| Economic development is an important foundation for the development of education.After China’s reform and opening up,the economy has developed rapidly,and education has also been vigorously developed on this basis.However,due to the uneven economic development and insufficient understanding of special education related concepts,the current development of special education in China is far from being humanized and universal in Western countries.As of 2020,according to the data from the Second National Sampling Survey of Disabled Persons by the China Disabled Persons’ Federation,there are a total of 8.52 million people with various types of disabilities in China,accounting for 6.21% of the total number of people in the country.The number of visually disabled people is approximately 12.63 million,accounting for 18% of the total number of blind people in the world,making it one of the countries with the highest number of blind people in the world;The number of people with hearing disabilities has reached 20.54 million.Against the backdrop of such massive data,the "Special Education Special Evaluation Report" released by the Ministry of Education shows that in 2014,there were about2000 special education schools in China,an increase of 328 compared to2009,and a growth of only 1.07 times over the five-year period.However,there are nearly 200000 new disabled children added every year.From this,it can be seen that the construction of special education schools in China is difficult to keep up with the increasing number of disabled children,and there is still a situation where disabled students have no access to school.At the same time,special education schools in China have similar drawbacks.Their buildings and campus landscape spaces are mostly designed according to the model of ordinary primary and secondary schools,lacking specificity and unable to meet the activity needs of disabled students.The "particularity" is only reflected in the basic safety issues such as whether there is a tactile paving or whether there is an obstacle free design.At the same time,the design of campus landscape space is disconnected from the actual social scenes,which cannot have a positive effect on guiding disabled students to integrate into society.These drawbacks make it difficult for disabled students to integrate into social life,and make them fearful and unwilling to go out,resulting in a serious disconnect from society.From this,it can be seen that the traditional design mode of campus landscape space can no longer meet the physical and mental needs of disabled students,which puts forward new requirements for the design of special education school campus landscape space.It is particularly important to provide disabled students with a campus landscape space that can enhance their confidence,cultivate their social survival ability,have physical and mental healing effects,and guide them to integrate into society.This article selects Guiyang School for the Blind,Deaf and Mute as the research sample,and takes the visually impaired and hearing impaired students aged 6-14 admitted by the school as the research object.With the concept of healing environment as the design entry point,literature analysis,case analysis,field research,design practice,and other methods are used to conduct research.The existing problems in the campus landscape space of Guiyang School for the Blind,Deaf and Mute are analyzed and the physical and mental needs of disabled students of different age groups in the school are analyzed in detail,And explore strategies for creating a healing environment in the landscape space of special education schools,hoping to provide new ideas for the design of campus landscapes in other types of special education schools... |
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