PROJECT TKDS
enable them to participate fully in society – socially, economically, and otherwise. This is one of a few projects with an all-encompassing ESG component in the public schooling sector.
Types of disabilities catered for by the school:
• moderate to severe intellectual disabilities
• epilepsy
• cerebral palsy
• physical disability
• hard of hearing
• deafness
The following key design aspects were taken into consideration to ensure the following:
• Incorporate universal access standards and specifications into all design elements, ensuring platforms and ramps are relatively flat, access roads and services are user-friendly, and adequately protected, among other considerations.
• Design the foundations of all buildings in line with recommendations from geotechnical investigations.
• Upgrade existing bulk services to meet the increased requirements for the new school, as determined by water and sewer demand calculations.
• Enhance the existing stormwater network to ensure it has sufficient capacity to manage the additional runoff generated by the new school.
Designed by infrastructure solutions firm TKDS, the new school accommodates 560 pupils in a safe and secure environment. Circulation between buildings was carefully planned, with each building assigned a distinct functional identity to create a sense of place. The architects incorporated visual touchpoints throughout the school, such as the entrance to the administration block, which is the most identifiable feature upon arrival. This entrance serves as the primary access point to the school’ s main activity areas, including the classrooms, vocational, and therapy centres, and stands as a prominent structure defining the school’ s identity.
We also created landmarks with other buildings, such as the Therapy Centre and the School Hall. This was important because these buildings are most visible from the main street into the school. Security and observation were major considerations, as the design had to ensure that each learner was contained in a space where a teacher or supervisor could easily observe them.
The facility is attractive, functional, and stimulating, offering safe, secure, and environmentally friendly accommodation. The specifications for finishes and accessories are durable and suitable for the learners’ needs, and health and safety issues have been carefully addressed. Apart from construction-induced challenges, the project was a success.
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