Abstract:
This thesis explores inclusive design strategies for visually impaired individuals, focusing on the creation of a dedicated school and training centre in Hyderabad, where such specialized infrastructure is currently lacking. The project addresses the urgent need for educational and skill development spaces that promote independence, confidence, and improved quality of life for the visually impaired community.
The design comprises two interconnected components: a school for children and young students, and a training centre accessible to individuals of all ages. Together, they provide a comprehensive environment that supports both academic education and practical life skills through structured workshops and experiential learning.
A key element of the proposal is the incorporation of multisensory design features that emphasize touch, sound, smell, and spatial awareness to aid nonvisual learning and navigation. Strategic zoning, tactile surfaces, acoustic variation, olfactory cues, and intuitive signage enable users to move independently and confidently within the space.
In addition to physical accessibility, the project also considers psychological and social factors, fostering safety, inclusion, and interaction. By blending inclusive architectural approaches with skill-based learning, this thesis presents a replicable model that not only bridges a gap in Hyderabad’s infrastructure but also celebrates the abilities and potential of the visually impaired.
Keywords: Inclusive design, visually impaired, Multisensory environments, Tactile architecture, Wayfinding, Skill based learning.
