Impaired 24,712 26,470 29,522 31,715 32,850 35,368 43,788Physically Disabled 51,090 58,371 66,250 73,559 78,036 86,485 123,346Learning Disabilities 57,483 66,906 76,619 85,812 91,303 100,180 134,659Celebral Palsy 34 623 887 1,787 2,382 3,250 8,927Others 1,934 4,335 5,983 7,338 8,164 9,897 16,559Total 150,617 172,916 197,519 220,250 233,939 258,918 359,203

Registered People with Disabilities in MalaysiaSource :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 Hearing Malaysia 359,203Johor 4,732Kedah 3,070Kelantan 10,315Melaka 2,024Negeri Sembilan 1,689Pahang 2,092Perak 3,779Perlis 564Pulau Pinang 3,042Sabah 2,805Sarawak 2,459Selangor 6,271Terengganu 2,644W.P.Kuala Lumpur 3,918W.P.Labuan 87

Number of Disabled Persons Registered by State and Type of Hearing Disability, Malaysia, 2011Source :1) Social Statistics Bulletin, 2012.

Country Malaysia (WFD Ordinary Member)Country Classfi cation Upper Middle IncomeName of Association Malaysian Federation of the DeafAddress No 6-13A, Menara KLH, Bandar Puchong

Jaya, 47100 SelangorWebsite http://www.mfd.org.myEmail [email protected] Landline Number

+603 8070 9308/8930

Policy Statement

Biwako Millennium Framework for Action : Towards an Inclusive, Barrier-Free and Rights-Based Society forPersons with Disabilities in Asia and the Pacifi c.

6 highest priority issues in Strategic Action Plan

1) Malaysian Sign Language2)Sign Language Interpreter Service3) Advocacy4) Communication Access5) Grassroots Development Programme6) Information and Referral Service

Structure of National Association

1) MFD is a national self-help organisation, admistered by Deaf people2) 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

Government Offi ce responsible for Servic-es for Disabled People

Department of Social Welfare, MalaysiaMinistry of Women, Family and Community Development,www.jkm.gov.my

Country and National Federation DetailsSource :1) Global Survey Report, WFD Regional Secretariat for Asia and the Pasifi c, 2008.

Australia

Cam

bodia

Indonesia

Laos

Malaysia

Nepal

New

Zealand

Phillipines

Sri Lanka

Thailand

Offi ce Administration X X X X XManagement X X X X XEducation X X X X X XTheatre/Arts X X X XResearch Projects X X X XSign Language X X X X XSocial Services X X X X X X XFarm Work X X X X X X XFinancial Industry X XEngineering X X X XWelding X X X X X X XCarpentry X X X X X X XJeweller X X X X X XTailoring X X X X X X X XBuilding X X X X X XPainter X X X X X X XCleaning X X X X X X XCar Mechanic X X X X XPanel Beater X X X XShoe Repairing X X X X XBakery X X X X X X XHairdresser X X X X X X X XPrinter X X X X X XCatering X X X X X X XOthers X X X X XCountry OthersAustralia Deaf people work in all of these areasCambodia Waiters/ Bus BoysNepal Deaf-owned BusinessPhillipines Multi Media Arts and LivelihoodThailand Entrepreneur (Cloth, Food, Painting)

The Most Common Areas of Work for Deaf PeopleSource :1) Global Survey Report, WFD Regional Secretariat for Asia and the Pasifi c, 2008.


Theme Sub-themes Selected StatementsAcademic Skills 1. Reading Skills

2. Writing Skills3. Language Skills4. Mathematical Skills5. Computer Skills

• Normal people (non-disa-bled) also must know how to read, write and count, right… the basic skills to fi nd jobs, these skills are even more important for people with disabilities

• To become an operator also requires certifi cation. 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 own…to fi nd jobs…even though he is blind.

Job-related Skills 1. Vocational skills2. Problem-solving skills3. Community living skills (Ori-

entation and mobility skills, particularly for the 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 don’t 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

Positive Psychological Traits 1. Optimism2. Confi dence3. Honesty and Openness

(about their disabilities)4. Resilience

• we [people with disabili-ties] must not look down on ourselves,must think posi-tive and believe that we can be successful too

• We [people with disabilities] need to write in the applica-tion form that we have a disability

Themes and Subthemes for Skills and Psychological TraitsSource :1) International Journal of Special Education; Vol.26, No.1, 2011.

Theme Sub-themes Selected StatementsEmployers’ Negative perception and treatment

1. Employers’ negative percep-tions and treatment

2. Employers’ lack of confi dence

• They [the employers] don’t 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 ac-cept]

• I once asked a man, why? [my application is rejected] … he said that we [the employer] don’t 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 doesn’t believe that people with dis-abilities can perform the job equally well as non-disabled people.

Own Weaknesses 3. Lack of Academic Skills4. Negative self-concept5. Lack of confi dence

• Many [people with disabilities] can’t read or write…like those with mental retardation…or 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 self-concept among people with disabilities are quite obvious, you can see that they are afraid when talking to people

Negative Parental Attitude 6. Imparting false hopes7. Overprotective

• Sometimes the parents don’t want to accept [the child’s dis-ability]… they keep taking the child to one bomoh [village doctor] to another, they just won’t accept

• Overprotective parents caused people with disabili-ties to feel scared, ashamed, the worst part is that they will be afraid to try new things.

Themes and Subthemes for Inhibitors of EmploymentSource :1) International Journal of Special Education; Vol.26, No.1, 2011.


Conceptual Framework for the Findings

Theme Sub-themes Selected StatementsRoles of People with Disabilities 1. Change negative attitudes • People with disabilities who

are unemployed must change their attitudes, should not rely on public sympathy to fi 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’ Roles 2. Instill confi dence • Parents must treat children with disabilities like normal kids, don’t be too protective to instill confi dence in them

• In the past, my parents al-ways force me to fi nd job on my own.

Employers’ Initiatives 3. Give people with disabilities a chance to work

• Employers should give people with disabilities a chance to work, try to employ them fi rst, focus on their strength, don’t simply reject them.

• The boss can try to give more responsibilities to the disa-bled workers so that they can prove that they can do work as well.

Media Involvement 4. Create public awareness5. Highlight government policies

• The government is already giving some incentives for the employees, maybe some employers are not aware of it..from time to time the me-dia has to highlight what the government does

• The media should tell people that the disabled workers also could contribute to society

Role of Government Agencies 6. Support and practice inclusive education

• Schools, especially second-ary schools, should practice inclusive education because it encourages people with dis-abilities to socialize with soci-ety so that they can mix with them without feeling scared

Suggestions to Enhance EmploymentSource :1) International Journal of Special Education; Vol.26, No.1, 2011. Adapted from Educational System for the Special Needs

Source :1) International Journal of Special Education; Vol.26, No.1, 2011.


“I was lacking in confi dence and felt left out

and embarrassed by my deafness.

I now feel proud to be deaf,thanks to NDCS.”

Deaf young person

WHY IT MATTERS?• Deafness is not a learning disability, yet 65% of

deaf children in England fail to achieve fi 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 chil-dren.

• Deaf children are more than twice as likely to be abused as other children.

Source :1) The National Deaf Children’s Society, 2013.

Law and Trends Special Schools Special Classes Other services As a whole

Basic LawPolicy and

Trend in Educa-tion

No.of Special Schools

No.of Children

in Special School

Percent-age in Total

Children

TypesNo.of

Schools by Type

No.of Children by Type

No.of Special Classes

No.of Children

in Special Classes


Children

No.of Classes by Types

No.of Children By Type

Other Special

Education Services

No.of Children

No.of Children with Dis-abilities


Children

Malaysia Education Act 1996

Education for the educate as stated in

the regulation 1997, spe-cial needs

provision are being provid-ed in 2 set-

tings, special schools and integrated

programme

32 2,508 0.05%Blind, Deaf, LD

Blind - 7Deaf -

26

Blind - 865

Deaf - 3,687LD -

20,209

973 22,253 N/A

Blind - 951

Deaf - 74

LD - 951

Blind - 508

Deaf -1,538LD -

202,109

One stop

centre that

provides consul-

tancy for stu-

dents, clients based

in every special schools.

N/A 24,761 0.43%

2007 Basic Data - Information of Special EducationSource :1) Statistics and Indicators in Asia-Pasifi c Countries, 2007.p18 & 19

• 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 infl uence 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 people’s social, emotional and intellectual development.

• Deaf children should be valuedb y society and have the same opportunities as any other child.

Interview What is your attitude towards your deaf children?

Code 1 At fi rst I was shocked but my husband’s sympathy and visiting rehabilitation centres helped me to accept my child’s being deaf. I want to say that the people in charge of the Exceptional Offi ce should assign and allocate more classes of sign language for deaf students and their parents.

Code 2 I am upset because my son can’t 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 pro-grammes to deaf people and families, this would change the atti-tude of e society to deafness.

Code 3 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 don’t have time to do so. I wish deaf community centres would protect us and prepare opportunities for more communication with society for them.

Code 4 I couldn’t believe it at fi rst. But now that I see she has a great IQ like others and she progresses I am really happy. I believe the of-fi cials of the Exceptional Offi ce should ask for parents’ opinions too. They should also introduce successful parents on TV and media to talk about their experiences.

Summary of the Interviews Results with MothersSource :1) Asian Social Science, Vol.8, No.2,February 2012.


“The occupation of space is the fi 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 fi 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 benefi t 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 fl 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 visually-centered 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 sensibili-ties and shared life experiences. Our built environment, largely constructed by and for hearing individuals, presents a variety of surprising to fi 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 conversa-tion 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 inter-relationship 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 IS THE DEFINITION OF DEAF ARCHITECTURE?Creating a place where the building would reveal the sense of connection Deaf people feel• between one another—a strong sense of community.• to openness and light—a space of well-being.• to nature as constant reminder of the natural condition of deaf-

ness• and of the physical image of a place that expresses Deaf history

and culture

Source :1) Hansel Bauman, Gallaudet University2)National Convention and Design Exposition, AIA 2012, May 17-19, Washington, D.C

deaf architectural principlesThe idea of “Deaf Space” goes back over 100 years ago to Olof Hansen, one of the fi rst Deaf architects, who designed the Dawes House at Gallaudet University, Deaf clubhouses and state buildings across the country. Deaf Space is a defi nition of architecture that fi ts for Deaf people including elements of design to meet the specifi c needs of Deaf people because they require an unobstructed line of sight. It is not only used by Deaf people, but everyone can experi-ence 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 fi ve years DSP developed the DeafSpace Guidelines, a catalogue of over one hundred and fi fty distinct Deaf Space architectural design elements that address fi ve major touch points between deaf experiences and the built environ-ment; 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.

1 sensory reachSpatial orientation and the awareness of activities within our sur-roundings are essential to maintaining a sense of well-being. Deaf people read the activities in their surroundings that may not be im-mediately apparent to many hearing people through an acute sen-sitivity of visual and tactile cues such as the movement of shadows, vibrations even the reading of subtle shifts in the expression/posi-tions of others around them. Many aspects of the built environment can be designed to facilitate spatial awareness ‘in 360 degrees’ and facilitate orientation and wayfi nding.

2 space and proximityIn order to maintain clear visual individuals stand at a distance where thye can see facial expression and full dimension of the signer’s ‘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.

3 mobility and proximityWhile 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.

4 light and colourPoor lighting conditions such as glare, shadow patterns, backlight-inh 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 confi gured 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 wayfi nding.

5 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 hear-ing 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 refl ected by hard building surfaces can be especially distracting, even painful for individuals using assistive devices. Spaces should be designed to reduce rever-beration and other sources of background noise.

Source :1) Hansel Bauman, Gallaudet University2)National Convention and Design Exposition, AIA 2012, May 17-19, Washington, D.C


1 sensory reachSpatial orientation and the awareness of activities within our surroundings are es-sential to maintaining a sense of well-being. Deaf people read the activities in their surroundings that may not be im-mediately apparent to many hearing peo-ple 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 fa-cilitate spatial awareness ‘in 360 degrees’ and facilitate orientation and wayfi nding.

# An overarching spatial condi-tion of openness—a smooth fl ow of space from public to shared to private spaces— shall envelop the building to provide the visual access necessary to understandand navigate through the building.

# Public spaces: In the public areas of the building, con-fi gure forms such as stairs, and balco-nies to provide a variety of opportunities to see others and to be seen by others. (e.g. “The stair could function as a seat-ing area for the amphitheater.”)

The main public area could have level changes to see-out from and be more like a landscape.”


2 space and proximityIn order to maintain clear visual individu-als stand at a distance where thye can see facial expression and full dimension of the signer’s ‘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 be-tween people impacts the basic layout of furnishings and building spaces.

# Increased dimensions -signing spaceEngaging in a signed conversation, observ-ers will position themselves at a distance from one another for a clear view of of the signer’s “signing space” Large and small groups alike naturally take on an arc confi guration 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] interesting—there 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 be-tween switchback fl ights accommodate a more graceful movement and allow views to oth-ers across the open space. Seeing a colleague descending the opposing stair fl ight reduc-es the chance of collision on the intersection.

# For the hearing, physical enclosure is associated with a sense of security. But for the deaf, open spac-es that allows for visual control over the surround-ing area brings a sense of security and wellbeing.

# Too much enclosure creates feelings of isola-tion which tends to reduce “pro-social behavior”. Too little enclosure creates feelings of exposure which tends to reduce concentration and productiv-ity 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 fl oors like the Grand Hyatt”

“Allow space to fl ow through the building”


3 mobility and proximityWhile walking together in conversation signers will tend to maintain a wide dis-tance for clear visual communication. The signers will also shift their gaze between the conversation and their surround-ings scanning for hazards and maintain-ing proper direction. If one senses the slightest hazard they alert their compan-ion, adjust and continue without inter-ruption. The proper design of circulation and gathering spaces enable singers to move through spaces uninterrupted.

#Pathway dimension and fl owIn order to facilitate signed conversation while walking, deaf people require wider sidewalks and pathways to accommo-date movement while signing, especially in groups of more than two people. Path-way fl ow should course smoothly with-out abrupt transitions and sudden angles

Primary walks and paths should be a mini-mum of eight feet wide. This is true for corridors and hallways as well as outdoor pathways.

All concepts focused on a central public space, tiedinto the campus pedestrian circulation system

# 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 fl owing, arched ar-rangements that allow for informal conversation.

# The center is a Circle [or Square] an open area with a mobile celebrating the Deaf Ex-perience, 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.


4 light and colourPoor lighting conditions such as glare, shadow patterns, backlightinh interrupt visual communication and are major con-tributors 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 confi gured to provide a soft diffused light “attuned to deaf eyes”. Colour can be used to con-trast skin tone to highlight sign language and facilitate visual wayfi nding.

5 acoustics Deaf individuals experience many dif-ferent kinds and degrees of having loss. Many use assistive devices such as hear-ing 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 espe-cially for individuals with assistive hearing devices. Reverberation caused by sound waves refl ected by hard building surfaces can be especially distracting, even pain-ful for individuals using assistive devices. Spaces should be designed to reduce reverberation and other sources of back-ground noise.

#Vibrations within and between spacesSensing vibrations is one way Deaf persons are aware of their environment. Vibration can be controlled to heighten aware-ness. The controlled transmission of vibration can heighten the awareness of a space and the activities within it. Vibration between spaces, however, can mask benefi cial vibrations and cause confusion.1 Enhanced vibration for spatial awareness2 Reduce unwanted neighboring vibration3Sound absorptive walls and ceilings4Reduce 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 defi ned 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 liv-ing, and better medicine. In addition, more people are now living with disability, as medical advanceshave 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 pre-vented people with disabilities from fully participating in society. The MS 1184:1991 Code of Practice on Access for Disabled People to Public Buildings was fi 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 mov-ing 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 person’s 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 in-deed 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 ena-bling 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.

Features to EmulateA) CONNECTIVITYi.External Accessible Route• Seamless connectivity with public transportation nodes• Seamless connectivity with public street(s) and sidewalk(s) with adjacent developmentsii.Access to building• Provision of ramp and steps to entrance• Automatic doors at accessible entrance

iii.Horizontal Circulation• Wide circulation path to accommodate projected human traffi c volume and wheelchair usersiv.Vertical Circulation• More than 1 accessible lift for wheelchair users and serving all fl oors• Accessible lift located in main circulation area

B) ACCESSIBILITYi.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 fl oor space of 900mm x 1200mm is required to accommodate a single stationary-

wheelchair• Minimum clear fl 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 fi rm and comfortable grip• Should slide along the rail without obstruction• Should have appropriate diameter• Should be at the proper heightDiameter:-Adults : should be 30mm to 45 mm-Children : should be 30mm to 35 mmHeight of the Handrails / Grab Bars:-Adults : should be 800mm to 900 mm-Children : should be 580mm to 700 mm (7 –12 years)

F) SEATING SPACEProvided at counters, tables or work surfaces for W/C users1. Clear fl oor space: 900mm x 1200mm(same for children & adultsProvided at counters, tables or work surfaces for W/C users2. 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.


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 commu-nication with other citizens.

• Inadequate facilities and activities with no consideration to fulfi ll 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 infl uenced 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 cre-ate a stimulate environment for the deaf children to gain better opportunities for their future. It is also important to ensure that a fl 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 signifi cant 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 redefi ne 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 adapt-ability. 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 land-mark 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 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.

Chapter 6 : Design Aim

• To design a Centre for Deaf Children that will fulfi ll the needs of deaf children for growth develop-ment in terms of their physical and mental abilities, by integrating the principle of deaf architecture to support a deaf-friendly environment.

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 FUNCTION SPACEInformation and Referral Directs clients to appropriate

organizations and programs for social and health care needs. An-swers questions about deafness and hearing loss.

• Service counter• Resource centre

Advocacy Services Provides assistance in crisis situ-ations 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 chil-dren’s communication right.

• Management Offi ce• Resource Center

Day Care Centre Offer activities designed to pro-mote well-being though social and health related services.

• Entertainment room• Gymnasium• Cafeteria• Rehabilitation & therapy centre • Recreation facility• Therapeutic garden

Communication Services Provides qualifi ed sign language interpreters to meet the needs of a client or agency. Also includes pro-viding 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.

• Sign Language Centre• Sign Language Classroom• Management Offi ce

Counseling Provides intervention in crisis situ-ations, such as spousal, child or adult abuse. Also teaches clients how to effectively cope with deaf-ness or hearing loss.

• Workshop• Rehabilitation & therapy centre• Therapeutic garden

Independent Living Skills Instruction

Assists deaf children in acquiring skills to live independent of public institutions and programs.

• Workshop• Classroom• Seminar Room• Multi Purpose Hall


PROGRAM FUNCTION SPACE

Job Development and Placement

Assists deaf clients in obtaining employment related services

• Management Offi ce• Resource Center

Volunteering Programme Provide indoor and outdoor spac-es for volunteering programme

• Meeting room• Outdoor recreation

Community Education Increases public awareness and understanding of deaf and hard of hearing people’s needs. Also, ad-dresses health and safety issues related to deafness.

• Lecture Theatre• Open Space• Exhibition hall

Basic services Ensure the operation of the centre run smoothly.

• Management offi ce• Toilet

Total built up area Not more than 8000sqm.

Chapter 8 : Special Study

Topic : Acoustics and Deaf Children; understanding the essential conceptsSource : 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 byadults, who are mature and skillful listeners, adversely affect learning environments foryoung children, who require optimal conditions for hearing and comprehension.”

“Auditory Closure”

Arcodnicg to rsceearch at Cmabrigde Uinervtisy, it deosn’t 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

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)

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.

“A piano keyboard runs from low pitch on the left to high pitch on the right and an audiogram is the same.”

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

Affects the understanding of speech... it overlaps some of the speech to make it inaudible or masked(Dorks, Morgan & Dubno 1982, Helfer 1991)


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 traffi c, 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 specifi cally for use by hearing impaired students (including speech therapy-

rooms): 30dBA LAeq,30min• Signal-to-noise ratio• For adults to make sense of a speaker in noise they need to have the speaker’s 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)

“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 diffi cult to hear the consonants• it is therefore important to reduce low frequency reverberation as much as possible for good speech

intelligibility.

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

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, Soundfi eld 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 class-room, 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 SiteBandar Seri Permaisuri, 56000 Cheras, Kuala Lumpur.

Justifi cation on Why Urban area?, Why Cheras Dis-trict? And Why Bandar Seri Permaisuri Area?

Apart from that Bandar Seri Permaisuri is a town-ship encompasses various facilities, it is developed as an integrated, self-contained residential, com-mercial and recreational township. The township was expected to cater to an estimated 60,000 people. Apart from that, the inclusion of green zones, subur-ban parks and neighbourhood parks throughout the township attest to the belief that a healthy environ-ment must include the optimization of natural re-sources 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 City’s competitive edge. Priority should be ac-corded to major physical improvements in the inter-national 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 uponits surroundings and the City sets the pace of devel-opment 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 ‘Hear-ing 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 disa-bled children.

Source : Kuala Lumpur Structure Plan 2020


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 Sta-dium (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, Termi-nal 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 bet-ter 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 of-fer 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 Ta-man Taynton. Kolej Teknologi YPC-iTWEB and Cyberbernetics International Col-lege 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 was the fi rst and oldest technical school in Malaysia. Once the best technical school in Malaysia in 2006. Nowadays, this school was declared as one of the Ministry of Education’s Cluster School in 2008.There are also 2 institutes used for teachers’ training which are: Institut Perguruan Ilmu Khas (Special Education Teachers’ Insti-tute). 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.

Distribution of of Institutional , Recreational Area, Sports Facilities and Community FacilitiesSource : http://www.dbkl.gov.my/pskl2020/malay/kemudahan/index.htm(Date Accessed : March 12, 2013)

Route map for KTM, LRT, ERL, MRT and Monorail System.Source : www.mymrt.com.my ((Date Accessed : March 12, 2013)


List of Projected Community FacilitiesSource : 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 benefi t the Deaf and their families. A variety of community services focus on projects assisting the hearing parents of Deaf children and on workshops and presenta-tions to area agencies. Another main criteria for site selection is the location of health care centre to accomodate the needs of hearing impair-ment children with health problems. UKM which have fulfi ll the importance of HUKM to cater the health facilities for the popu-lation within the catchment area have moving towards another step by providing the fi rst paediatric hospital in Malaysia. In addition to the psychosocial support of children and families, Children’s hospitals have the added benefi t of being staffed by professionals who are trained in treating children. While many normal hospitals can treat children adequately, pediatric special-ists may be a better choice when it comes to treating rare affl ictions that may prove fatal or severely detrimental to young chil-dren, in some cases before birth. Also, many children’s 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 UKMSource : http://www.ukm.my/news/index.php/en/extras/1120-fi rst-children-hospital-in-malaysia-to-be-set-up-in-ukm.html (Date Accessed : March 12, 2013)


Proposed Site

Football Stadium

Sri PermaisuriLake Garden

SK Seri Permaisuri

SM Sains Selangor

SM Teknik Cheras

SM Sains Alam ShahSMK Seri Permaisuri

Plaza Dwi Tasik

Kompleks Renang KL

Kompleks Sukan Tun Abdul Razak

Yayasan Belia Antarabangsa

Unit BerkudaDBKL

SK Seri Tasik

SMK Seri Tasik

LRT Salak South Station

KTM Salak South Station

HUKM

Klinik Kesihatan Cheras

Jabatan Kebajikan Masyarakat

Rumah Kanak Kanak Tengku Budriah

Maktab Perguruan Teknik

Hospital Rehabilitasi Cheras

Maktab Perguruan Ilmu Khas

SMK Jalan Cheras

Velodrom Kuala Lumpur

Pusat Sumber PendidikanNegeri Wilayah

Police Station


Country : MalaysiaEstablishment : 1857Granted State Capital Status : 1 February 1974Area : 2,793.27 km2 (1,078.49 sq mi)Population (2010) : 7,239,871Government : Mayor Ahmad Phesal TalibAdministrative Area : Dewan Bandaraya Kuala Lumpur (DBKL)Website : http://www.dbkl.gov.my

SITE PROFILELocation : Bandar Seri PermaisuriOwnership : City Hall of Kuala Lumpur (CHKL)Zoning : Community Centre and Mixed Use ResidentialLand area : 3.98 acre (16138sqm)Plot Ratio : 1:8Min. Green area : 10%Activities:• Produces high employment and high population• Generate high pedestrian volume• High transit passengers• Generate reverse-fl ow movement• Encourage and activate pedestrian and cycling• Allow late night activities on working days and weekends• Generate off-peak travel movement

NURIN BINTI MANSOOR | 2011932119DESIGN THESIS PROPOSAL | ARK 800 : DESIGN THESIS 1 | M.ARCH 03 SESSION 2013/2014 Proposed Site, 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 govern-ment and other relevant agencies on the issues affecting deaf Malaysians. Its activities include disseminating in-formation related to deafness, sign language, commu-nication access, education, family support and welfare assisstance, motivation camps, advocacy, grassroots development programmes and online peer counselling.

VIsionCommitted to create the deaf community integrity, competitive in the fi eld of education, socio-economic and national career goal line with Malaysia.MissionBringing energy to manage and strengthen position with the deaf community facilities provided by the government and other contributions by community.

Objectives1. To connect and support hearing-impaired person

in Malaysia2. To advocate for the rights and needs of hearing-

impaired 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-im-paired persons.

4. To improve and extend the current services pro-vided by MFD

There were not many communication facilities avail-able for the deaf in Malaysia, making long distance communication diffi cult.They couldn’t use nor-mal telephones and there were no text phones or fax machines in facilities for the deaf.Although tel-evision is a visual application, it was almost use-less to deaf viewers, as subtitles were non-existent.Computers, integrated with the Internet, have the poten-tial to be an effective medium for the hearing-impaired person to access information, news, services, job op-portunities, and peer support. The internet can also be used as a medium for deaf users to communicate, us-ing means other than the sign language, with anyone around the world, including those who are not hearing-impaired. The Malaysian Federation for the Deaf has no-ticed this potential and developed the e-pek@k project.

Malaysia Federation of the Deaf World Federation of the Deaf Youth Section Client

In Collaboration With

Government Support

Ministry of Women, Family and Community development Malaysian Welfare Department

Program Collaboration

Ministry of Education The National Deaf Children’s Society

Job Street Organization


Chapter 11 : Precedent Studies

EXETER ROYAL ACADEMY FOR DEAF EDUCATION

PROJECT SUMMARYAn architecture designed around Deaf needs and aspi-rations, for a community whose sophisticated reliance on other sensory cues should be accommodated by the architecture.

GENERAL INFORMATIONProject Name:Exeter Royal Academy for Deaf EducationType/Sector :EducationStatus :Pre-PlanningProject Location: Exeter, UKClient: Exeter Royal Academy for Deaf EducationGross Internal Area (m2): c. 6000 m2 education, 2500 m2 residentialNo. of storeys: 3-4

PROJECT TEAMArchitect: dRMMProject Manager: StaceCost Consultant: Appleyard & TrewStructural Engineer: Michael Hadi AssociatesServices Engineer: Skelly & CouchCDM Co-ordinator: Appleyard & TrewAcoustics: Adrian James Acoustics

DETAILSdRMM has undertaken extensive consultation, site ap-praisals and concept designs as the fi rst steps on a journey exploring how the 185-year-old Academy could develop an exemplar of deaf education to replace its outdated 1960’s accommodation. The focus has been on what’s best for profoundly deaf children and young people, in spaces ap-propriate to communication through British Sign Language as well as English. On the urban scale the Academy rede-fi nes itself, creating a critical mass for Deaf learning, living and culture. Reverse inclusion is fostered through the pro-vision of a ‘Deaf High Street’, which includes community facilities for exchange with the larger hearing community.

Source: 1)http://www.drmm.co.uk/projects/exeter-royal-academy-for-deaf-education/2)http://www.designboom.com/architecture/drmm-exeter-royal-acad-emy-for-deaf-education/

The Academy building manifests itself as a learning journey of distinct steps, with everyone under a single climatic roof. A 120-bed student housing build-ing on the other side of the ‘Learning Campus’ provides a distinct domestic environment that redefi nes the terrace typology. Internally the spaces will be informed by, for example, dRMM’s 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 de-mands of climate change and carbon reduction. A concept fi rst tabled with dRMM’s government research project, the ‘Dura’, the project gives the Acad-emy an opportunity to develop the Deaf vision of a new learning environment.

Study Model

Final Model


Conceptual Floor Plan

Overview of Level 0 (First Concept)

Overview of Level 1(First Concept)




Chapter 11 : Precedent Studies

DEAF CULTURE CENTER

PROJECT SUMMARYDeaf Culture CentreToronto, OntarioThe challenge: Design a fl exible, visually engaging event space and offi ce environment refl ecting the diversity and unique culture of Deaf people.

Quadrangle’s mandate for the Deaf Culture Centre was to create a meeting place for promoting and cel-ebrating the achievements of Canada’s Deaf commu-nity. Within a limited space – a retrofi tted heritage build-ing in Toronto’s Distillery District – the design thoughtfully blends functional requirements to create an exciting mul-ti-use environment. The open-concept ground fl oor is an exhibit area that can be used for events and group gather-ings; it also has a kitchen for cooking demonstrations and a gift shop. The second fl oor houses offi ces, archives, a multimedia studio and an all-purpose boardroom. Using moveable walls and screens, spaces can ex-pand to accommodate up to 200 people. Throughout, the unique priorities of the Deaf are refl ected 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 per-sonal belongings (so hands can be free for signing) and glass panels between offi ces 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, offi ces and a multime-dia production studio. Because the usual problems of architectural design and soundproofi ng are not a factor in this project, Quadrangle was free to create open spaces in the Center through a half-walls in offi ces 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-culture-centre/2)http://www.topboxdesign.com/deaf-culture-centre-by-quadrangle-architects-limited-canada/

Using design elements such as walls and mobile screens, the space center expands or con-tracts to be used comfortably by two or two hundred people. The concept features opening the fi rst fl oor as a display area that can easily be transformed into a space suitable for events, a kitchen where cooking dem-onstrations 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 ,20063. Metro, September 2, 20124. Utusan Malaysia, September 28, 20125. 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 Pasifi c, 2008.10. Hansel Bauman, Gallaudet University11. National Convention and Design Exposition, AIA 2012, May 17-19, Washington, D.C12. 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 Ac-

cessed : 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-fi rst-children-hospital-in-malaysia-to-be-set-up-in-

ukm.html (Date Accessed : March 12, 2013)18. Kuala Lumpur Structure Plan 20201. 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 Ac-

cessed : March 13, 2013)

Documents

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