Kita-Kita - A Multi-Sensory, Blind-Friendly Environment For The Visually Impaired Towards Absolute Societal Equality

KITA-KITA: A Multi-Sensory, Blind-friendly Environment towards Absolute Economic Equality
Antonio Miguel J. Soriano BSAR – 4E 1
Or future housinBULACAN STATE UNIVERSITY

COLLEGE OF ARCHITECTURE AND FINE ARTS
CITY OF MALOLOS, BULACAN
RM 423
RESEARCH METHODS IN ARCHITECTURE
SUBMITTED BY:
SORIANO, ANTONIO MIGUEL JOSE
2015-172649
BSAR – 4E
SUBMITTED TO:
ARCH. MARK OXLEY ENRIQUEZ
(INSTRUCTOR)
April 6, 2019
CHAPTER 1
INTRODUCTION
A. THE PROBLEM AND ITS SETTING
a. Background of the Study
The world is dominated by humans who do everything they can through their physique and especially through their five (5)
senses. Unfortunately, there are those who suffer perpetually in the dark, who then functions with their four remaining healthy organs.
They are universally referred to as visually impaired persons, who often become victims of discrimination from the fully-abled
community. Consequently, in the Philippines, their population continuous to rise and most of them belongs to adulthood. Meaning,
there are over two million unemployed workforces in the country, who are then left invalid within their houses.
There are two existing institutions for the blind in the Philippines, both only offer primary and secondary education to its
consumers. Be that as it may, the two schools are not enough to educate all visually impaired from all ages. Hence, many are left at
home, with their family serving as their only guide. This leads to both fully abled and visually impaired communities to have no
perception about the latter’s needs, talents and skills. Right now, public’s perception about the visually impaired is that the latter
cannot do their jobs, routines, and other physical activities. In response, through careful research, this study aims to promote the
significance of the visually impaired in the society. Given that the proper and conducive working environment for them are prioritized,
they can help the country’s economical, sociological, and environmental needs. The lack of opportunities for the group makes them
only reach the bottom level of Maslow’s Hierarchy of Needs: The Physiological Needs.
This research will also focus on the fully abled community. Their attitude towards the disabled group is first and foremost the
cause of the discrimination stigma that hinders both parties to socially interact with each other. After all, having a natural blind eye is
much better than having a healthy eye with no vision.
b. Problem Statement
The occurrence of physical discrimination culture towards the visually impaired community results to the growing
unemployment of the individuals. Despite of the technological advances for their welfare, unemployment among the visually impaired
individuals is still prevalent. Training centers in the Philippine only provide computer-related programs for the VI community, thus
enclosing them within a single field of study that is beyond their passion and interests.
Sub Problems:
i. The fully abled community, who needs to synergize with the group, stays off the problem and remains unaware of the group’s
skills and talents.
ii. The development for a conducive and wider range of accommodation for the visually impaired comes at the least priority.
iii. The minimal social interaction of the visually impaired group to the fully abled community.
c. Goal, Objectives, and Strategies

Goal:
To establish an environment that will sustainably render the visually impaired group as independent and employment ready
individuals, without the presence of discrimination, stereotype employment, and minimal social interaction
Objectives:
i. To create a learning facility that will engage the fully abled community, wherein they will understand and be aware of the
subject group’s necessities.
Strategies:
➢ Interview random members of the public about their views of the visually impaired community.
➢ Consult medical eye experts about the various types of blindness, and how much a visually impaired person can or cannot
see.
➢ Refer to various studies concerning the subject group’s overall impact and contribution to the society.
i. To provide a multi-disciplinary facility that can cater various employment sessions according to VI group’s passions and
interests.
Strategies:
➢ Interview with business owners who employ members of the visually impaired community about their work performance.
➢ Observe the premises and the facilities of the visually impaired children’s school, Philippine National School for the Blind
(PNSB).
➢ Interview with random members of the subject group about their work preferences.
➢ Refer to foreign studies of the facilities for the visually impaired regarding their expected outcome or contribution to the
group.
ii. To create a multi-sensory environment which can increase dependency of the visually impaired to their remaining senses
towards social interaction.
Strategies:
➢ Interview with representatives from government agencies and private organizations about their programs for the welfare of
the visually impaired community’s well-being.
➢ Interview with employed members of the subject group about their willingness to socially engage themselves and contribute
to the economy.
➢ Observe the work place and the social environment of the employed members of the group.
d. Scope and Limitations
The project scope mainly focuses to the visually impaired individuals within the working age range: 18 – 60 years old.
Consistently, the abled community will also be focused on as they are part of the immediate social environment of the concerned
individuals. The researcher is expected to comply with the appropriations of the National Building Code, the Accessibility Law, and
other promulgated laws that has significant impact to the project.
Other differently abled persons (DAP) will not be part of the study, as their needs are far from what does the visually
impaired individuals. The project will only navigate through the boundaries of Architecture, that is, how human behavior affects
spaces, and how spaces shape humans in return. Health and the rest of the medicinal field will not be tackled in this project.
e. Significance of the Study
The verdict of this study will benefit the society in general, as it would empower the more than 2 million visually impaired
towards independence, employment, and socialization to the abled community. Since there are only schools for the blind children in
the country, this study will open the door for the adults to be accepted by the society. The abled community as well will be educated
to become aware of the concerned group’s need and strengths, and to improve their relationship towards the group. Furthermore,
the results of this study will contribute to the future researchers, architecture students or architects alike, as it could be a standard
or template for future developments of the same kind within the country.
f. Assumptions
Local government units and private foundations are all inclined to help promote the welfare of the visually impaired
individuals. The LGUs of Pasay and Davao Cities continue to support and finance the Philippine National School for the Blind
campuses within its land. The James Mackay Foundation, on the other hand, conducts crash courses and outreach programs for
the visually impaired individuals of all ages. Furthermore, there are two laws which recognize the need of education and
employment for the visually impaired community. These are: RA 1179 or the ‘Vocational Rehabilitation Act” and the RA 7277 or the
‘Magna Carta for Disabled Persons.’ In the first two decades of the 21 st century, businesses are slowly looking for every person
who can do the job well, even if they have to be differently abled persons (DAP). Hence, a facility for the welfare of visually
impaired adults will produce competent and employment-ready individuals.

g. Definition of Terms
• Accessibility: in common language, the ability to reach, understand, or approach something or someone. In laws and
standards on accessibility, it refers to what the law requires for compliance.
• Anthropometry: relative measurement of body dimension.
• Blindness: occurs when visual acuity is reduced so greatly or receives no stimuli from their visual channel and depend
entirely on input from other senses; sometimes with no light perception at all or total blindness.
• Differently Abled Persons (DAP): a more preferred term for the disabled. Previously persons with disabilities (PWD).
• Discrimination: the unjust or prejudicial treatment of different categories of people or things, especially on the grounds of
race, age, disability, or sex
• DOH: acronym for the Department of Health
• Ergonomics: an applied science concerned with designing and arranging things people use so that that both may interact
efficiently and safely.
• Low Vision: people having some sight left or being partially blind.
• Mobility: the ability to move freely and easily.
• NGO: acronym for nongovernment organizations.
• PNSB: Philippine National School for the Blind.

• Stereotype: a widely held but fixed and oversimplified image or idea of a particular type of person or thing.
• Visual Impairment: a significant limitation of visual capacity in which a person has partial vision that cannot be fully restores
by surgery or corrective eye glasses.
• V.I.: acronym for visually impaired.

B. REVIEW OF RELATED LITERATURE
a) Vision Impairment
By: World Health Organization Fact sheet, 2018
According to the recent study of the World Health Organization - International Classification of Diseases, visual impairment
can be classified into two groups, distance and near presenting vision impairment. Distance Vision Impairment is the severe
condition which an individual is already approaching blindness, and the near vision impairment is the condition which an individual
experiences low vision.
Distance Vision Impairment is subdivided into four classifications:
• Mild – presenting visual acuity worse than 6/12
• Moderate – presenting visual acuity worse than 6/18
• Severe – presenting visual acuity worse than 6/60
• Blindness – presenting visual acuity worse than 3/60

While Near Vision impairment is classified as:
• Presenting near visual acuity worse than N6 or M.08 with existing correction.
An individual’s experience of vision impairment varies in a wide array of factors. These comprises, for example, the
availability of prevention and treatment interventions, access to vision rehabilitation and necessary tools such as glasses and
canes, and access to buildings, transportation, and information. Internationally, an approximate of 1.3 billion people live with vision
impairment. With regards to distance vision, 188.5 million have mild vision impairment, 217 million have moderate to severe vision
impairment, and 36 million people are blind. And with regards to near vision, 826 million people live with a near vision impairment.
Population growth and ageing will then increase the risk that more people acquire vision impairment.
b) Discrimination
From: Rehabilitation and Paid Employment for Blind People in a Low-Income Country, 2018
By: Oluwatoni O. Onabolu, et al.
Department of Ophthalmology, Olabisi Onabanjo University Teaching Hospital, Sagamu, Ogun State, Nigeria.
The World Health Organization (WHO) has stated that internationally, visually impaired individuals face generations of
inequality and discrimination. Generally, their inaccessibility to immediate help leads them to poorer health and minimal education,
which both result to low employment rate. This is present in both developed and underdeveloped countries throughout the world,
amidst the great assistive technological advancement internationally. Interestingly, employment not only brings financial assets, but
also fosters self-confidence of visually impaired (VI) individuals. Therefore, it is important for VI applicants to be on the job and be
qualified for employment as those members of the abled community.
Employers then prefer VI applicants to be self-confident and be comfortable with their disability. However, there are many
challenges that hinder the group from overcoming self-ignominy and further securing competitive employment. The potential
employers and the clients or customers themselves are wary if VI applicants possess or not, the ability or skills to work. As a result,
the group may feel frustrated and be disinclined to work.
Their abilities could be improved, but lack of vocational and rehabilitation training consistent to the demands of employability
hinders them to. VI applicants may be accepted to the job out of charity, but they are less satisfied with their jobs and feel like they
don’t have freedom to decide and the opportunity to develop new skills. Consistently, the society fails to recognize the abilities of VI
individuals as they both share minimal interaction.

c) Employment Barriers
From: An Analysis of Employment Barriers Facing Blind People, 2014

By: William O'Donnell
University of Massachusetts Boston
Visually impaired (VI) individuals, the main targets of the study, face higher rates of unemployment or underemployment
among all other disabilities. Their inability to see things clearly or at all, causes them to be deemed as invalid in all cases.
Additionally, they face higher poverty rates than any other minority group since few to absolutely no employers hire them. Even with
the presence of the national laws and implementing rules and regulations, their high unemployment rate continuous to rise over the
years.
For those VI individuals whom are accepted in the hiring process, their physical environment within their workplace proves to
be another barrier for them. These physical barriers may include: complex office floor plans, or an inaccessible entrance to office
buildings, factories, and etc. The Vi individuals may request to their employers to ease their accommodation problems, but this may
also lead to another barrier. The so called ‘undue hardship’, or the action that requires significant action and expense which the
employer had to take for a few or non-majority factors, disrupts good communication between the employer and a certain VI
individual.
Other barriers to employment that prevents VI individuals from applying jobs include, inability to read and write, inability to
access information on time, and prior life experiences where they lost their confidence and self-esteem, among others. These
emotional and social barriers contribute to the sensation of unwantedness felt by the visually impaired individuals.
d) Working with the Blind
From: Working with blind and partially sighted colleagues: An employer and staff guide, 2017
By: Royal National Institute of Blind People; Employers Network for Equality and Inclusion (ENEI)
London, United Kingdom of Great Britain and Northern Ireland
Many people in the general public underestimate the disabled people, including those who are blind or partially sighted.
Obviously, apart from typical jobs such as piloting a plane or driving a car, a blind or partially sighted person can do just about any
job. It all come down to whether they have the necessary training, skills and experience. Blind and partially sighted people should
not be excluded from employment as they have the same physical features as those from the abled community. In this study, it was
stressed that, sight loss should not equal to job loss.
Some visually impaired (VI) persons are born with visual impairment, some acquired it through the years or adventitious,
some cases are caused by accidents, and some are result of medical treatment. However, regardless of theses causes, VI
individuals suffer over the same difficulties of their condition. Thus, it is important to understand that many can be overcame with
the right adjustments, understanding, and awareness. VI individuals are not so different from everybody else, apart from the fact
that they have reduced eyesight or none at all.
In conclusion, VI individuals should be given attention as to what they can contribute to the society. The group can succeed
in a wide variety of fields across almost all employment arrays, and just like the typical employee, they need the right tools, training,
attention, and confidence to do the job.
e) Employment Accommodation
From: Working Effectively with People who are Blind or Visually Impaired, 2010
By: Susanne M. Bruyère, Ph.D., CRC Director,
Employment and Disability Institute - Cornell University ILR School New York
During job application, employers determine if the applicants have the necessary knowledge, skills, experience, education,
and all other job-related background to perform specific tasks. This criterion continuous to take in effect to all applicants regardless
of their physical disabilities, hence a fair and equal hiring decision is expected. In order to do so, proper accommodations for
disabilities such as visual impairment is necessary. However, if a visually impaired (VI) applicant proves to have no prior job-related
background, any assistance from an employer will be of no value.

For a VI applicant to gain a proper accommodation, he/she must know his/her needs consistent to the disability. This would
then result to a sustained and effective productivity at work. VI employees have the same career aspirations as the others, if and
only if, they are given a proper training and accessibility to materials needed. If they are proven competent, the employers
themselves will offer flexible terms even during the hiring process. These may include:
a. mailing the application to the candidate;
b. offering a walk-in applicant, the opportunity to take the form home, get assistance to complete it, and return it by mail or in
person; or
c. providing an electronic application to complete online
Consistently, competent VI applicants may be provided information about accessibility in and out of the workplace. These include:
a. driving directions (candidate may be able to drive using assistive technology, or may retain a driver);
b. location of the closest public transportation stops; and/or
c. assistance from the reception area to the workspace for the first times.
f) Social Network
From: Social networks of visually impaired and blind adolescents. Structure and effect on well-being, 2010
By: Sabina Kef, Joop Hox, H.T. Habekothe
Department of Education, UniÕersity of Amsterdam, Amsterdam, The Netherlands
Support acquired from intrapersonal networks can buffer stress and improve adjustments in all stages of life. Important
factors include: the size and composition of the network; closeness to other people; and even having a conflict or disagreement
within the network. Social support protects the group from negative effects on their mental health when they are exposed to stress,
and improves well-being, self-esteem and self-assurance.
There are three main subsystems within the social network of a visually impaired (VI) individual: the family; colleagues; and
the peer group. All these subsystems form part of the emotional and psychological foundation of the group. However, if these three
are compromised, it could turn to be a big risk rather than a help to the them. These risk factors may include: family conflict; little
social support; low self-esteem; and ineffective coping skills. Consequently, if the three subsystems lacked at least one, hence the
absence of colleagues or unemployment, a stable social environment is not achieved.
To fully understand the subsystems, there are two aspect of social networks that distinguishes the three, the structural and
functional aspects. The structural aspects, in theory and research, are the size and composition of the networks. This also includes
accessibility, durability or the length of relationships within the network. On the other hand, functional aspects refer to the quality
and content of the relationship. In this case, a distinction can be made between perceived and received social support. Perceived
social support is an individual’s assessment of the social support, that comes from the three subsystems. Received social support
is the actual amount of support obtained from specific persons in a specific period, such as the amount of colleague support in the
past six months. It is important that the perceived and received social support should tantamount with each other to avoid low self-
esteem of the VI group.
g) Importance of Social Awareness
From: Activity levels of blind and visually impaired individuals of working age 18–67, 2014
By: Bryndis Sveinsdottir, Elin Marta Asgeirsdottir, Halldor Saevar Gudbergsson, Steinunn Thordis Saevarsdottir
The National Institute for the Blind, Visually Impaired and Deafblind, Iceland
According to this study, active societal participation is a basic human right which most people regard high. During, and in the
aftermath of a serious illness or accidents, people often stop working, making themselves idle and isolated from the society.
However, it is still valuable for these people to know that they have a right to educational and vocational training and rehabilitation
in order to help them back on track. For the visually impaired (VI) persons, it is important that they become socially active and gain
their confidence. After which, society around them will be aware of their needs and therefore treat them properly.
Social awareness is the key to become visible in the eyes of the general public, as it can boost self-confidence and self-
efficacy. Going out and meeting other people is healthy, both for the mind and body. Interaction with various individuals, may it be
abled or disabled makes them involved in trends. With these, VI individuals can try new things, and explore various fields that are
new to them. This will then lead them to live normal as possible, having jobs which make them interact more with people, and
others will be aware of their needs, in turn.
h) Freedom of Training
From: Chapter 2, Including Persons with Disabilities in Technical and Vocational Education and Training: A Guide for
Administrators and Instructors to Disability Inclusion, 2017
By: Directorate of Technical Education – Bangladesh Ministry of Education for the
United Nations Convention on the Rights of Persons with Disabilities
Typical rehabilitation centers only offer selected training sessions based on stereotypical thinking and nature of the disability.
For example, mobility impaired persons are only offered with computer skills training because it only requires sitting, or a visually
impaired persons are offered with massage training since sight is not needed in performing it. This type of curriculum makes
disabled persons bound in trainings and jobs related to their disabilities rather than their abilities and interests. This further
perpetuates exclusion in another and masked way.
A good training center evaluates the abilities, interests, skills, and passion of disabled persons and gives them the
opportunity to choose accommodations with support and freedom. Creative approach to training is a good way to start with. To
achieve this, there are three models of disabilities to consider: Medical model; Charity model; and Social model.
Visual impairment is an example of both medical and social model. Medical model is wherein the disability is a sign of
sickness, hence glaucoma, cataract and others. Social model, on the other hand, is wherein the disability is not an attribute of an
individual, but rather a complex collection of conditions, many of which are implicated by the social environment. Hence, the
management of the problem should involve maximum social interaction with environmental modifications for full participation of VI
individuals in all aspects of social life.
To achieve the aforementioned, an efficient rehabilitation facility must offer a flexible training programs and foster maximum
social integration of the VI individuals. It is the responsibility of the rehabilitation center to remove barriers affecting accessibility to
all factors, and to provided reasonable accommodations to facilitate efficient learning and interaction.
i) Social integration
From: From: Chapter 4, Including Persons with Disabilities in Technical and Vocational Education and Training: A
Guide for Administrators and Instructors to Disability Inclusion, 2017
By: Directorate of Technical Education – Bangladesh Ministry of Education for the
United Nations Convention on the Rights of Persons with Disabilities
There are two factors that could promote social interaction within a training facility, these are: fostering inclusive social
interaction; and promoting disability etiquette and behavior.

Fostering Social Interaction
Employers are now looking for applicants who possess a variety of ‘soft’ or non-technical skills, including the ability to
efficiently be a team player and to interact with others. Many applicants will have jobs wherein they have to work closely or interact
with others on-the-job, including co-workers, supervisors, customers and even the general public. While those in the self-
employment finds social skills more crucial as they must interact with the suppliers and customers directly. With these, it is vital to
place disabled trainees, hence visually impaired (VI) trainees, in situations that requires social interaction.
Disability Etiquette and Behavior
By definition, etiquette refers to how people treat other persons. Good manners result to positive intrapersonal treatment,
while bad manners result otherwise. In the case of the Differently abled Persons (DAP), disability etiquette is the proper way to treat
them. However, because of fear, ignorance or lack of understanding, abled persons act inappropriately towards the DAP. These
actions can bring the feelings of unwantedness, pitied or less valuable towards the persons involved. To cure that stigma, and
prevent self-pity of the DAP, social integration with the abled community as their equal is very much needed.
j) Multisensory
From: Less Vision, More Senses Towards A More Multisensory Design Approach, 2013
By: Peter-Willem VERMEERSCH
An architect must work with his/her entire body and spirit to effectively answer the needs of the clients, may they be from
different disabilities. Architecture is perceived through all the senses, and not just by sight. Such useful modalities are: the visual
system, auditory system, taste-smell system, basic-orienting system, and haptic system.
The study concluded that every touching experience of Architecture is multi-sensory: qualities of space, matter and scale are
measured equally by the eye, ear, nose, skin, tongue, skeleton and muscle. Architecture comprises numerous fields of the sensory
experience that interact and conjoins with each other.
Consistently, sense of sight is not the only apparatus which a user can appreciate Architecture. The science can also be
experienced through the other senses, which the main targets of the study – the visually impaired, can use significantly. Senses of
touch, hearing, and smell are most commonly used to discern the surroundings. Therefore, creating a multi-sensory environment
for the visually impaired individuals can not only suffice their missing sense, but also fosters their use of the remaining. Better
engagement and navigation to the built and natural environment will also be a spin-off result. Eventually, a multi-sensory
environment can improve their independence and mobility which they can use to secure employment in various fields.
C. THEORETICAL/CONCEPTUAL FRAMEWORK
PROBLEM
The occurrence of physical discrimination culture towards the visually impaired
community results to the growing unemployment of the individuals.
GOAL
To establish an
environment
that will Lack of interaction of Insufficient Lack of
sustainably the VI group and accommodation for the awareness of the
render the community. VI group. community.
visually
impaired group
as independent
and Facility to educate the Facility that is
Facility for various
employment VI group and the conducive for the
employment sessions.
ready community remaining senses.
individuals,
without the
presence of
discrimination, Multi-Disciplinary
stereotype Social Architecture Cognitive Architecture
Architecture
employment,
and minimal
social
interaction. MULTI – SENSORY ARCHITECTURE
PROPOSAL
A Multi-sensory, Blind-friendly Environment towards Absolute Economic Equality
D. RESEARCH METHODOLOGY
Key Question 1: How well the fully abled community know about the necessities of the visually impaired (VI) group?
STRATEGIES TACTICS TARGET TARGET DATA TOOLS TO BE TIME FRAME
RESPONDENTS USED
Qualitative Survey -50 Family -Assessment of the -Pen -2 Days
members of the VI views and opinions -Printed Survey
group within the towards the VI Sheets
Greater Manila group of their family -Camera
Region members – their
day-t0-day
companions.
One-on-one -10 Teachers of -Degree of difficulty -Pen -2 Days
interview from the Philippine in teaching the -Camera
National School for young VI -Recorder
the Blind – Pasay individuals.
City. -VI children’s
foreseeable
careers in the
future.
-10 Business -Quality of facilities, -2 Days
owners across the social peer and job
Greater Manila opportunity for the
Region that employ main target group.
VI individuals.
Key Question 2: What are the group’s foreseeable careers given a chance to education and trainings?
RESPONDENTS USED
Qualitative One-on-one -Fifty Adult -VI individuals’ -Pen -3 Days
Interview members of the skills, talents, -Paper
group (18 years old passion and -Laptop/

and above.), preferred jobs. Computer
employed or -Recorder
unemployed. -Prior knowledge to
various fields such
*Hannah Mae as culinary,
Aldeza: the viral housekeeping,
blind woman in gardening,
Twitter. computer
technology, among
others.
Interpretative / Environmental -Premises of the -Appropriate -Pen -2 Days
Historical Behavioral Study Philippine National facilities for the -Camera
(EBS) School for the Blind group which can be
– Pasay City determined through
accommodations
towards the VI
children.
Key Question 3: How do the Visually impaired individuals interact with the fully abled community?
RESPONDENTS USED
Case Study -Refer to both local -Foreign and Local --Assessment of -Pen -4 Days
and foreign Studies Intrapersonal -Paper
literature regarding behavior of the -Reference Books
social interaction visually impaired.
between the VI
group and the fully
abled community.
-Consult with -James MacKay -Possible response -Pen -2 Days

medical experts Foundation of the VI individuals -Paper
regarding the personnel. to training -Camera
behavior of a -DOH personnel sessions. -Recorder
differently abled
person (DAP) when
in one place with
the community.
-Analyze three live --VI individuals -Appropriate -3 Days

case studies: -Family Members approach to
1. VI individuals -Random members interact with the VI
with their families. of the public. individuals
2. VI individuals -Work colleagues
with their work
colleagues.
3. VI individuals
with random
members of the
public.
Key Question 4: How the Visually Impaired Individuals rely on their remaining senses within a specified Multi-sensory
Environment?
RESPONDENTS USED
Qualitative One-on-one and -5 local and 5 -Professional -Pen -4 Days
Online Interview foreign opinion about the -Paper
psychologists. VI individuals’ use -Recorder
of senses other that -Camera
their impaired sight.
-Discernment of the
benefits of a Multi-
sensory
environment to
Visually Impaired
Individuals.
Correlational Evaluation and -Visually Impaired - Comparison of -5 Days
Assessment Individuals. consultation notes
with the physical
activity exhibited by
the VI individuals
for a deeper
understanding of
their use of other
senses.
-How will the users

respond to their
environment, given
their reliance to
their remaining
senses.

Kita-Kita - A Multi-Sensory, Blind-Friendly Environment For The Visually Impaired Towards Absolute Societal Equality

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Kita-Kita - A Multi-Sensory, Blind-Friendly Environment For The Visually Impaired Towards Absolute Societal Equality

Загружено:

Авторское право:

Доступные форматы

KITA-KITA: A Multi-Sensory, Blind-friendly Environment towards Absolute Economic Equality

Antonio Miguel J. Soriano BSAR – 4E 1

Or future housinBULACAN STATE UNIVERSITY

KITA-KITA: A Multi-Sensory, Blind-friendly Environment towards Absolute Economic Equality

A. THE PROBLEM AND ITS SETTING

a. Background of the Study

much better than having a healthy eye with no vision.

skills and talents.

c. Goal, Objectives, and Strategies

subject group’s necessities.

towards social interaction.

the visually impaired community’s well-being.

d. Scope and Limitations

other promulgated laws that has significant impact to the project.

e. Significance of the Study

impaired adults will produce competent and employment-ready individuals.

standards on accessibility, it refers to what the law requires for compliance.

• Anthropometry: relative measurement of body dimension.

race, age, disability, or sex

• DOH: acronym for the Department of Health

efficiently and safely.

• Mobility: the ability to move freely and easily.

• NGO: acronym for nongovernment organizations.

• PNSB: Philippine National School for the Blind.

by surgery or corrective eye glasses.

• V.I.: acronym for visually impaired.

B. REVIEW OF RELATED LITERATURE

By: World Health Organization Fact sheet, 2018

experiences low vision.

Distance Vision Impairment is subdivided into four classifications:

• Mild – presenting visual acuity worse than 6/12

• Moderate – presenting visual acuity worse than 6/18

• Severe – presenting visual acuity worse than 6/60

• Blindness – presenting visual acuity worse than 3/60

While Near Vision impairment is classified as:

qualified for employment as those members of the abled community.

the group may feel frustrated and be disinclined to work.

individuals as they both share minimal interaction.

From: An Analysis of Employment Barriers Facing Blind People, 2014

d) Working with the Blind

stressed that, sight loss should not equal to job loss.

that they have reduced eyesight or none at all.

attention, and confidence to do the job.

background, any assistance from an employer will be of no value.

a. mailing the application to the candidate;

c. providing an electronic application to complete online

b. location of the closest public transportation stops; and/or

and improves well-being, self-esteem and self-assurance.

absence of colleagues or unemployment, a stable social environment is not achieved.

esteem of the VI group.

g) Importance of Social Awareness

others will be aware of their needs, in turn.

perpetuates exclusion in another and masked way.

individuals in all aspects of social life.

interaction; and promoting disability etiquette and behavior.

Fostering Social Interaction

Disability Etiquette and Behavior

experience that interact and conjoins with each other.

group (18 years old passion and -Laptop/

-Consult with -James MacKay -Possible response -Pen -2 Days

-Analyze three live --VI individuals -Appropriate -3 Days

-How will the users

Вам также может понравиться