Study On Campus Landscape Design Of Deaf And Dumb Special Education Schools

Deaf children as a class of special populations of the community, they are hearing on theexistence of different degrees of damage, and some even caused by the lack of language.Sensory impairment make their communication, presentation and learning less than thenormal children. These easily result in their emotions out of control, irritable, withdrawn andself-esteem, and other unhealthy mental state.Thus, the deaf children need psychological orphysical rehabilitation training and education so that this make them integrate into society andreflect the self-worth ealily. Deaf and dumb special education schools is an important placefor deaf and dumb children learning and rehabilitation training.However, the survey found,campus landscape of the vast majority of deaf and dumb special education schools are not inline with their own development of deaf students.The campus landscape is capable ofregulating emotions, recuperate, education. Therefore, the campus landscape of deaf anddumb special education can not be ignored.Firstly,On the basis of the classification and population analysis of special educationschools, the paper presents the theoretical basis of the campus landscape constructionthe ofdeaf and dumb special education schools, including the theory of environmental psychology,rehabilitation and convalescent landscape theory, user-friendly design theory. Secondly, Basisof field survey and data collected by several deaf and dumb special education schools,thepaper analyzes the overall layout and the existing landscape of deaf and dumb specialeducation schools so that we draw several levels of the campus landscape of deaf and dumbspecial education schools in China.From these analyzes, we propose the shortcomings of thecampus landscape of deaf and dumb special education schools. Thirdly, on the basis of thetheory and field surveys, the paper analyze the needs of deaf students on the campuslandscape, landscape and environmental characteristics of deaf class special educationschools, and campus landscape. Fourth, the paper presents the principles and special designrequirements of the deaf class special education school construction, and proposed theconstruction of the landscape elements of the design and campus functions partition thelandscape so that we could specify how to build a suitable deaf students’ learning andrehabilitation trainingcampus environment. Finally, the paper take hangzhou school for thedeaf for example. From the campus landscape features, the paper analysis hangzhou schoolfor the deaf campus landscape successes and deficiencies, and proposed alterations views. Deaf and dumb special education schools need to create a people-oriented, attention toenvironmental awareness, accessibility, green-based rehabilitation and convalescent landscapeenvironment.This make the campus landscape of deaf and dumb special education schoolsmore batter combination of rehabilitation and education.