This document is submitted in partial fullfilment for the degree:
Master of Architecture [Professional] at the University of the Witwatersrand, Johannesburg, South Africa, in the year 2015. / People with intellectual disabilities are considered to be
marginalised in our society. They continue to face prejudices,
stigmas and are discriminated against resulting in social
exclusion.
This thesis develops a framework and methodology for
pursuing inclusive environments and viable productivity within
the workplace for persons with intellectual disabilities. The
lack of opportunities within the workplace for individuals with
intellectual disabilities intensi es their exclusion from society.
The road to achieving inclusivity within the workplace
has become a challenging one to navigate, as previous
strategies which were developed to enable equality are far
removed from what was intended. More often than ever
before, employers are challenged from both a legal and
political perspective for failing to diversify the workplace.
Equality advocates as well as those who attempt to diversify
their companies face obstacles within the workplace, namely
inadequate resources or uncertainty about their appropriate
role or approach in dealing with minorities.
The building will serve as a learning hub, used by both
persons with intellectual disabilities and people who are
commonly referred to as able bodied. It will function as
a level between education (if any) and the period before
entering the workplace. The learning hub will afford persons
with intellectual disabilities the opportunity to explore their
capabilities in environments similar to that of a workplace
and gain knowledge and experience prior to entering the
workplace.
The program envisaged in this thesis will demonstrate that
this intervention is mutually bene cial to a company and the
individual with an intellectual disability. In the first instance,
the employer acquires knowledge and skills to act as a catalyst in enabling the transition of a person with an intellectual disability into
the workplace to augment inclusivity. Secondly, the person with an intellectual
disability through the program will be clothed with knowledge and expertise
enabling meaningful participation amongst able-bodied employees.
The transformation within workplaces as a result of the knowledge gained
through this centre should create an enabling environment that incorporates
the individual’s needs or one that best satis es their needs. The support by
the employer is vital in the outcome and success of integrating people with
disabilities into the social framework.
The building is developed around a range of interactive programs between
those with intellectual disabilities and people acting as the supervisors from
workplaces. The supervisors, through training will be best placed to oversee
progression and be empathetic toward staff with intellectual disabilities. This
will enable them to transfer their knowledge and expertise of dealing with and
accommodating employees with intellectual disabilities to their respective
workplaces. A mock work environment will form the basis of the experiential
training ground and in conjunction with job sampling will establish where a
user will be best suited within the work environment. Public facilities encourage
members of the public to become active participants within the space providing
exposure and understanding towards those with intellectual disabilities.
The centre is expected to be both accessible and lasting and will mediate
experiential training and aligning it to workplace practices. The centre will be a
vital space to enhance inclusion and for producing sustainable change for this
marginalised group of persons.
The building is located within an educational precinct on Melle Street,
Braamfontein. The site which is in close proximity to the Central Business District
allows for the centre to feed into businesses and vice versa. The location also
allows for easy access to people from all over Johannesburg utilising various
transport methods. The site being amid universities and schools ensures
integration and optimum use, for educational facilities to link into this program.
It also allows for social cohesion through exposure between the users of the
building and other students in the surrounding area. / EM2017
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/22078 |
| Date | January 2016 |
| Creators | Walele, Malika |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | Online resource (224 pages), application/pdf |
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