كليدواژه :
تحليل معماري مراكز آموزشي , ناشنوا و كم‌شنوا , دبستان , شهر اصفهان
چكيده فارسي :
هدف: اين مقاله به تحليل وضعيت معماري سه دبستان كودكان ناشنوا و كم‌شنوا در شهر اصفهان، پرداخته است.
روش بررسي: پژوهش حاضر با استفاده از روش تحقيق توصيفي - تحليلي و با بررسي مطالعات انجام‌شده پيرامون خصوصيات معمارانهٔ فضاهاي آموزشي افراد ناشنوا و كم‌شنوا در كشورهاي مختلف جهان و به كمك چك‌ليست محقق‌ساخته و ابزار مشاهده، صورت گرفته است.
يافته‌ها: يافته‌هاي پژوهش، حاكي از آن است كه معماري دبستان‌هاي افراد ناشنوا و كم‌شنواي موجود در شهر اصفهان، مناسب با نيازهاي اين افراد، نيست؛ به‌طوري‌كه هيچ‌يك از اين سه دبستان، براي دسترسي آسان افراد يادشده در موقعيت مكاني مناسبي قرار نگرفته، شرايط اكوستيك مناسبي نداشته و از مواد و مصالح مناسب با توجه به شرايط كودكان ناشنوا و كم‌شنوا، در معماري آن‌ها استفاده نشده است.
نتيجه‌گيري: عليرغم اينكه در بسياري از كشورها كليساها، مراكز فرهنگي، مدارس، خانه‌ها، مغازه‌ها و ...، براي ناشنوايان و كم‌شنوايان، مناسب و طراحي‌شده هستند؛ ليكن هنوز در ايران، فضاهاي مناسب‌سازي‌شده براي اين دسته افراد وجود ندارد. ارائۀ سطوح مناسبي از نورپردازي و انتخاب رنگ‌ها و مواد و مصالح، منجر‌به بهبود يادگيري افراد ناشنوا و كم‌شنوا در فضاهاي آموزشي، مي‌شود. جنس مصالح مي‌تواند در مديريت لرزش‌ها، بهبود جهت‌يابي و شناسايي مخاطرات تهديدكنندهٔ افراد ناشنوا و كم‌شنوا، بسيار كمك‌كننده باشد.
چكيده لاتين :
Background & Objective: This article deals with analyzing the architectural situation of three Deaf & Hard-of-Hearing primary schools.
Regarding the importance of the educational space in Learning and the Deaf relationship, this research is necessary to do. Moreover, no similar
research is done, so far, which makes this study unique.
Methods: This study is carried out by an analytical-descriptive method. In the first step, based on studies done at Gallaudet University and
American with Disability Acts (ADA) and Building Bulletin 93 related to suggested standards of British. Association for Deaf teachers, effective
factors on designing proper educational space for Deaf & Hard-of-Hearing primary and components of each factor were extracted. Then the
research checklist was prepared and the educational situation of three Deaf & Hard-of-Hearing primary schools in Isfahan.
Results: By analyzing the data for this study, which is, in facts, comparing the architectural situation of the three primary schools for? In Isfahan
with the gained standards out of the studies on other countries (in the form of a researcher'’ checklist), it is found out that the architectures of
primary schools for of Deaf & Hard of Hearing in Isfahan is not suitable for them. Furthermore, despite the fact that the educational space is so
effective in learning the quality of Deaf & Hard-of-Hearing students, these three are not designed and built the same as schools for normal school
children, and they are not easy to access for them in on the appropriate location. They are not acoustically designed and suitable building materials
not used either. Regarding colors, in all the above-mentioned primary schools. Beige is used, which is closely similar to the skin color which is
not good for Deaf students’ educational spaces. Moreover, 66% of those school's fire is not equipped with fire alarms. Just one school in one
class had a fire alarm and only one school had two emergency exits. One hundred percent of these schools had to suitable glass protection for
heaters. None of the schools had no suitable equipment and furniture like armchairs’ bells with lights, video telephones, etc. By analyzing the
situation of these schools in terms of safety in yards and halls; no sharp barriers such as poles did not exist and there were ramps in just two
schools. In two schools, doors opened outward. In no schools, round angles were used. In 66% of schools, there were double-edged windows.
In just one school glass of windows was safer by sticking mat covers on them. All Halls and paths were 2.5 meters wide, which is quite suitable.
Conclusion: Although in many countries, churches, cultural centers, schools, houses, shops & etc.; are suitable for the above-mentioned people,
they are not appropriate for them in Iran. Suitable lighting and choosing colors, as well as building materials, can be helpful for learning
improvement. Type of building materials is of great help in shaking management, finding directions and identifying dangers. Since Deaf & Hardof-
Hearing student is mostly dependent on touching, smelling and seeing senses, designing on open space in an educational center plays an
important role in learning better. These spaces should create a signification relationship between the interior and outside space. The outside yard
can be a good place for children to play, talk, interact, learn and search. Using central yards and mixing the space and outdoors with classrooms
can be very useful.
