Meditation Garden walls
Entry to Chapel
Water Feature
Overall view
Plan View
Thursday, March 25, 2010
Some exterior renderings.
Here are the very begining renderings of the interior courtyard.
Meditation Garden walls
Entry to Chapel
Water Feature
Overall view
Plan View
Meditation Garden walls
Entry to Chapel
Water Feature
Overall view
Plan View
Saturday, March 20, 2010
Sacred Space focus concept
Faith. That is what gets these students, parents, therapists, and friends through everyday. They believe they are special and will achieve all their goals. They believe their child can succeed despite a populous that doesn’t agree. They believe they can help these students see a better more successful way of life. They believe in a world that does not judge the disability but rather sees the ability. Faith is what carries them through the hard times and rejoices with them in times of triumph. Faith is also what heals the hurt caused by thoughtless others and the frustrations experienced everyday.
These students have a deep bond with God and love on a level much like their creator. Therefore, a space that is devoted to this faith, healing, hoping, and grieving is important to these students and their support systems. This chapel space is to be a welcoming, inspiring, and uplifting environment. Through the use of natural light, shadow, and transistive space will make the chapel a naturally stimulating and inspiring space. The vibrantly simple stained glass will create a joyful space through its colored lights and a way to translate the gospel stories in a basic way. Warm toned materials and and a soft acousic environment will create a safe harbor of refuge and peace for the weary. This chapel will be a focal point of the school, located on its center axis and a source of pride and peace for all its users. The goal of the space is to bring its members closer to their Savior and demonstrate His powerful grace and love in all of life’s struggles and achievements. With this space, the community can begin to heal their deep wounds and start anew as a becon to the power of faith in these childrens’ lives and the lives they touch.
These students have a deep bond with God and love on a level much like their creator. Therefore, a space that is devoted to this faith, healing, hoping, and grieving is important to these students and their support systems. This chapel space is to be a welcoming, inspiring, and uplifting environment. Through the use of natural light, shadow, and transistive space will make the chapel a naturally stimulating and inspiring space. The vibrantly simple stained glass will create a joyful space through its colored lights and a way to translate the gospel stories in a basic way. Warm toned materials and and a soft acousic environment will create a safe harbor of refuge and peace for the weary. This chapel will be a focal point of the school, located on its center axis and a source of pride and peace for all its users. The goal of the space is to bring its members closer to their Savior and demonstrate His powerful grace and love in all of life’s struggles and achievements. With this space, the community can begin to heal their deep wounds and start anew as a becon to the power of faith in these childrens’ lives and the lives they touch.
ADA Playground focus concept
Playgrounds play an important role in how children learn to interact with their environment, peers, and the obstacles they face. Playground play is a huge part of most people’s childhood memories. Special needs students should not be limited in this area of growth and development. This is why for my focus, I have chosen to design the component structure and assembly of an ADA playground that fits the 7 benefits of inclusive design set forth by the National Center for Boudless Playgrounds.
The seven benefits are:
1. Be Fair
2. Be Included
3. Be Smart
4. Be independent
5. Be safe
6. Be Active
7. Be Comfotable
All activites in the playground system will be accessible for students of all ages and abilities. The space will use ramping, transfer decks, and harbor decks to make the elevated play systems easily accessible and comfortable for disabled students. A variety of ground level play peices, activites for 2-5 year olds, and activites for 5-12 year olds will make the playground a fun space to actively tackle new challenges and recieve therapy in a non clinical way. Outdoor games and cirriculum based play equipment will be used to further the lessons learned in the classrooms. Cushion outdoor flooring will be used to protect the safety of the students from falls and exterior shading and landscaping will be used to keep the park cool in the hot summer months.
The seven benefits are:
1. Be Fair
2. Be Included
3. Be Smart
4. Be independent
5. Be safe
6. Be Active
7. Be Comfotable
All activites in the playground system will be accessible for students of all ages and abilities. The space will use ramping, transfer decks, and harbor decks to make the elevated play systems easily accessible and comfortable for disabled students. A variety of ground level play peices, activites for 2-5 year olds, and activites for 5-12 year olds will make the playground a fun space to actively tackle new challenges and recieve therapy in a non clinical way. Outdoor games and cirriculum based play equipment will be used to further the lessons learned in the classrooms. Cushion outdoor flooring will be used to protect the safety of the students from falls and exterior shading and landscaping will be used to keep the park cool in the hot summer months.
FOCUS: playground plan
Here is the close up of the ADA playground I designed for my design focus. All elevated spaces are accessible by ramp. The outdoor play offers changes for physical activity, intellectual games, and fun!
Circulation Diagrams
This dagram shows how different groups of people will move through the space.
Purple - teachers, students, and parents
Green - therapists
Orange - voluneteers, community memebers
Blue - vocational center students
Code Compliance Diagram
This plan shows code compliance for the space. The shaded boxes show accessible clearance, the dashed circles are the required turning radi for wheelchairs, and exit boxes denote fire exit signs.
A little Late..
So I have sincerely forgotten all the work that needs to go on this blog. So there is a lot of info about to flood this space!
Get ready for a post midterm wrap up here!
Get ready for a post midterm wrap up here!
Zoning Redefined
Nwe Zoning! After looking at some circulation and code issues, I decided, with the help of my studio professor, that the space needed a rework!
Here is the new zoning. Current floorplan to follow. This space allows for even flow of people around the school. Oddly enough, for all the Christains out there, the space ends up with hallways that form 3 crosses.
Sunday, February 21, 2010
Research: Kid Konnection - ADA Playground
This was easily the most fun site visit. Who wouldn't love exploring and learning playground equipment? I found out about the Kid Konnection playground while doing research on accessible play spaces. This play space is located in Mandeville Louisiana at the St. Tammany trace Trailhead. The entire park is accessible from large play structures to the sand pit to the swing set. The equipment specified is from Park and Play structures, a company that focuses on play as learning environments. All play systems include ramps and ground level activities that all children can enjoy. The swings are banana swings, suitable for small children and those in wheel chairs. The sand pit area allows space for children in wheel chairs to access large diggers and sand areas. The area is covered is a cushion outdoor flooring to protect students against the brunt of a fall. Also, the play equipment includes academic features such as match 3 games and mazes, as well as physical fitness equipment with pedal pushers and climb walls.
Wednesday, February 10, 2010
Final Logo Choice
Here is the final logo. I went with something more traditional to appeal to discerning parents. The bright colors still keep the playful feel. The happy children logos have been adapted for graphics in the final thesis book.
Sunday, January 31, 2010
Gaining Focus
We are asked to choose a focus for our project. This focus must be a factor of our design and something that is special and worthy of in depth research and exploration.
Choosing a focus has proven quite a challenge. What is something special in my design that is able to be studied in depth at this point in the design process?
Well after much discussion and thought, I have decided to do a split focus on accessible play spaces and outdoor learning environments as well as the nuances of designing sacred spaces, namely Chapel design.
This focus will help greatly develop these supporting spaces.
Choosing a focus has proven quite a challenge. What is something special in my design that is able to be studied in depth at this point in the design process?
Well after much discussion and thought, I have decided to do a split focus on accessible play spaces and outdoor learning environments as well as the nuances of designing sacred spaces, namely Chapel design.
This focus will help greatly develop these supporting spaces.
Tuesday, January 26, 2010
Saturday, January 23, 2010
A Fictitious Project
St. Gabriel's School is a fictitious project as part of a senior capstone study in interior design. The project is not a built project, however, the research and applications are completed as if it were to be a built project.
My project is in conjunction with a local committee investigating opportunities for a special needs school in Baton Rouge. Their input and the input from other involved special needs parents is the driving force and greatest source of information for this project. Other research sources include school precedents and interviews with school principal, special education teachers, and technical experts.
Please share your thoughts about this project. Input is appreciated by the committee as they move to bring more educational options to the Baton Rouge area.
My project is in conjunction with a local committee investigating opportunities for a special needs school in Baton Rouge. Their input and the input from other involved special needs parents is the driving force and greatest source of information for this project. Other research sources include school precedents and interviews with school principal, special education teachers, and technical experts.
Please share your thoughts about this project. Input is appreciated by the committee as they move to bring more educational options to the Baton Rouge area.
Summary Statement
St. Gabriel’s School is a new learning environment that puts the user’s specific needs first in design and development. The programming and planning of the space will be informed through student and parent interviews along with precedent research. Design and development will come from the unique needs for a proper learning environment for these students. Baton rouge is lacking this special opportunity to showcase and educate special needs students. Taking on this project would mean the realization of these students’ unique abilities, not a focus on their disabilities. By offering another educational opportunity, like St. Gabriel’s School, for these students, Baton Rouge will be educating and forming active community members. The client understands the research and design ideas for St. Gabriel’s School. Any change in these ideas or decisions will result in a price change and may result in a project timeline delay.
Concept Statement
All students should have access to a quality education in inspiring spaces. The concept for St. Gabriel’s School is to stimulate learning and promote community cohesiveness through easily accessible, nature rich spaces. The school will create a stimulating environment by offering exterior views in every classroom and ample opportunities for natural light exposure in public spaces. An interactive outdoor learning, therapy and play area will bring diverse textures and environments into the student’s everyday play experience, helping them learn within the community of nature. Efficient and innovative technology makes the learning environment easily accessible and seamless for teaching. Warm textures and earthen materials will be used to give a blank canvas feel to the public spaces. This allows the students and their actions to pop on this background and can be a calming transition for them. All classrooms will be user specific based on whether students in that space require a stimulating or calming everyday environment. This warm environment will be a source of community pride and a welcome place for community members to witness the unique abilities of these students. Ultimately, St. Gabriel’s School will serve as an educational beacon for the community and for students with exceptionalities.
Economic Factors
School will receive financial support in start up costs from a local bank and trust’s philanthropic measures. Through grants, tuition, and community donations the school will continue to support itself. The school is also a registered nonprofit organization 105(c)(3) and therefore benefits from the certain tax and other monetary breaks.
The school will host annual fundraisers in the community to benefit the schools programs and support needs
The school will also be used as a student teaching facility for college and therapy students. This will help defray some of the costs involved in hiring teaching assistants.
Older students in the vocational school will sell their arts and learned skills to the local community to pay for some of their support services.
All students will be required to pay tuition. Financing and work study options can be formulated through the local bank and trust.
The school will also serve as a research institution for studying specific disabilities, and will receive a small monetary donation for use of its facilities and research.
Community members will also be able to rent the outdoor space for weekend functions, party gatherings, small family reunions, weddings, etc.
The school will host annual fundraisers in the community to benefit the schools programs and support needs
The school will also be used as a student teaching facility for college and therapy students. This will help defray some of the costs involved in hiring teaching assistants.
Older students in the vocational school will sell their arts and learned skills to the local community to pay for some of their support services.
All students will be required to pay tuition. Financing and work study options can be formulated through the local bank and trust.
The school will also serve as a research institution for studying specific disabilities, and will receive a small monetary donation for use of its facilities and research.
Community members will also be able to rent the outdoor space for weekend functions, party gatherings, small family reunions, weddings, etc.
Technical Needs
Computing Requirements
o Spaces should have wireless internet access available to teachers and staff. Access codes should be provided to these members.
o All computers need to be energy efficient and have graphical capabilities for computer teaching tools and videos.
o All computers need a backup system
Integrated Teaching Technology
o Smart Boards and Smart Tables should be incorporated into the classrooms to promote teaching efficiency
o Audio Visual displays should be incorporated into integrated learning environments
Telecommunications and Data
o Telephones, computers, and office accessories needed in office and office support spaces
o Extra support needed in therapy spaces for specialty equipment
o Spaces should have wireless internet access available to teachers and staff. Access codes should be provided to these members.
o All computers need to be energy efficient and have graphical capabilities for computer teaching tools and videos.
o All computers need a backup system
Integrated Teaching Technology
o Smart Boards and Smart Tables should be incorporated into the classrooms to promote teaching efficiency
o Audio Visual displays should be incorporated into integrated learning environments
Telecommunications and Data
o Telephones, computers, and office accessories needed in office and office support spaces
o Extra support needed in therapy spaces for specialty equipment
Biophysical Needs
HVAC
o Sufficient HVAC units for proper cooling and heating needs
o Adjustable vents in classroom spaces for air flow control
o Energy efficient systems and ducting to promote green technologies and to save on school’s electricity bill
Fire Safety
o Automatic Sprinkler emergency systems
o Automatic alarms and notification devices according to code requirements
o Notification alarms that state the emergency and therefore do not blink rapidly or screech loudly. Some students will be sensitive to pulsing light and sound, so the emergency notification system must consider their special needs.
o Adequate exits for easy removal of all students in a timely fashion.
o 5’ exit corridors to accommodate any support equipment student’s need.
Illumination
o Enough lighting to meet minimum visibility requirements
o All lighting should be on automatic switches to promote energy efficiencies and cost savings
o All lighting in classroom spaces should offer dimming capabilities to meet specific student’s needs or activity needs
o Layers of lighting from natural light, to overhead light to task light should be offered to meet comfort requirements for students.
o Natural light should be incorporated as the main light source in spaces
Plumbing
o Plumbing fixtures and access ways to bathrooms need to be ADA accessible
o Sinks and toilets should be automatic.
o Plumbing fixtures should be low flow to reduce water consumption
o Shower spaces need to be ADA accessible and roll in for medical purposes
o Fixtures should be smaller in lower school classrooms to suit children’s size.
Power
o Multiple outlets should be offered in classrooms to suit teacher’s needs
o Outlets should have a protective cover to prevent accidental electrocution
o School should have a back up energy system in the case of emergency
o Solar photovoltaic panels will be used to promote energy savings and help the school be self sufficient
o All computers need to be plugged into surge protectors
o All outlets in wet areas need to be ground fault outlets
o All appliances should be Energy Star
Security
o All doors should have buzzers so that only those inside can let another person on the premises. This mechanism will default in the event of a fire or other emergency
o Once access is approved, doors should be automatic to allow easy entry
o The entire site should be gated
o A PA/ Intercom systems needs to be piped into all classrooms to ensure mass communication
o Alarm systems need to be installed
Mechanical
o Washer and dryers should be Energy Star rated and enclosed
o The small kiln in the art room needs to be gated for security and safety purposes
o Exterior exhaust fan will be needed for small kiln
Building Systems
o All exterior glazing should be Low e glass and offer a tint to help with glare reduction
o The roof will be half covered in a native sod to reduce heat absorption on the roof and prevent water runoff
o A rainwater collection system will also be on the roof to assist with watering and flushing needs
o Sufficient HVAC units for proper cooling and heating needs
o Adjustable vents in classroom spaces for air flow control
o Energy efficient systems and ducting to promote green technologies and to save on school’s electricity bill
Fire Safety
o Automatic Sprinkler emergency systems
o Automatic alarms and notification devices according to code requirements
o Notification alarms that state the emergency and therefore do not blink rapidly or screech loudly. Some students will be sensitive to pulsing light and sound, so the emergency notification system must consider their special needs.
o Adequate exits for easy removal of all students in a timely fashion.
o 5’ exit corridors to accommodate any support equipment student’s need.
Illumination
o Enough lighting to meet minimum visibility requirements
o All lighting should be on automatic switches to promote energy efficiencies and cost savings
o All lighting in classroom spaces should offer dimming capabilities to meet specific student’s needs or activity needs
o Layers of lighting from natural light, to overhead light to task light should be offered to meet comfort requirements for students.
o Natural light should be incorporated as the main light source in spaces
Plumbing
o Plumbing fixtures and access ways to bathrooms need to be ADA accessible
o Sinks and toilets should be automatic.
o Plumbing fixtures should be low flow to reduce water consumption
o Shower spaces need to be ADA accessible and roll in for medical purposes
o Fixtures should be smaller in lower school classrooms to suit children’s size.
Power
o Multiple outlets should be offered in classrooms to suit teacher’s needs
o Outlets should have a protective cover to prevent accidental electrocution
o School should have a back up energy system in the case of emergency
o Solar photovoltaic panels will be used to promote energy savings and help the school be self sufficient
o All computers need to be plugged into surge protectors
o All outlets in wet areas need to be ground fault outlets
o All appliances should be Energy Star
Security
o All doors should have buzzers so that only those inside can let another person on the premises. This mechanism will default in the event of a fire or other emergency
o Once access is approved, doors should be automatic to allow easy entry
o The entire site should be gated
o A PA/ Intercom systems needs to be piped into all classrooms to ensure mass communication
o Alarm systems need to be installed
Mechanical
o Washer and dryers should be Energy Star rated and enclosed
o The small kiln in the art room needs to be gated for security and safety purposes
o Exterior exhaust fan will be needed for small kiln
Building Systems
o All exterior glazing should be Low e glass and offer a tint to help with glare reduction
o The roof will be half covered in a native sod to reduce heat absorption on the roof and prevent water runoff
o A rainwater collection system will also be on the roof to assist with watering and flushing needs
Blocking Diagrams
This diagram shows all of the spaces in St. Gabriel’s School and the relationship between those spaces. Dark blue is lower school spaces. Cyan is the front office and all school medical areas. Purple is the High school spaces. Yellow is the Vocational Center spaces. Red is the Café and dining areas. Dark Green is the Chapel. Light green is the garden spaces. Orange is the Activity space. Lime green is used to show circulation. Circulation paths are 8’-0” to offer the easiest movement about spaces for these students.
Zoning Diagrams
St. Gabriel’s School is composed of 7 basics zones, shown in the floor plan below. The zones are: lower school, gym, front office, high school, vocational center, cafeteria, chapel and gardens. The specific contents of each zone can be seen on the blocking diagram featured on the next page. This zoning diagram shows entry access to the 3 main public access spaces: the front office, the vocational center, and the gym. Rear access is provided to the cafeteria for food deliveries and trash hauling. The dark black lines show where I have added exterior walls to create a courtyard in the center of the school. The second floor plan shows private vs. public space. Dark grey is private and light grey is accessible to the public.
Spatial Requirements
Front Office and Therapy Spaces
Mechanical Room - 165 sq. ft
a. Function: Storage of mechanical systems and electrical panel equipment
b. Adjacencies: Convenient to Janitorial and Front Office space
c. Furnishings: None
d. Equipment: Electrical Panel, Mechanical systems equipment
e. Special Requirement: Lockable Door
Janitorial - 80 sq. ft
a. Function: Storage of cleaning solvents and equipment
b. Adjacencies: Central Location
c. Furnishings: Shelving, Wall Hooks and organizational systems
d. Equipment: Stationary Tub, sink
e. Special Requirement: Plumbing Wall, Drain in middle of Floor, Proper ventilation for solvents, disposal space for solvents, Lockable Door
Front Office - 1,280 sq. ft
a. Function: Reception space for guests, offices for administrative staff, storage of copy supplies and mail, rooms for faculty and staff support Occupancy Max:15
b. Adjacencies: Centrally Located, proximity to classroom spaces
c. Furnishings: Waiting lounge chairs (5), Receptionist Systems Desk, Task Chair (1), Desk System and task chair (1), Copy tables and paper storage, Mailboxes, modular tables (2), Side Chairs (8)
d. Equipment: Copy Machine, Fax Machine, Telephone (4), Computer (5), Refrigerator, Microwave, Sink
e. Special Requirements: Security door, Wi-Fi access
Community Outreach Office - 325 sq. ft
a. Function: office space for social worker coordinating service, inclusion, and community opportunities Occupancy Max:6
b. Adjacencies: Close to the Front Office and public access
c. Furnishings: Systems desk (1), Collaborative System (1), Shelving Units (2), Waiting Seats (2)
d. Equipment: Computer (2)
e. Special Requirements: None
Conference Room - 300 sq. ft
a. Function: Meeting space for office staff and visiting guests, students, and financial patrons. Occupancy Max: 6
b. Adjacencies: In front office
c. Furnishings: Conference Table (1), Task seating (6), Projection Screen (1)
d. Equipment: Computer (1), Projection Machine (1)
e. Special Requirements: Laptop hookups/ data plug in center of table
Sensory Room - 400 sq. ft
a. Function: Therapy space for lower school students; space will feature sensory input equipment, such as light projection machines, textural simulation, and audio stimulation machines. Occupancy Max: 3-4
b. Adjacencies: Close to Occupational and Speech Therapy rooms, Close to Lower school
c. Furnishings: Comfortable seating bags (4), Texture Wall
d. Equipment: Light Machine (2), Sound Machine (2),
e. Special Requirements: No windows, lots of outlets and switching, cushy flooring
Nursing Station - 635 sq. ft.
a. Function: Medical attention area for students’ infirmaries, Shower and washer dryer space for sanitation purposes. Cool Down room for upset students. Occupancy Max: 5-6
b. Adjacencies: close to lower and high school, front desk
c. Furnishings: Medical Cots (2), desk (1),
d. Equipment: Shower Room, Washer dryer, computer (1), first aid equipment
e. Special requirements: Roll in shower, soft flooring and acoustical walls for cool down space
Occupational Therapy - 490 sq. ft.
a. Function: Therapy space for students and occupational therapist. Occupancy Max: 5-6
b. Adjacencies: Fairly close to the lower school, outdoor space, and gym
c. Furnishings: Comfortable seating (4), Desk (2), Task Chairs (2)
d. Equipment: Computer (2), treadmill (1), therapy equipment
e. Special Requirements: All spaces need ample circulation; controllability of light and thermal systems
Server Room - 150 sq. ft.
a. Function: Storage for computer server, office space for IT person Occupancy Max: 1
b. Adjacencies: close to computer lab and lower and high school
c. Furnishings: server stack (1), Desk (1), task chair (1)
d. Equipment: Computer Server
e. Special Requirements: Proper ventilation and cooling for server equipment
Activity Spaces
Activity Space - 5,010 sq. ft.
a. Function: Activity space for physical fitness and therapy, pool space for therapy rehabilitation, stage for performances and all school masses, kitchen for catered functions at the school Occupancy Max: 250
b. Adjacencies: Fairly close to the lower and high school; Easily viewable access from the street for public
c. Furnishings: Stackable seating (250)
d. Equipment: Stove, Refrigerator, Microwave, PA System, adaptable athletic equipment
e. Special Requirements: all elevated spaces need to have ramp access.
Cafeteria and Dining Spaces
Cafeteria - 4,530 sq. ft.
a. Function: Vocational Skill learning space for older students, eating area for school age students; Occupancy Max: 250
b. Adjacencies: Fairly close to lower and high school. Access for food deliveries
c. Furnishings: reconfigurable rectangular tables (20), stackable chairs (175)
d. Equipment: Commercial kitchen appliances, Hand washing sink, disposable and washing station
e. Special Requirements: ample circulation for students
Chapel Space and Gardens
Chapel - 1,260 sq. ft.
a. Function: Gathering space for small prayer group and religious education; Occupancy Max: 80
b. Adjacencies: Close to high school and lower school; Public Access
c. Furnishings: Pews (10), Altar Table (1), Tabernacle (1),
d. Equipment: PA system
e. Special Requirements: Ample circulation,
Outdoor Gardens - 1,760 sq. ft.
a. Function: Therapy space, play area, and outdoor learning environment for students
b. Adjacencies: Close to public way
c. Furnishings: Benches (6), 32” garden bed height (4), Outdoor tables (5), Outdoor seating (20), Outdoor lounge seating (4)
d. Equipment: Accessible playground equipment, garden tool storage
e. Special Requirements: Purple martin house to house Purple martins (they eat mosquitoes), circular track area with different featured textures, security around exterior, covered area for gardening.
Vocational Center
Arts Room - 750 sq. ft
a. Function: Art education room, storage, and creation space Occupancy Max: 18
b. Adjacencies: Close to High School and Vocational Center
c. Furnishings: tables (2), chairs (20), desk (1), task chair (1) drying and hanging racks (4)
d. Equipment: Small kiln (1), storage unit, computer (1), Display Stacks (3)
e. Special Requirement: exhaust fan for kiln, lockable area for kiln and volatile supplies, operable windows and exposure to natural light, easily cleaned surfaces
Sewing Room - 650 sq. ft
a. Function: Classroom to teach sewing basics Occupancy Max: 15
b. Adjacencies: Close to High School and Vocational Center
c. Furnishings: tables (2), chairs (20), desk (1), task chair (1) Racks for hanging options (2), ironing boards (4), Cutting tables (2)
d. Equipment: Sewing Machines (10), Irons (3),
e. Special Requirement: moveable furniture, storage for irons.
Woodworking Room - 800 sq. ft
a. Function: Teaching and creation space for adult students to learn the trade of woodworking Occupancy Max: 15
b. Adjacencies: Close to High School and Vocational Center
c. Furnishings: tables (6), stools (12), desk (1), task chair (1), Cutting tables (2), Storage cabinets (4), Stackable chairs (20)
d. Equipment: Woodworking equipment, Computers (4)
e. Special Requirement: Safety measures, classroom space
Work Room - 800 sq. ft
a. Function: Activity space for workers and students in vocational center Occupancy Max: 30
b. Adjacencies: Close to High School
c. Furnishings: tables (8), desk (1), task chair (1), Storage cabinets (4), Stackable chairs (30)
d. Equipment: Computers (1)
e. Special Requirement: Ample Circulation Space
Gardening Room - 500 sq. ft
a. Function: Activity and storage space for gardening tools and plants Occupancy Max: 10
b. Adjacencies: Close to High School and outdoor area
c. Furnishings: Potting tables (2), Storage racks (6), wall tool organizer (1)
d. Equipment: mower (1), Weed whacker (1)
e. Special Requirement: lockable storage and door
Recreation Room - 330 sq. ft
a. Function: Hang out and relaxing space for vocational students Occupancy Max: 15
b. Adjacencies: Close to sewing, art, wood working, work, and gardening room
c. Furnishings: tables (8), Stackable chairs (35), Soft lounge chairs (15) Sofa (2)
d. Equipment: Pin Ball Machine (2), Wii Video Gaming system (1), TV (1), VCR/DVD (1), foosball table (1), Ping Pong table (1)
e. Special Requirement: Sound barriers and soft flooring
Office - 180 sq. ft
a. Function: Office for Vocational Center coordinator
b. Adjacencies: Close to all vocational center spaces; adjacent to recreational room
c. Furnishings: desk (1), Task chair (1)
d. Equipment: Computer (1)
e. Special Requirement: window to view recreation spaces
Bath Room - 450 sq. ft
a. Function: Sanitary space for human waste removal
b. Adjacencies: close to vocational center spaces
c. Furnishings: none
d. Equipment: Toilets, Sinks, Hand Dryers
e. Special Requirement: ADA Accessible
Service Room - 685 sq. ft
a. Function: Space for vocational student community business Occupancy Max: 18
b. Adjacencies: Close to Office
c. Furnishings: tables (4), Stackable chairs (35),
d. Equipment: Telephone (1)
e. Special Requirement: none
Storage - 90 sq. ft/ area
a. Function: storage of classroom learning and cleaning supplies, computer equipment, and other miscellaneous items
b. Adjacencies: Easily accessible to classrooms
c. Furnishings: Shelving
d. Equipment: None
e. Special Requirement: None
Lower School
Classrooms - 9 classrooms = 4,800 sq. ft.
a. Function: Learning Spaces for 6-15 year olds. 4 classrooms for elementary, 5 classrooms for middle school occupancy max per classroom: 15
b. Adjacencies: convenient to front office, cafeteria, and speech therapy
c. Furnishings: Moveable desks (10), Chairs (10), reading area rug (1), desk (1), Chair (1), Group Work area table (1)
d. Equipment: Computer (1), Sink (1), Bathroom (1), Storage Unit (3), Boards (3),
e. Special Requirement: Exterior Views and glare control mechanisms, lots of outlets
Storage - 80 sq. ft/ area
f. Function: storage of classroom learning and cleaning supplies, computer equipment, and other miscellaneous items
g. Adjacencies: Easily accessible to classrooms
h. Furnishings: Shelving
i. Equipment: None
j. Special Requirement: None
Speech Therapy Room- 290 sq. ft
a. Function: Therapy space for students receiving speech therapy Occupancy Max: 3-4
b. Adjacencies: Close to lower school classrooms
c. Furnishings: tables (3), chairs (4), Storage cabinets (1), Shelving Units (2)
d. Equipment: Audio Equipment
e. Special Requirement: None
Bath Room - 330 sq. ft
a. Function: Sanitary space for human waste removal
b. Adjacencies: Close to middle school classrooms
c. Furnishings: none
d. Equipment: toilet, sinks, hand dryers
e. Special Requirement: ADA accessible
Library - 360 sq. ft
a. Function: reading space and storage for school books Occupancy Max: 18
b. Adjacencies: Close to lower school classrooms
c. Furnishings: Shelving Units (6), comfortable seating (3), table (1), Chairs (5)
d. Equipment: Computer (1)
e. Special Requirement: None
High School
Classrooms - 4 classrooms = 2,520 sq. ft.
a. Function: Learning Spaces for 15-18 year olds. Social Studies, Reading, Math, and English classrooms; Occupancy max per classroom: 15
b. Adjacencies: convenient to vocational center
c. Furnishings: Moveable desks (10), Chairs (10), desk (1), Chair (1)
d. Equipment: Computer (1), Storage Unit (3), Boards (3), Lockers (15)
e. Special Requirement: Exterior Views and glare control mechanisms, lots of outlets
Computer Room/ Library - 700 sq. ft
a. Function: Computer use space, reading area, and storage of books Occupancy Max: 20
b. Adjacencies: Close to high school classrooms
c. Furnishings: Tables (10) Chairs (10) Shelving Units (6), comfortable seating (3), table (1), Chairs (7)
d. Equipment: Computer (10)
e. Special Requirement: adequate ventilation for computer equipment; view into space from adjacent classrooms
Lifestyles Suite - 690 sq. ft
a. Function: Apartment living and Kitchen accommodations to teach older students self sufficient life skills such as cooking, washing clothes, ironing, and making their bed. Occupancy Max: 10
b. Adjacencies: Close to high school classrooms
c. Furnishings: Bed (1), Table (1) Chairs (4) Ironing Board (1) Closet / chest of drawers (1)
d. Equipment: Computer (1) Washer and Dryer (1) Refrigerator, sink, stove, dishwasher washer dryer in apartment kitchen
e. Special Requirement: ADA accessible shower and apartment kitchen
Mechanical Room - 165 sq. ft
a. Function: Storage of mechanical systems and electrical panel equipment
b. Adjacencies: Convenient to Janitorial and Front Office space
c. Furnishings: None
d. Equipment: Electrical Panel, Mechanical systems equipment
e. Special Requirement: Lockable Door
Janitorial - 80 sq. ft
a. Function: Storage of cleaning solvents and equipment
b. Adjacencies: Central Location
c. Furnishings: Shelving, Wall Hooks and organizational systems
d. Equipment: Stationary Tub, sink
e. Special Requirement: Plumbing Wall, Drain in middle of Floor, Proper ventilation for solvents, disposal space for solvents, Lockable Door
Front Office - 1,280 sq. ft
a. Function: Reception space for guests, offices for administrative staff, storage of copy supplies and mail, rooms for faculty and staff support Occupancy Max:15
b. Adjacencies: Centrally Located, proximity to classroom spaces
c. Furnishings: Waiting lounge chairs (5), Receptionist Systems Desk, Task Chair (1), Desk System and task chair (1), Copy tables and paper storage, Mailboxes, modular tables (2), Side Chairs (8)
d. Equipment: Copy Machine, Fax Machine, Telephone (4), Computer (5), Refrigerator, Microwave, Sink
e. Special Requirements: Security door, Wi-Fi access
Community Outreach Office - 325 sq. ft
a. Function: office space for social worker coordinating service, inclusion, and community opportunities Occupancy Max:6
b. Adjacencies: Close to the Front Office and public access
c. Furnishings: Systems desk (1), Collaborative System (1), Shelving Units (2), Waiting Seats (2)
d. Equipment: Computer (2)
e. Special Requirements: None
Conference Room - 300 sq. ft
a. Function: Meeting space for office staff and visiting guests, students, and financial patrons. Occupancy Max: 6
b. Adjacencies: In front office
c. Furnishings: Conference Table (1), Task seating (6), Projection Screen (1)
d. Equipment: Computer (1), Projection Machine (1)
e. Special Requirements: Laptop hookups/ data plug in center of table
Sensory Room - 400 sq. ft
a. Function: Therapy space for lower school students; space will feature sensory input equipment, such as light projection machines, textural simulation, and audio stimulation machines. Occupancy Max: 3-4
b. Adjacencies: Close to Occupational and Speech Therapy rooms, Close to Lower school
c. Furnishings: Comfortable seating bags (4), Texture Wall
d. Equipment: Light Machine (2), Sound Machine (2),
e. Special Requirements: No windows, lots of outlets and switching, cushy flooring
Nursing Station - 635 sq. ft.
a. Function: Medical attention area for students’ infirmaries, Shower and washer dryer space for sanitation purposes. Cool Down room for upset students. Occupancy Max: 5-6
b. Adjacencies: close to lower and high school, front desk
c. Furnishings: Medical Cots (2), desk (1),
d. Equipment: Shower Room, Washer dryer, computer (1), first aid equipment
e. Special requirements: Roll in shower, soft flooring and acoustical walls for cool down space
Occupational Therapy - 490 sq. ft.
a. Function: Therapy space for students and occupational therapist. Occupancy Max: 5-6
b. Adjacencies: Fairly close to the lower school, outdoor space, and gym
c. Furnishings: Comfortable seating (4), Desk (2), Task Chairs (2)
d. Equipment: Computer (2), treadmill (1), therapy equipment
e. Special Requirements: All spaces need ample circulation; controllability of light and thermal systems
Server Room - 150 sq. ft.
a. Function: Storage for computer server, office space for IT person Occupancy Max: 1
b. Adjacencies: close to computer lab and lower and high school
c. Furnishings: server stack (1), Desk (1), task chair (1)
d. Equipment: Computer Server
e. Special Requirements: Proper ventilation and cooling for server equipment
Activity Spaces
Activity Space - 5,010 sq. ft.
a. Function: Activity space for physical fitness and therapy, pool space for therapy rehabilitation, stage for performances and all school masses, kitchen for catered functions at the school Occupancy Max: 250
b. Adjacencies: Fairly close to the lower and high school; Easily viewable access from the street for public
c. Furnishings: Stackable seating (250)
d. Equipment: Stove, Refrigerator, Microwave, PA System, adaptable athletic equipment
e. Special Requirements: all elevated spaces need to have ramp access.
Cafeteria and Dining Spaces
Cafeteria - 4,530 sq. ft.
a. Function: Vocational Skill learning space for older students, eating area for school age students; Occupancy Max: 250
b. Adjacencies: Fairly close to lower and high school. Access for food deliveries
c. Furnishings: reconfigurable rectangular tables (20), stackable chairs (175)
d. Equipment: Commercial kitchen appliances, Hand washing sink, disposable and washing station
e. Special Requirements: ample circulation for students
Chapel Space and Gardens
Chapel - 1,260 sq. ft.
a. Function: Gathering space for small prayer group and religious education; Occupancy Max: 80
b. Adjacencies: Close to high school and lower school; Public Access
c. Furnishings: Pews (10), Altar Table (1), Tabernacle (1),
d. Equipment: PA system
e. Special Requirements: Ample circulation,
Outdoor Gardens - 1,760 sq. ft.
a. Function: Therapy space, play area, and outdoor learning environment for students
b. Adjacencies: Close to public way
c. Furnishings: Benches (6), 32” garden bed height (4), Outdoor tables (5), Outdoor seating (20), Outdoor lounge seating (4)
d. Equipment: Accessible playground equipment, garden tool storage
e. Special Requirements: Purple martin house to house Purple martins (they eat mosquitoes), circular track area with different featured textures, security around exterior, covered area for gardening.
Vocational Center
Arts Room - 750 sq. ft
a. Function: Art education room, storage, and creation space Occupancy Max: 18
b. Adjacencies: Close to High School and Vocational Center
c. Furnishings: tables (2), chairs (20), desk (1), task chair (1) drying and hanging racks (4)
d. Equipment: Small kiln (1), storage unit, computer (1), Display Stacks (3)
e. Special Requirement: exhaust fan for kiln, lockable area for kiln and volatile supplies, operable windows and exposure to natural light, easily cleaned surfaces
Sewing Room - 650 sq. ft
a. Function: Classroom to teach sewing basics Occupancy Max: 15
b. Adjacencies: Close to High School and Vocational Center
c. Furnishings: tables (2), chairs (20), desk (1), task chair (1) Racks for hanging options (2), ironing boards (4), Cutting tables (2)
d. Equipment: Sewing Machines (10), Irons (3),
e. Special Requirement: moveable furniture, storage for irons.
Woodworking Room - 800 sq. ft
a. Function: Teaching and creation space for adult students to learn the trade of woodworking Occupancy Max: 15
b. Adjacencies: Close to High School and Vocational Center
c. Furnishings: tables (6), stools (12), desk (1), task chair (1), Cutting tables (2), Storage cabinets (4), Stackable chairs (20)
d. Equipment: Woodworking equipment, Computers (4)
e. Special Requirement: Safety measures, classroom space
Work Room - 800 sq. ft
a. Function: Activity space for workers and students in vocational center Occupancy Max: 30
b. Adjacencies: Close to High School
c. Furnishings: tables (8), desk (1), task chair (1), Storage cabinets (4), Stackable chairs (30)
d. Equipment: Computers (1)
e. Special Requirement: Ample Circulation Space
Gardening Room - 500 sq. ft
a. Function: Activity and storage space for gardening tools and plants Occupancy Max: 10
b. Adjacencies: Close to High School and outdoor area
c. Furnishings: Potting tables (2), Storage racks (6), wall tool organizer (1)
d. Equipment: mower (1), Weed whacker (1)
e. Special Requirement: lockable storage and door
Recreation Room - 330 sq. ft
a. Function: Hang out and relaxing space for vocational students Occupancy Max: 15
b. Adjacencies: Close to sewing, art, wood working, work, and gardening room
c. Furnishings: tables (8), Stackable chairs (35), Soft lounge chairs (15) Sofa (2)
d. Equipment: Pin Ball Machine (2), Wii Video Gaming system (1), TV (1), VCR/DVD (1), foosball table (1), Ping Pong table (1)
e. Special Requirement: Sound barriers and soft flooring
Office - 180 sq. ft
a. Function: Office for Vocational Center coordinator
b. Adjacencies: Close to all vocational center spaces; adjacent to recreational room
c. Furnishings: desk (1), Task chair (1)
d. Equipment: Computer (1)
e. Special Requirement: window to view recreation spaces
Bath Room - 450 sq. ft
a. Function: Sanitary space for human waste removal
b. Adjacencies: close to vocational center spaces
c. Furnishings: none
d. Equipment: Toilets, Sinks, Hand Dryers
e. Special Requirement: ADA Accessible
Service Room - 685 sq. ft
a. Function: Space for vocational student community business Occupancy Max: 18
b. Adjacencies: Close to Office
c. Furnishings: tables (4), Stackable chairs (35),
d. Equipment: Telephone (1)
e. Special Requirement: none
Storage - 90 sq. ft/ area
a. Function: storage of classroom learning and cleaning supplies, computer equipment, and other miscellaneous items
b. Adjacencies: Easily accessible to classrooms
c. Furnishings: Shelving
d. Equipment: None
e. Special Requirement: None
Lower School
Classrooms - 9 classrooms = 4,800 sq. ft.
a. Function: Learning Spaces for 6-15 year olds. 4 classrooms for elementary, 5 classrooms for middle school occupancy max per classroom: 15
b. Adjacencies: convenient to front office, cafeteria, and speech therapy
c. Furnishings: Moveable desks (10), Chairs (10), reading area rug (1), desk (1), Chair (1), Group Work area table (1)
d. Equipment: Computer (1), Sink (1), Bathroom (1), Storage Unit (3), Boards (3),
e. Special Requirement: Exterior Views and glare control mechanisms, lots of outlets
Storage - 80 sq. ft/ area
f. Function: storage of classroom learning and cleaning supplies, computer equipment, and other miscellaneous items
g. Adjacencies: Easily accessible to classrooms
h. Furnishings: Shelving
i. Equipment: None
j. Special Requirement: None
Speech Therapy Room- 290 sq. ft
a. Function: Therapy space for students receiving speech therapy Occupancy Max: 3-4
b. Adjacencies: Close to lower school classrooms
c. Furnishings: tables (3), chairs (4), Storage cabinets (1), Shelving Units (2)
d. Equipment: Audio Equipment
e. Special Requirement: None
Bath Room - 330 sq. ft
a. Function: Sanitary space for human waste removal
b. Adjacencies: Close to middle school classrooms
c. Furnishings: none
d. Equipment: toilet, sinks, hand dryers
e. Special Requirement: ADA accessible
Library - 360 sq. ft
a. Function: reading space and storage for school books Occupancy Max: 18
b. Adjacencies: Close to lower school classrooms
c. Furnishings: Shelving Units (6), comfortable seating (3), table (1), Chairs (5)
d. Equipment: Computer (1)
e. Special Requirement: None
High School
Classrooms - 4 classrooms = 2,520 sq. ft.
a. Function: Learning Spaces for 15-18 year olds. Social Studies, Reading, Math, and English classrooms; Occupancy max per classroom: 15
b. Adjacencies: convenient to vocational center
c. Furnishings: Moveable desks (10), Chairs (10), desk (1), Chair (1)
d. Equipment: Computer (1), Storage Unit (3), Boards (3), Lockers (15)
e. Special Requirement: Exterior Views and glare control mechanisms, lots of outlets
Computer Room/ Library - 700 sq. ft
a. Function: Computer use space, reading area, and storage of books Occupancy Max: 20
b. Adjacencies: Close to high school classrooms
c. Furnishings: Tables (10) Chairs (10) Shelving Units (6), comfortable seating (3), table (1), Chairs (7)
d. Equipment: Computer (10)
e. Special Requirement: adequate ventilation for computer equipment; view into space from adjacent classrooms
Lifestyles Suite - 690 sq. ft
a. Function: Apartment living and Kitchen accommodations to teach older students self sufficient life skills such as cooking, washing clothes, ironing, and making their bed. Occupancy Max: 10
b. Adjacencies: Close to high school classrooms
c. Furnishings: Bed (1), Table (1) Chairs (4) Ironing Board (1) Closet / chest of drawers (1)
d. Equipment: Computer (1) Washer and Dryer (1) Refrigerator, sink, stove, dishwasher washer dryer in apartment kitchen
e. Special Requirement: ADA accessible shower and apartment kitchen
Operational Requirements
St. Gabriel’s School will be open approximately 10 months out of the year and follow the Baton Rouge Parish school schedule for holidays.
School Hours will be from 8am-3:00pm and school will offer after care.
St. Gabriel’s School will be run by a team of administrators from diverse backgrounds.
o The school manger will have a business management background.
o The school principal will be a split position between a person with a master’s in special education and an occupational therapist.
o The school will also host a curriculum director to create individual learning plans, a spiritual director, and a social worker to promote community outreach and family support.
Accessibility is extremely important in all spaces
The school will offer a bus system and a hot lunch program
Maintaining security throughout the school grounds is a must for student safety
Creating custom learning plans for each student and flexible spaces will keep the school up to date as times and students change
Through use of color and texture in material choice, not pattern, the school will not become dated in the future
School Hours will be from 8am-3:00pm and school will offer after care.
St. Gabriel’s School will be run by a team of administrators from diverse backgrounds.
o The school manger will have a business management background.
o The school principal will be a split position between a person with a master’s in special education and an occupational therapist.
o The school will also host a curriculum director to create individual learning plans, a spiritual director, and a social worker to promote community outreach and family support.
Accessibility is extremely important in all spaces
The school will offer a bus system and a hot lunch program
Maintaining security throughout the school grounds is a must for student safety
Creating custom learning plans for each student and flexible spaces will keep the school up to date as times and students change
Through use of color and texture in material choice, not pattern, the school will not become dated in the future
Clients and Users
Client:
Founder’s Committee, Baton Rouge, LA 70808
Clients Needs:
St. Gabriel’s School will provide education for students with a range of exceptionalities from ages 6-20. The school will be inclusive of as many children with disabilities as space and staffing can allow, and will support students with mild to moderate, physical, and certain severe profound disabilities. St. Gabriel’s will offer academic, physical, and spiritual support while teaching the important life skills needed to be active community members. The facility will include classrooms, therapy areas, a chapel, cafeteria, a life and vocational skills suite, and medical support areas. St. Gabriel’s will also include an outdoor garden and interactive playground environment. There will also be an active community outreach office with programs to bring community members to the school for service projects.
Users:
Students
Stimulating academic environment, therapy support, spaces to
learn basic life skills and ways to be independent, fun
activities
Parents
A safe, affordable, and easily accessible environment where
their children can grown academically, physically, and
mentally, a space where friendships can be fostered
Teachers
Interactive classroom environments that are secure and
flexible to meet student needs; plenty of storage and outlets
Administration
Comfortable office and meeting spaces that help make their
job most efficient and technologically advanced.
Custodian
Easily cleaned and disinfected surfaces and materials with
storage for all products
Medical Staff
Nursing, cool down, and easily accessible medical support
areas
Therapists
Interactive and spacious therapy rooms which are flexible to
meet a wide range of therapy needs
Volunteers
An easily accessible location and space for fun projects
Founder’s Committee, Baton Rouge, LA 70808
Clients Needs:
St. Gabriel’s School will provide education for students with a range of exceptionalities from ages 6-20. The school will be inclusive of as many children with disabilities as space and staffing can allow, and will support students with mild to moderate, physical, and certain severe profound disabilities. St. Gabriel’s will offer academic, physical, and spiritual support while teaching the important life skills needed to be active community members. The facility will include classrooms, therapy areas, a chapel, cafeteria, a life and vocational skills suite, and medical support areas. St. Gabriel’s will also include an outdoor garden and interactive playground environment. There will also be an active community outreach office with programs to bring community members to the school for service projects.
Users:
Students
Stimulating academic environment, therapy support, spaces to
learn basic life skills and ways to be independent, fun
activities
Parents
A safe, affordable, and easily accessible environment where
their children can grown academically, physically, and
mentally, a space where friendships can be fostered
Teachers
Interactive classroom environments that are secure and
flexible to meet student needs; plenty of storage and outlets
Administration
Comfortable office and meeting spaces that help make their
job most efficient and technologically advanced.
Custodian
Easily cleaned and disinfected surfaces and materials with
storage for all products
Medical Staff
Nursing, cool down, and easily accessible medical support
areas
Therapists
Interactive and spacious therapy rooms which are flexible to
meet a wide range of therapy needs
Volunteers
An easily accessible location and space for fun projects
Site Conditions
Existing Conditions:
The proposed site is located at 3374 Government Street, Baton Rouge, Louisiana. It is 38,815 Sq. ft. and in Baton Rouge Council District 11. It is a one story building, except for the south side, which has a small second floor of 1,744 sq. ft. The foundation is concrete slab and there is a K Series roof joist system. The building used to house a department store, so the interior is mainly open with small rooms in the back on the south side. The space is defined by 21” by 21” columns. The exterior is covered in stone and brick and features windows along the North and West side. The interior is in decent condition; however, the exterior doors need replacing. The problem with the space is that there is no possible way for letting daylight in on the east side of the main building (A), due to two other tenant spaces (B,C). These spaces will be used for the Vocational areas of the school.
Orientation:
The Building is a North Facing building
Influences upon site:
Context: The building is located in a merchant area of Baton Rouge. Many stores, restaurants, and other schools neighbor this site. However, the buildings in closest proximity are mainly retail stores, such as CVS, Walgreens, Time Warp, and Honeymoon Bungalow.
Setbacks: The only setback to the space is the lack of available light on the Eastern side. The building is surrounded by ample parking areas on the North, West and South sides.
Access: The site is easily accessed by Government Street, a street with access from the interstate and Acadian Throughway, a main Baton Rouge thoroughfare. Since the space is mainly one story, it is easily accessible to those with disabilities and the open floor plan allows for ease of movement.
Field Measurements:
Please see following Pages
Special Considerations:
The site is open and easily accessed, however, there will have to be more security measures and gating added to the site to make it functional for a special needs school.
The proposed site is located at 3374 Government Street, Baton Rouge, Louisiana. It is 38,815 Sq. ft. and in Baton Rouge Council District 11. It is a one story building, except for the south side, which has a small second floor of 1,744 sq. ft. The foundation is concrete slab and there is a K Series roof joist system. The building used to house a department store, so the interior is mainly open with small rooms in the back on the south side. The space is defined by 21” by 21” columns. The exterior is covered in stone and brick and features windows along the North and West side. The interior is in decent condition; however, the exterior doors need replacing. The problem with the space is that there is no possible way for letting daylight in on the east side of the main building (A), due to two other tenant spaces (B,C). These spaces will be used for the Vocational areas of the school.
Orientation:
The Building is a North Facing building
Influences upon site:
Context: The building is located in a merchant area of Baton Rouge. Many stores, restaurants, and other schools neighbor this site. However, the buildings in closest proximity are mainly retail stores, such as CVS, Walgreens, Time Warp, and Honeymoon Bungalow.
Setbacks: The only setback to the space is the lack of available light on the Eastern side. The building is surrounded by ample parking areas on the North, West and South sides.
Access: The site is easily accessed by Government Street, a street with access from the interstate and Acadian Throughway, a main Baton Rouge thoroughfare. Since the space is mainly one story, it is easily accessible to those with disabilities and the open floor plan allows for ease of movement.
Field Measurements:
Please see following Pages
Special Considerations:
The site is open and easily accessed, however, there will have to be more security measures and gating added to the site to make it functional for a special needs school.
Site and Building Information
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The site is a north facing building on the corner of Government St. and South Acadian Throughway. It is in close proximity to LSU, Baton Rouge General Hospital, two high schools, and one elementary school. The proposed building is an abandoned department store. The site offers community connectivity to restaurants, stores, pharmacies, other schools, a hospital, and a park. It is also in a dense residential area with at least 10 units per acre.
Red Dot = Site Location
Blue Dots = Location of LSU and Baton Rouge General Hospital
Vision and Mission Statement
Vision:
Our school exists to empower students with exceptionalities to maximize their potential, lead rewarding and fulfilling lives and be independent active members of our community.
Mission Statement:
Our school educates children who have exceptionalities through the utilization of a unique team – method of teaching in an affordable integrated, holistic environment
We strive to implement a self imposed standard of excellence in the areas of curriculum design, instruction, and therapeutic support, allowing for individual differences and learning styles
Our innovative approach to learning encourages dignity, acceptance, trust, and love while preparing our students for a productive and interactive life.
Our school exists to empower students with exceptionalities to maximize their potential, lead rewarding and fulfilling lives and be independent active members of our community.
Mission Statement:
Our school educates children who have exceptionalities through the utilization of a unique team – method of teaching in an affordable integrated, holistic environment
We strive to implement a self imposed standard of excellence in the areas of curriculum design, instruction, and therapeutic support, allowing for individual differences and learning styles
Our innovative approach to learning encourages dignity, acceptance, trust, and love while preparing our students for a productive and interactive life.
Why St. Gabriel?
St. Gabriel is one of the Archangels and heralded as the great communicator for the Lord. I wanted his communication skills to be the powerful message these children need to hear about the love God has for their unique abilities.
Also, St. Gabriel's School will be the "great communicator" to the community for these children's abilities and the positive impact they can and will have on their community.
Introduction to St. Gabriel's School
The St. Gabriel School for children with exceptionalities will cater to each child’s specific abilities and help them to become active members of the community. The school offers another much needed option to special needs parents in the capital city area. Students will receive academic support from teachers certified to educate special needs students, physical support from a team of occupational, speech, and physical therapists, vocational direction from a life skills and job education suite, and spiritual support from a religious education program. Students will be grouped by their ability and age and each child will have a specific educational goals plan, set by the administration and their parents. St. Gabriel’s is committed to forming young men and women with special needs into active and independent members of society while offering the fun activities of a typical school.
The school will be located at 3374 Government St. in Baton Rouge, Louisiana. It will serve students from the age of 6-20 with varying alternative learning needs. School hours will be 8:00am-3:00pm with an after care service. The campus will include these academic spaces: a lower school for children ages 6-14, a high school for ages 15-21, a vocational center for older students ages 21+. Therapy spaces will also be included in the campus with an activity center complete with hydrotherapy pool ,physical therapy spaces and speech, occupational, and sensory therapy rooms. St. Gabriel’s also will have extensive gardens and outdoor learning environments as well as an outdoor chapel space.
The main challenge of the project will be designing a space that caters to the diverse needs of these students and is still an all inclusive environment. The special needs parents in Baton Rouge are desperate for another schooling option for their children, where a real education in academics, spirituality, and life skills will be offered. St. Gabriel’s will fill this community need.
The project’s client is a local bank and trust that is looking to invest in a school for special needs children as part of its philanthropic endeavors. This bank is a main contributor to other special needs schools and is researching if there is a need for a school of this caliber in Baton Rouge. There is also a founder’s committee that has formed which is actively working to gather information, assess need, and create a master plan for St. Gabriel’s School. The founder’s committee is comprised of one representative from the bank, a business management professional and special needs mom, a therapist and special needs mom, and another active occupational therapist. Their goals are to create an all inclusive school for children with a range of special abilities that is affordable, convenient, and well established.
Their goals and my design solution will bring a new, much needed learning environment to Baton Rouge, LA. Ultimately, this school will produce active, educated community members and be a source of pride for the Baton Rouge community.
The school will be located at 3374 Government St. in Baton Rouge, Louisiana. It will serve students from the age of 6-20 with varying alternative learning needs. School hours will be 8:00am-3:00pm with an after care service. The campus will include these academic spaces: a lower school for children ages 6-14, a high school for ages 15-21, a vocational center for older students ages 21+. Therapy spaces will also be included in the campus with an activity center complete with hydrotherapy pool ,physical therapy spaces and speech, occupational, and sensory therapy rooms. St. Gabriel’s also will have extensive gardens and outdoor learning environments as well as an outdoor chapel space.
The main challenge of the project will be designing a space that caters to the diverse needs of these students and is still an all inclusive environment. The special needs parents in Baton Rouge are desperate for another schooling option for their children, where a real education in academics, spirituality, and life skills will be offered. St. Gabriel’s will fill this community need.
The project’s client is a local bank and trust that is looking to invest in a school for special needs children as part of its philanthropic endeavors. This bank is a main contributor to other special needs schools and is researching if there is a need for a school of this caliber in Baton Rouge. There is also a founder’s committee that has formed which is actively working to gather information, assess need, and create a master plan for St. Gabriel’s School. The founder’s committee is comprised of one representative from the bank, a business management professional and special needs mom, a therapist and special needs mom, and another active occupational therapist. Their goals are to create an all inclusive school for children with a range of special abilities that is affordable, convenient, and well established.
Their goals and my design solution will bring a new, much needed learning environment to Baton Rouge, LA. Ultimately, this school will produce active, educated community members and be a source of pride for the Baton Rouge community.
Abstract
Every student can learn, just not on the same day, or the same way. -- George Evans
The city of Baton Rouge is a thriving metropolis with ample educational opportunities. Currently, East Baton Rouge Parish boasts 54 elementary schools, 14 middle schools, and 16 high schools in the public school system. The private schools contribute to that number with 53 elementary to middle schools and 23 private high schools. Baton Rouge is also the home to the Flagship University of Louisiana, Louisiana State University and other universities such as Southern University and the Baton Rouge Community College. This wealth of educational access however is lacking in its ability to teach students with varying educational or physical abilities.
Currently, the only option for students with learning or physical exceptionalities is the public school system or some very small and uncertain specialty schools. The New Orleans area is the nearest district with diverse special needs educational opportunities. As the capital of the state of Louisiana and a city with great wealth of education, Baton Rouge should be a pioneer for the education of all different learning abilities. Often, these students are overlooked because of their disabilities and rarely seen or praised for their unique abilities. Teachers are usually under qualified to work with these students or simply do not have the resources needed to adequately teach according to their specific needs.
During high school, I worked with St, Michael’s Special School in New Orleans, a school for intellectually challenged students and adults. In working with these students, I learned just how much they can do and the power education has on their lives. An education for these students means the opportunity to excel at their own pace, a chance to make friends, and a way for them to learn the life and vocational skills they need to be active, healthy, and productive members of their society. Society can no longer “treat” their disability, but rather needs to embrace their abilities and the positive impact they can have on society as a whole.
Every student, despite their learning style or physical limitations, should have access to some level of education in order to better themselves and become active members of their community. It is only in the education of our community members that the community itself grows. The No Child Left behind Act claims inclusion is the only answer for students with disabilities. However, parents and educators are quickly realizing that No Child Left Behind often means inadequate attention, resources, and care for their student. This is why there needs to be another schooling option for parents who do not wish for their students to participate in a traditional public school inclusion program.
My senior project will focus on creating a new learning environment for students with special needs that caters to their unique learning styles. This school will be stimulating academically, supportive physically, and uplifting spiritually. It will be a source of community pride and a place to form new active community members.
The city of Baton Rouge is a thriving metropolis with ample educational opportunities. Currently, East Baton Rouge Parish boasts 54 elementary schools, 14 middle schools, and 16 high schools in the public school system. The private schools contribute to that number with 53 elementary to middle schools and 23 private high schools. Baton Rouge is also the home to the Flagship University of Louisiana, Louisiana State University and other universities such as Southern University and the Baton Rouge Community College. This wealth of educational access however is lacking in its ability to teach students with varying educational or physical abilities.
Currently, the only option for students with learning or physical exceptionalities is the public school system or some very small and uncertain specialty schools. The New Orleans area is the nearest district with diverse special needs educational opportunities. As the capital of the state of Louisiana and a city with great wealth of education, Baton Rouge should be a pioneer for the education of all different learning abilities. Often, these students are overlooked because of their disabilities and rarely seen or praised for their unique abilities. Teachers are usually under qualified to work with these students or simply do not have the resources needed to adequately teach according to their specific needs.
During high school, I worked with St, Michael’s Special School in New Orleans, a school for intellectually challenged students and adults. In working with these students, I learned just how much they can do and the power education has on their lives. An education for these students means the opportunity to excel at their own pace, a chance to make friends, and a way for them to learn the life and vocational skills they need to be active, healthy, and productive members of their society. Society can no longer “treat” their disability, but rather needs to embrace their abilities and the positive impact they can have on society as a whole.
Every student, despite their learning style or physical limitations, should have access to some level of education in order to better themselves and become active members of their community. It is only in the education of our community members that the community itself grows. The No Child Left behind Act claims inclusion is the only answer for students with disabilities. However, parents and educators are quickly realizing that No Child Left Behind often means inadequate attention, resources, and care for their student. This is why there needs to be another schooling option for parents who do not wish for their students to participate in a traditional public school inclusion program.
My senior project will focus on creating a new learning environment for students with special needs that caters to their unique learning styles. This school will be stimulating academically, supportive physically, and uplifting spiritually. It will be a source of community pride and a place to form new active community members.
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