The impact of sensory perception on interior architecture standards for visually impaired and blind students in educational facilities | ||||
| International Design Journal | ||||
| Article 21, Volume 12, Issue 3 - Serial Number 44, May and June 2022, Page 263-273 PDF (1.84 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/idj.2022.234845 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Amira Fawzy Helmy Almaz
| ||||
| Architecture Department, Faculty of Engineering, Horus University in Egypt | ||||
| Abstract | ||||
| Architecture is the main component of the surrounding environment and cannot be considered as an art represented only by visual elements, but it is a multisensory art that can be used to feel and understand our surrounding environment using multisensory tools to achieve the best design performance. Despite the development that the world is witnessing in all aspects of life, which we see its impact on the field of construction and reconstruction, we lack the existence of qualified educational spaces for people with special needs that form an important part of society, which has led to their restriction and the obligation of their parents to accompany them to practice their lives smoothly. This study discusses the importance of studying and analyzing the interior design of educational spaces for the weak and blind that allows them to integrate with society and study the impact of design by sensory perception to achieve the idea of employing architectural tools that all our senses can feel. The use of architectural spaces to have the same ability to understand by other senses by providing qualified spaces, functionality, and design that the different senses of students can feel. In addition to highlighting the basic senses that must be used to design a suitable educational vacuum for the visually impaired that meets their psychological, behavioural, and physical needs to reach a multisensory educational vacuum. | ||||
| Keywords | ||||
| Sensory perception; multi-sensory architecture; visual disabilities; educational spaces | ||||
| References | ||||
|
1) Adler, G. B.-C., Timothy; Fontana-Giusti, Gordana. (2012). Scale Imagination, Perception, and Practice in Architecture. Scale Imagination, Perception, and Practice in Architecture. 2) Almaz, A. F. H. A. (2017). The role of the digital revolution in developing creativity in interior architecture. International Design Journal, 7(3), 123-135. 3) Botha, A. (2012). An early childhood development centre for blind and visually impaired children Interior decoration.Design. Blind Children's Center. Thesis/dissertation, Manuscript: Dissertations, Academic - South Africa. 4) Craven, J. n. d. (2020). Can You Build Special Buildings for the Visually Impaired? Thought Co. Accessed-https://www.thoughtco.com/designing-for-the-blind-3972260. 5) Danielsen, I. L. A. G. (2012). Basic Psychological Need Satisfaction in LeisureActivities and Adolescents Life Satisfaction. article published with open access at Springerlink.com, 1589. 6) Department for children, s., and families. (2008). Designing for Disabled children and children with special educational needs. UK: Building Bulletin 7) Horton, J. K. (1988). Education of Visually Impaired Pupils in Ordinary School. Guides for Special Education, 6, 2–4, 6–7. 8) Impaired., T. S. f. t. B. a. V. (1998). Performance measure definitions for Texas School for the Blind and Visually Impaired for the agency strategic plan Austin, Tex. 9) Ireland, G. o. (2004). Technical Guidance: Access for People with Disabilities. Retrieved from Department of the Environment Heritage & Local Government: 10) Kreij, K. V. (2008). Sensory Intensification in Architecture. Technical University Delft. 11) Leo Care, B. (2012). SEN School Design; Inclusion, Integration and Inspiration, design. Retrieved fromwww.accessappraisals.co.uk 12) Maisel, E. S. J. (2012). Universal design: creating inclusive environments. New York, Hoboken, New Jersey: John Wiley & Sons, Inc. 13) Mayer, E. B. (2020). Blind designers: a proposal for schools of design. a Journal for Design, 1997(7), 24-31. 14) Murphy, M. G. R. (2002). Teaching the student with a visual impairment: a primer for the classroom teacher. U.S.A.: Louisville, KY: American Printing House for the Blind. 15) Pallasmaa, J. (1996). The Eyes of the Skin: Architecture and the Senses. London: Academy Group Ltd. 16) Parida, S. (2020). Creative Crews Discusses Its Award-Winning Classroom Makeover for Blind Children in Thailand. crews-discusses-its-award-winning-classroom-makeover-for-blind-children-in-Thailand, http://de51gn.com/creative- 17) Picinali, L., Amandine Afonso Jaco, Michel Denis, and Brian Katz. (2014). Exploration of Architectural Spaces by Blind People Using Auditory Virtual Reality for the Construction of Spatial Knowledge. International Journal of Human-Computer Studies 72, 393. 18) Steinfeld, J. A. E. (1980). Accessible buildings for people with severe visual impairments. The United States. Department of Housing and Urban Development. Office of Policy Development and Research.: [Washington]: The Office: For sale by the Supt. of Docs., U.S. G.P.O. | ||||
|
Statistics Article View: 1,475 PDF Download: 1,913 |
||||
