3D for Accessibility

Assessment of Accessibility & Spatial Understanding of Namuna Machindra School - 2024

  • A picture of 3D tactile map of Namuna Machindra School made out of locally available resources along with tactile card. A hand of a child is exploring it.
  • A picture of a male student with visual disability touching the 3D model of Namuna Machindra School made out of locally available resources. One of the project members, Garima Shakya is observing him.
  • A picture of a male student with a visual disability touching the 3D tactile map of Namuna Machindra School and placing the tactile card to express his feeling and perception. Our project member, Katherine G. Silva is observing him.
  • A picture of our project member, Garima Shakya supporting one of the male students with visual disability to touch the 3D model of Namuna Machindra School made out with locally available resources and giving him the orientation of different spaces.
On 28th December, 2024, a workshop entitled "Assessment of Accessibility and Spatial Understanding of Namuna Machindra School" was carried out by Intern Architect for Accessibility (2024/25) Ms. Katherine Gumiel Silva with support from Ms. Garima Shakya under the Project Wings to Dreams. The workshop aimed to assess and improve accessibility and spatial understanding for students with visual disabilities by testing a handmade 3D Maqueta and a 3D tactile map of the school, alongside participative tactile cards.

The workshop featured a 3D Maqueta of Namuna Machindra School's buildings and premises made from locally available resources to help students understand the layout, including paths, ramps, and staircases. A 3D tactile map provided detailed insights into interior spaces, highlighting navigation paths and connections between floors. The participative tactile cards, divided into sections for emotional perception, sensory impressions, and activities, allowed students to express their feelings and opinions about different areas.

Participants with visual disabilities actively engaged in exploring these tools, which were constructed to enhance their orientation, mobility, and ability to navigate independently within the school. Feedback from the participants stressed the need for improvements, such as consistent textures across models, additional labels, and enhanced navigation aids. Overall, the workshop proved to be a valuable tool in promoting independence and inclusivity.

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