MARC details
| 000 -LEADER |
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| fixed length control field |
03605nam a22002297a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
UPMIN |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20240515161511.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
240404b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
UPMin |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN) |
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| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
LG993.5 2018 A7 |
| Local cutter number (OCLC) ; Book number/undivided call number, CALL (RLIN) |
E87 |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Espesor, Noelle Justine B. |
| Relator term |
author |
| 9 (RLIN) |
25487 |
| 245 ## - TITLE STATEMENT |
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| Title |
The impact of visual and tactile intervention in a learning environment essential for children with down syndrome |
| Statement of responsibility, etc. |
/ Noelle Justine B. Espesor; Alexei Gideon C. Ibañez, adviser |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Date of publication, distribution, etc. |
2018 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
184 leaves |
| 502 ## - DISSERTATION NOTE |
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| Dissertation note |
Thesis |
| Degree type |
(BS Architecture) |
| Name of granting institution |
University of the Philippines Mindanao, |
| Year degree granted |
2018 |
| 520 3# - SUMMARY, ETC. |
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| Summary, etc. |
Children’s development is affected by the physical environment that they are exposed to. In a learning place, it influences the children’s learning and concentration capability. Children with Down syndrome are suffering developmental delay which means having learning and concentration difficulties. They are prone to sensory sensitivities or they have sensory impairments. Moreover, children with Down syndrome are visual learners and they can also benefit from experiencing tactile opportunities. Thus, by developing visual and tactile interventions, the strengths and opportunities for children with DS will be utilized enhancing their disposition and wellbeing. A learning place planned and organized well is essential in dealing with the sensory sensitivities of the children. To determine the visual and tactile sensitivities and preferences of children with Down syndrome, utilizing study analysis on various materials which will stimulate the visual and tactile senses of children with DS was done. Direct observation in the schools was conducted in order to know the visual and tactile conditions of each school; survey questionnaire using the Wong Baker FACES Rating Scale was answered by 26 students with Down syndrome to determine the vsual impact of colors, light, and patterns for them; the Maze Activity tool was participated by the same number of respondents to know which soft and hard material and its texture they preferred and give positive response to; then the analysis observation based on FLACC behavioral sensitivity scale was done to know the response of each student to each architectural material included in the maze activity tool. As a tool of analysis on the aforementioned research tools, statistical analysis frequency was used to know the common visual and tactile conditions of the schools where the study was conducted. The research showed that both schools have plain walls painted white and are using flurescent light. Through weighted mean, the effect of different visual sensory stimuli to children with DS was analyzed. The research found that bright colors, natural white light, and plain materials are best for children with DS. And through statistical analysis frequency, the effect of different tactile sensory stimuli to children with DS was analyzed. The research found that shag carpet for soft materials, and vinyl tile for hard materials were preferred, and given positive response to by the children with DS. The results became the cornerstone on creating a design guideline of a physical learning environment effective to develop an improved disposition for children with Down syndrome by focusing on visual and tactile interventions in their environment. |
| 658 ## - INDEX TERM--CURRICULUM OBJECTIVE |
|---|
| Main curriculum objective |
Architectural Design IX: Research Project in Architecture |
| Curriculum code |
ARCH191 |
| 658 ## - INDEX TERM--CURRICULUM OBJECTIVE |
|---|
| Main curriculum objective |
Architectural Design X: Architectural Design Project |
| Curriculum code |
ARCH192 |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Ibañez, Alexei Gideon C. |
| Relator term |
adviser |
| 9 (RLIN) |
25488 |
| 905 ## - LOCAL DATA ELEMENT E, LDE (RLIN) |
|---|
| a |
Fi |
| -- |
UP |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Thesis |
| Suppress in OPAC |
No |
