DIPPER 丨COMMERCIAL SPACE丨2021
Location | 項目地址 : Chengdu 成都
Complete Time | 完成時間 : 2021
Space Leader | 項目負責 : 鄧千軍
Deepening Design | 深化設計 : 白陽
Area | 面積 : 400m²
晚上
我打著手電筒散步
累了就拿它當拐杖
我拄著一束光
——出自 姜二嫚 六歲 《孩子們的詩》
Children's poems
本案位于成都市錦江區攀成鋼片區，是在西南地區做的第一所學校，該學校使大眾重新認識一群特殊兒童應該接受怎樣的教育；這個項目也使我們有機會深入研究設計與教育，并探討如何用設計推進社會變革，使之成為改善所有兒童福祉的有利工具
△意向圖
This project is located in the Panchenggang area of Jinjiang District, Chengdu. It is the first school built in the southwest region. This school has made the public re-understand what kind of education a group of special children should receive; this project also gives us the opportunity to in-depth study design and education , And discuss how to use design to promote social change and make it a useful tool to improve the well-being of all children
當我們把教育的目光從單純的「結果」轉向「孩子」本身，一個在嘀噗教育非常有特色的「趣味課堂，快樂康復」制度就建立、發展起來。
When we shifted the focus of education from pure "results" to "children" themselves, a "fun classroom, happy recovery" system that is very distinctive in Dipu education was established and developed.
設計師開始設計前，與特殊教育的專家進行了深入的交流，以將全納教育這一書面理論轉化為實際的空間，創造出令人愉悅的體驗式學習環境。依此設計出的空間不僅能以多種方式激發孩子的參與感，還能增強他們的歸屬感及同理心。
Before the designer started to design, he had in-depth exchanges with experts in special education to transform the written theory of inclusive education into a practical space and create a pleasant experiential learning environment. The space designed in this way can not only stimulate children's sense of participation in many ways, but also enhance their sense of belonging and empathy.
每一處細節都體現出對小朋友的愛護，把手的高度、窗口的高度等，這樣會分散小朋友的注意力，材料上選用了淡雅的色彩組合及天然的木質材料，以減少小朋友情緒上的壓力。
Every detail reflects the love for the children, the height of the handle, the height of the window, etc., which will distract the children. The light color combination and natural wood materials are used in the materials to reduce the emotional emotion of the children. pressure.
尊重學生愛玩的天性，結合嘀噗ACC溝通輔助，融合學生康復運動訓練，促使學生主動參與到課堂中。從而提升學生的感覺統合、情緒管理、體適能等。
Respect students’ play-loving nature, combine with Dipu ACC communication assistance, and integrate student rehabilitation sports training to encourage students to actively participate in the classroom. Thereby improving students' sensory integration, emotional management, physical strength and so on.
△小組教室
以學生為中心，趣味性為基礎，介入AAC溝通輔助技術。提升學生的語前技能、口部肌肉運動能力、言語清晰度、語言表達能力等技能。
△茶水區
在機構行走的過程中，我明顯感受到它擁有這樣的潛力：為患有語言障礙，自閉癥等特殊的孩子們以及他們的家庭帶來希望。
我謹代表1990的所有成員向每一位一線教育者表示誠摯的感謝，關注孩子們自身的發展，并且挖掘他們內在潛能，給予更多的愛與信賴。
△平面圖
On behalf of all members of 1990, I would like to express my sincere gratitude to every front-line educator, pay attention to the children's own development, and tap their inner potential to give more love and trust.
