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AN EXAMINATION OF CONFLICTING DESIGN REQUIREMENTS FOR THE MOBILITY IMPAIRED IN THE DESIGN OF A TECHNICAL VOCATIONAL INSTITUTE, KANO
ABSTRACT
With the increasing world population paralleled by an increasing number of mobility impaired persons, more focus has been on the accessibility needs of people with disabilities in the society to ensure that their specific requirements are not ignored. Widely supported concepts such as universal design brought about by the fight for social inclusion of the disabled has had its own merits and problems. Experience gained by some designers in efforts to design for a wider-user group has revealed some design challenges. This research therefore takes a look at some conflicting design requirements resulting from the use of accessibility features and products by two or more groups within the disability circle which has the likelihood of affecting the mobility impaired person. Data sources to verify the existence of some of these conflicts were gained through case studies of some selected institutions and interviews. Discussions on some manageable solutions to architectural inconveniences which are unconsciously created in attempts to design for wider user-groups of disabled people reveals the significance of a biological, psychological and social approach to designing for the mobility impaired. The studies brought to light a new and fabricated mobility aid which will help in developing the concept and philosophy towards the design of a technical-vocational institute for the mobility impaired in Kano state.
TABLE OF CONTENT
Title Page…………………………………………………………………………………………………………..i
Declaration…………………………………………………………………………………………………………… ii
Certification………………………………………………………………………………………………………… iii
Dedication…………………………………………………………………………………………………………… iv
Acknowledgement………………………………………………………………………………………………… v
Abstract……………………………………………………………………………………………………………… vii
Table of Content………………………………………………………………………………………………… viii
List of Tables……………………………………………………………………………………………………… xv
List of Figure……………………………………………………………………………………………………… xvi
List of Plates……………………………………………………………………………………………………. xviii
List of Appendices……………………………………………………………………………………………… xix
Abbreviation, Definations……………………………………………………………………………………x
1.0 INTRODUCTION ……………………………………………………………………………………….. 1
1.1 Background of Study …………………………………………………………………………………… 1
1.2 Problem Statement ………………………………………………………………………………………. 2
1.3 Aim and Objectives ……………………………………………………………………………………… 4
1.4 Research Questions ……………………………………………………………………………………… 5
1.5 Justification ………………………………………………………………………………………………… 6
1.6 Scope and Delimitation of the Study …………………………………………………………….. 6
1.7 Thesis Structure ………………………………………………………………………………………….. 7
2.0 LITERATURE REVIEW ……………………………………………………………………………. 9
2.1 History of Technical Schools for Special Education in Nigeria ………………………. 9
2.2 Design of Schools and its Challenges …………………………………………………………… 10
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1General planning consideration for technical school ………………………………………. 12
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Definition of Disability ………………………………………………………………………………… 12
- History of legislation on disability ………………………………………………………………. 13
- Form of mobility impairment by nature ……………………………………………………….. 16
- Form of mobility impairment by extent ……………………………………………………….. 17
- Bone and joint deformities …………………………………………………………………………. 18
- Mobility Aid Used by Mobility Impaired
……………………………………………………. 19
- Walking stick …………………………………………………………………………………………… 19
- Crutches ………………………………………………………………………………………………….. 19
- Frames… …………………………………………………………………………………………………. 19
- Wheel Chair …………………………………………………………………………………………….. 20
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Definition of Disability ………………………………………………………………………………… 12
2.5 Functional Limitation Caused By Mobility Impairment ……………………………… 21
2.6 Disability in Nigeria …………………………………………………………………………………… 22
2.6.1Education and disability in Nigeria……………………………………………………………… 25
2.6.2Accessibility to rehabilitation services ………………………………………………………… 25
2.6.3Career opportunities for the Mobility impaired in Nigeria ……………………………… 25
2.7 Towards Universal Design …………………………………………………………………………. 28
2.7.1Barrier free environment ……………………………………………………………………………. 29
2.8A Review of Potential Conflict Areas ………………………………………………………….. 30
2.8.1 The real number of building and product users who are disabled ……………………. 30
2.8.2 Car Parking and Setting Down Point …………………………………………………………… 31
2.8.3 Horizontal Circulation……………………………………………………………………………….. 31
2.8.4 The design and use of ramps ………………………………………………………………………. 32
2.8.5 Issues with stair positioning ……………………………………………………………………….. 34
2.8.6Details of Tactile Pavement ……………………………………………………………………….. 34
2.8.7Sanitary Facilities ……………………………………………………………………………………… 36
2.9Space Analysis ……………………………………………………………………………………………. 36
2.9.1Non-ambulatory disabilities ………………………………………………………………………… 36
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2Semi-ambulatory disabilities ………………………………………………………………………. 43
- Review of Studies on Design for Disability…………………………………………………… 44
- Examples of Facilities incorporating Universal Design ………………………………….. 46
- Summary of Literature Review ……………………………………………………………………. 50
- RESEARCH METHODOLOGY ……………………………………………………………….. 52
- Research Strategy and Design ……………………………………………………………………. 52
- Population of Study
……………………………………………………………………………………. 53
- Sampling technique …………………………………………………………………………………… 53
- Case study selection criteria ……………………………………………………………………….. 55
- Criteria for appraisal of case studies ……………………………………………………………. 55
3.3 Sources of Data Collection …………………………………………………………………………. 56
- Instruments of data collection …………………………………………………………………….. 57
- Procedures for data collection …………………………………………………………………….. 59
- Variables of the Study ……………………………………………………………………………….. 59
- Data Analysis and Presentation ………………………………………………………………….. 60
- Research Challenges ………………………………………………………………………………….. 61
- RESULTS, DATA ANALYSIS, DISCUSSION …………………………………………… 62
- Preamble …………………………………………………………………………………………………… 62
4.2 Case Study One: Business Apprenticeship Training Centre (BATC) Sabongari.63
4.2.1 History and development …………………………………………………………………………… 63
4.2.2 Site planning and landscaping ……………………………………………………………………. 63
4.2.3 Spatial organization ………………………………………………………………………………….. 64
4.2.4 Merits….. ………………………………………………………………………………………………… 65
4.2.5 Demerits ………………………………………………………………………………………………….. 65
4.3 Case Study Two: Institute for Youth Development; Sani Abatcha Youth
Center….. ………………………………………………………………………………………………………… 65
4.3.1 History and Development ………………………………………………………………………….. 65
4.3.2 Site planning and landscaping …………………………………………………………………… 66
4.3.3 Spatial organization ………………………………………………………………………………….. 67
4.3.4 Merits… ………………………………………………………………………………………………….. 68
4.3.5 Demerits ………………………………………………………………………………………………….. 68
4.4 Interview: The Kano State Disability Association Headquarters …………………. 68
4.4.1 History and Background ……………………………………………………………………………. 68
4.4.2 Site planning and landscaping ……………………………………………………………………. 68
4.4.3 Merits… ………………………………………………………………………………………………….. 69
4.4.4 Demerits ………………………………………………………………………………………………….. 69
4.5 Data Analysis of Survey …………………………………………………………………………….. 69
4.5.1 Backgrounds of respondents ………………………………………………………………………. 70
4.5.2 Opinion of respondents on adequacy of accessibility features ………………………… 71
4.5.3 Knowledge on accessibility design concepts ………………………………………………… 72
4.5.4 Awareness and knowledge of specific accessibility features ………………………….. 73
4.5.5Problems with the use of accessibility design features …………………………………… 74
4.5.6Type of skill respondents will be willing to learn ………………………………………….. 75
4.5.7Recommendations from Respondents ………………………………………………………….. 75
4.6 Discussion of Results ………………………………………………………………………………….. 75
4.6.1Research question one ……………………………………………………………………………….. 77
4.6.2Research question two ………………………………………………………………………………. 78
4.6.3Research question three ……………………………………………………………………………… 86
4.6.4Research question four ……………………………………………………………………………….. 88
4.7 Possible Conflict of Interests from the use of Accessible Features with Others 89
4.8 Accessibility Conflicts Resolution Measures ……………………………………………….. 89
5.0 SITE REPORT ………………………………………………………………………………………….. 91
5.1The Brief ……………………………………………………………………………………………………. 91
5.1.1The clients brief ……………………………………………………………………………………….. 91
5.2 Scheme Defination……………………………………………………………………………………… 93
5.2.1 Project location ………………………………………………………………………………………… 93
5.3 Site Study and Analysis ……………………………………………………………………………….. 94
5.3.1 Site location …………………………………………………………………………………………….. 94
5.3.2 Site selection criteria and justification …………………………………………………………. 95
5.3.3 Site’s peripheral studies …………………………………………………………………………….. 95
5.3.4 Climatic analysis ………………………………………………………………………………………. 96
5.3.5 Site analysis: ………………………………………………………………………………………….. 100
5.4 The Effects of Environmental and Climatic Factors on Building Design …….. 100
5.4.1Temperature …………………………………………………………………………………………… 101
5.4.2Rainfall…………………………………………………………………………..101
5.4.3Wind pressure ………………………………………………………………………………………… 101
5.4.4Solar radiation ………………………………………………………………………………………… 102
6.0 DESIGN REPORT ………………………………………………………………………………….. 104
6.1 Design Philosophy ……………………………………………………………………………………. 104
6.2 Design Concept ………………………………………………………………………………………… 104
6.2.1Conceptual site planning ………………………………………………………………………….. 106
6.3 The Detailed Design …………………………………………………………………………………. 106
6.3.1Site layout ……………………………………………………………………………………………… 106
6.3.2Construction technology ………………………………………………………………………….. 108
6.3.3Construction material ………………………………………………………………………………. 109
6.3.4 Landscaping …………………………………………………………………………………………… 110
6.3.5 Services …………………………………………………………………………………………………. 111
6.3.6 Circulation and access ……………………………………………………………………………… 113
6.4 Schedule of Accommodation …………………………………………………………………….. 114
6.4.1 The Parking area …………………………………………………………………………………….. 114
6.4.2 The Administration bloc ………………………………………………………………………….. 115
6.4.3The Library ……………………………………………………………………………………………. 116
6.4.4Classrooms, Lecture theatres, and Workshops ……………………………………………. 116
6.4.5 The Dining Area ……………………………………………………………………………………… 117
6.4.6The Auditorium ………………………………………………………………………………………. 117
6.4.7Student Accommodation ………………………………………………………………………….. 118
7.0 CONCLUSION AND RECOMMENDATIONS ………………………………………… 119
7.1 Summary …………………………………………………………………………………………………. 119
7.2 Conclusion ………………………………………………………………………………………………. 121
7.3 Recommendation ……………………………………………………………………………………… 124
7.4 Areas of Further Studies ………………………………………………………………………….. 125
7.5 Contribution of Study to Knowledge ………………………………………………………… 125
Reference ………………………………………………………………………………………………………. 127
1.0 INTRODUCTION
1.1 Background of Study
Physical disability is very unpredictable because once vibrant able-bodied person can become physically disabled overnight due to an accident or as a result of the side effect of treatment of an illness (Sadiq, 2014). An estimated 10% of every population is likely to be disabled, and up to one in five of the world’s poorest has a disability (Mont, 2007). For reasons such as these, the UN Convention on the Rights and Persons With Disabilities (PWD) adopted on the 13th of December, 2006 estimates that the day to day life of around 25% of the world’s population is affected by disability (UN, 2015). A preamble to the World Health Organization report on disability estimated that 600 million to 650 million persons making 10% of the total world populations of whom approximately 80% live in developing countries, are persons living with various forms of disabilities or impairments. This reduces their ability to effectively or safely use many building facilities (Organization, 2007).’
Nigeria is estimated to have a population of 169 million; although it is argued that the country had not had any credible census since 1816 (UN, 2015).Based on the World Report on Disability, approximately 25 million Nigerians have a disability, with 3.5 million of these having very significant difficulties in social and physical functioning.
These disabilities include physical and intellectual developmental conditions. Regardless of the large number of people with disabilities in Nigeria, little support, if any is given to individuals living with disabilities. These individuals are often excluded from social, economic and political affairs in the society. The most common avenue of social aid for people with disabilities is usually through families, non-governmental organizations and religious organizations (U.N, 2014)
“Disabilities are an umbrella term covering impairments, activity limitation, and participation restrictions. An impairment is a problem in the body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvements in life situations”(Weisman, 1991). With the current fight against insurgency and security threats that Nigeria as a country has been going through, her population of disabled people has significantly increased by 30 percent (Miji, 2015)
Unfortunately, the built environment has been designed for the young, able-bodied, which fits only a small percentage of the entire population of the world where in actual fact there is no guarantee for one becoming able for a lifetime (Dobkin, 2006).This therefore has resulted to the creation of barriers for the rest who do not fit the description of an able-bodied person. For reasons such as these, the 2006 UN Convention on the Rights of Persons with Disabilities does not explicitly define disability but rather describes disability as an evolving concept which results from the interaction between persons with impairments and attitudinal and environmental barriers that hinders full and effective participation in society on an equal basis with others (UN, 2015). Thus, disability is a complex phenomenon, reflecting an interaction between features of a person’s body and features of the society in which he or she lives.
1.2 Problem Statement
A key advantage of universal design is the fact that it addresses the scope of accessibility and suggests making all elements and spaces accessible to and usable by all people to the greatest extent possible (Mace, 1990). Shifting away from former misconceptions where rather isolated people with disabilities will now be given universal and inclusive recognition has exposed some possible conflicts resulting from incompatible demands placed in a single environment by all its potential users (KyeiDompim, 2010).
The design of facilities for skill acquisition for mobile impaired individuals involves the knowledge not only of the various disabilities but also usually various design considerations for the disabilities in use of buildings which are not usually considered by designers. However information on these accessibility conflicts tends to be scattered and not given much attention because they are silenced or overshadowed by the zealous attempt to implement accessibility laws and concepts (Kyei-Dompim, 2010). To ensure proficiency and better application of Universal Design Principles (UDP), these conflicts must be sought out and resolved or halted thereby necessitating this research.
The eradication of poverty has been a continuous battle for Nigeria as a country and with the current situation of poverty and unemployment in Nigeria, the fight against insurgency has further driven it back and Government counter-insurgency operations have also contributed to insecurity and displacement, both in the north-east and in neighbouring countries. Poverty level has risen and a lot of people have been displaced; number of disabled persons have increased, many have lost their lives, means of livelihood, others have suffered injuries that will prevent them from returning to their former way of lives, in terms of means of livelihood. Thus the vicious cycle of disability and poverty has been recognized, which led the United Nations to promulgate rules for equal opportunities for people with disabilities, with rehabilitation as one of the tenets for achieving an optimal level of independence (United Nations, 1993) However, despite many disability initiatives, accessibility to rehabilitation is far from being achieved for people with disability in Africa in general and Nigeria in particular. The poor perception of disability and people living with it has fuelled the lacklustre attitude of government in terms of policy direction and action. This is unfortunate because the extent to which a society provides and indeed funds rehabilitation is probably a good measure of how much interest it has, and importance it attaches to the well-being of its citizens (Poulis, 2012).
As stated earlier, disability can be an occurrence in the later part of an individual’s life, therefore the rehabilitation of disabled individuals cannot be over emphasized because it is through that process that they can develop skills; for those that cannot go back to their former means of livelihood. For those that are born with their disabilities, it enables them an opportunity to choose either to learn a skill or go through the school system.
A number of skill acquisition facilities or buildings have been developed over the years in an unsystematic manner without due consideration given to disabled individuals resulting in complex structures made up of high, difficult to access building for people with disabilities(Kyei-Dompim, 2010). This prevalent setting has challenged and frustrated many disabled people who use these buildings. Most designers give little consideration to disabled people seeing them as a minority group of people when designing (Peloquin, 1994).
1.3 Aim and Objectives
The aim of this research is to identify and assess conflicting design requirements and standards of UD principles militating against optimal use of buildings by mobility impaired individuals with a view to develop a design model of technical and vocational institute in the Kano metropolis.
The objectives of this research therefore are:
- To study different forms of disabilities, disability in Nigeria and how it has been addressed architecturally.
- To identify and examine the accessibility requirements of various mobility impaired people and some of their functional limitations.
- To examine conflicting situations resulting from the use of accessible features in the built environment by different ambulant impaired persons which affect their comfort.
- To establish the development of a better and /or alternative means of reducing or eliminating accessibility design conflicts which result from designing to suit a wide range of people with various forms of mobility impairments.
1.4 Research Questions
- What are the forms of disabilities and how have they been addressed
architecturally in Nigeria?
- What are the accessibility requirements of various ambulant impaired persons and what are their functional limitations?
- What are the conflicting situations resulting from the use of accessible features in the built environment which affect the ambulant impaired persons? iv. Is there a better means beyond UD concepts to eliminating accessibility design conflicts to suit wide range of people with mobility impairment?
1.5 Justification
The up-surge of road and industrial accidents as well as the emergence of large number of displaced persons in Nigerian, paralleled by advancement in the field of medicine is increasing the possibilities of a lot more people who would have rather died than to become physically challenged. This therefore justifies the need to research and identify better ways to design the built environment to meet the needs of the increasing physically challenged if all the above factors are to continue to increase the population of the physically disabled in the society (Kyei-Dompim, 2010).
Most designers also conceive disabled bodies as wheelchair users, with little perception of the wider range of physical and/or mental impairments which need to be catered for in producing inclusive design (Imrie, Disability and the City, 1996). Little attention is paid to the role played by disabled people in the built environment. Thus In response to mobility impaired people being neglected and forgotten to be catered for in design considerations, there is need to gather as much information as possible for design, thus this research could be seen as a revival of a forgotten group.
Way finding safely around a building by persons with disabilities is of great importance. People with disabilities often blame themselves for not being able to cope. However the blame is not on them but on the designer (Peloquin, 1994). Not being able to get about and around a building comfortably as a mobility impaired person is an indication of a poor design.
1.6 Scope and Delimitation of the Study
The groups of people that have mobility difficulties include the blind, the aged and people with lower limb challenge. For the purpose of this research, only people with lower limb physical challenges such as those on wheelchair and other assistive devices would be considered in the research and the proposed design.
The Study will be carried out in Kano and Kaduna State and the project will be sited in
Kano State. The facilities to be provided will depend on the client’s brief which will be subject to consultation.
The application of findings in the research will be limited to those found in the course of the research.
1.7 Thesis Structure
This study is divided into six chapters as illustrated in the figure below.
Chapter one consists of background of the study, statement of the problem, aim and objectives of the study, research questions, justification, scope, limitation and thesis structure.
Chapter two consists of literature review under the following sub-topics: History of technical schools in Nigeria, Forms of disability, Limitations caused by disability, Education and access to rehabilitation, Career opportunity for the mobility impaired, Inclusive design and potential conflict causes and summary.
Chapter three describes research methodology used in the study with the sub-topics; research strategy, research design, population, sample and sampling techniques, case study selection criteria, sources of data collection, instruments for data collection, procedures of data collection, data analysis and presentation and summary.
Chapter four consists of data presentation and analysis. This will present the case study findings and analysis.
Chapter five gives a summary of research findings, conclusions, recommendations and suggestions for further research in the area.
Chapter six gives the design report. This will present all the design procedures from preliminary designs, presentation drawings to working drawings.
AN EXAMINATION OF CONFLICTING DESIGN REQUIREMENTS FOR THE MOBILITY IMPAIRED IN THE DESIGN OF A TECHNICAL VOCATIONAL INSTITUTE, KANO
