• Institution: De La Salle-College of Saint Benilde, Manila
• Country: Philippines
• Lecturer: María Celiza Sim and Randy Pabona 

• Curriculum: Interior Design
• Course level: BSc
• Credits: 3 ECTS
• Number of students participating: 24

“TANAW: Breaking barriers for blind and visually impaired students through multi-sensory and experiential design” is a Service-Learning project that uses the “Design without barriers”: an inclusive approach to constructing spaces geared towards the specific needs of PWDs (persons with a disability).

In this project, the college students were engaged with their community social needs related to the inclusive interior design. In particular, they addressed the issue of how to make interior design inclusive, regardless of particular disabilities, by removing possible barriers that turn into everyday challenges and transforming spaces into accessible and habitable places.

During the project the students worked with the E-Learning Resource Centre of the Philippine National School for the Blind (PNSB) located in a rural area of Pasay City. This school is a special place that caters to visually impaired children and youth who live on its premises while attending classes during the school day. It is the country’s pioneering exponent and aims to cater to the educational needs of the blind and visually impaired as an integral part of general education, creating opportunities to develop active and participatory citizens with entrepreneurial skills.

Regarding the activities, during the COVID-19 pandemic, the undergraduates were responsible for monitoring the implementation of the design solutions and renovations according to the specific needs identified together with the school representatives. They also managed the partners’ contributions and companies’ donations so that the place would be ready to receive the students when they came back to school.

For this purpose, the 24 undergraduates, organised in committees with specific roles and tasks, applied their knowledge and professional skills in logistics, creativity, marketing, finance, HR management and online supervision of the E-Learning Centre installation. Two professors also accompanied and guided them during the conceptualisation, planning and execution of the design solution.

For the Reflection, the Benilde Service-Learning Unit provides students with reflection guidelines at the midterm and final schedules. The purpose of these reflections was to help students internalize their experiences and reflect on what they have learned from identification to the completion of their project. The reflection questions were designed to enable students to fully understand that their project is not only about serving the community, but also about learning valuable lessons from the partner organization or community that can benefit them in return. Through these reflections, students were encouraged to narrate their experiences, identifying what they have learned and how it has impacted their understanding of the project’s purpose and significance.

For the online presentation of the final design, elaboration of sketches, instructional videos and teaser, and others, they had the collaboration of 14 undergraduates from the Multimedia Arts degree. Remodelling the space was possible thanks to the funds raised by the authorities and teachers of the school for the blind and the student promoters through different activities.

As a result of the project, the school has a space of 63 m² with didactic resources and furniture intended for the vocational training of blind and visually impaired students. It also integrates the concept of multi-sensory and experiential inclusive design in an accessible learning environment that facilitates the use of educational technology and quality resources for the visually impaired. The project enhanced the quality of education and accessibility for the blind and visual impaired students of the  and technology was both the channel to realise the project and one of the tools for promoting this accessibility.

During the INTDXHI project, numerous stakeholders play crucial roles in each undertaking. The school serves as a guiding force for students, providing essential context and support for their Service-Learning endeavors. The Faculty-In-Charge, an expert in Interior Design, plays a direct mentorship role, guiding students through the project’s various stages, including conceptualization, designing, working drawings, construction, and business management. This hands-on approach enables students to appreciate the relevance and value of Interior Design in creating effective spaces that meet the needs of end-users. Concurrently, sponsors and donors become vital partners in the advocacy campaign led by selected partner communities, led by students. Their provision of sponsorship and donations signifies their commitment to the program and its beneficiaries, demonstrating solidarity with the partner organization and its mission.

In this project the university students understood the scope of interior design to empower people, whatever their particular disabilities, while helping them overcome their daily challenges in sustainable and habitable spaces. Thus, they realised that interior design is for everybody regardless of a person’s disability or social status.

The students demonstrated their commitment to delivering a unique project to the selected partner organization by taking initiative in fundraising efforts to meet their financial needs. Similarly, they worked tirelessly to secure donors and sponsors to support the design aspects of the project. The involvement of each stakeholder was remarkable, particularly the College of Saint Benilde, which is deeply committed to fostering Benildean Expression through the Lasallian Core Values of Faith, Communion, and Mission.

One of the key indicators of success is the students’ thorough understanding of the interior design process, from conceptualization to construction. Their skills and talents were evident in their work, showcasing their proficiency in navigating the field. In Service-Learning for Interior Design, the heart and ability to fulfill the project for the chosen partner organization are intertwined. It is a testament to the students’ capacity for empathy and their commitment to creating meaningful change through their work.

Despite the challenges posed by the pandemic, the project continued to progress. The limitations imposed by social distancing measures, including restricted movement, limited resources, and reduced face-to-face interactions, were unavoidable. However, these limitations also presented some unique challenges. With students relying on digital communication, there were instances where misunderstandings arose due to misinterpretation or lack of clarity. To address these issues, regular coordination meetings were held every class, providing a platform for students to discuss and clarify any concerns. Fortunately, the students were open-minded and receptive to feedback, which helped to avoid miscommunication and ensure that everyone was on the same page. By embracing their individual strengths and weaknesses, they were able to work together effectively and ultimately achieve success. Through this project, the students developed a strong sense of identity and a deep understanding of the importance of teamwork, adaptability, and effective communication in overcoming adversity.