In this paper we present a plan for evacuation of a school building after an earthquake. The comb... more In this paper we present a plan for evacuation of a school building after an earthquake. The combination of sensory information perceived by multisensory cues (visual, auditory, tactile, olfactory) placed in the school environment provide the blind, visual impaired and deafblind students with the necessary information to locate themselves and maintain orientation while moving. The systematic framework of the presented project is focused on the attendance, perception and interpretation of sensory cues into spatial information; the school environment becomes more accessible, structured and predictable and the perceived multisensory inputs function as a means of orientation and way finding in case of emergency. It is important to ensure that mdvi and deafblind students are trained to evacuate safely the school building in case of an earthquake. Thus, in the school environment permanent multisensory cues are located, which heighten the students’ sensory awareness and may help students t...
In this paper we present a pilot evacuation plan of a school building for blind, visual impaired ... more In this paper we present a pilot evacuation plan of a school building for blind, visual impaired and deafblind students after an earthquake. The combination of sensory information perceived by multisensory cues (visual, auditory, tactile, olfactory) placed in the school setting provide students with the necessary information to locate themselves and maintain orientation while moving. The systematic framework of the presented pilot plan is focused on the attendance, perception and interpretation of sensory cues into spatial information; the school setting becomes more accessible, structured and predictable and the perceived multisensory inputs function as a means of orientation and way finding in a case of emergency. It is important to ensure that blind, mdvi and deafblind students are trained to evacuate safely the school building in case of an earthquake. Thus, permanent multisensory cues are located in the school setting, which heighten the students’ sensory awareness and may help to orientate themselves and determine their position in relation to the line path from their classroom to the gathering point outside the school building.
In this paper we present a plan for evacuation of a school building after an earthquake. The comb... more In this paper we present a plan for evacuation of a school building after an earthquake. The combination of sensory information perceived by multisensory cues (visual, auditory, tactile, olfactory) placed in the school environment provide the blind, visual impaired and deafblind students with the necessary information to locate themselves and maintain orientation while moving. The systematic framework of the presented project is focused on the attendance, perception and interpretation of sensory cues into spatial information; the school environment becomes more accessible, structured and predictable and the perceived multisensory inputs function as a means of orientation and way finding in case of emergency. It is important to ensure that mdvi and deafblind students are trained to evacuate safely the school building in case of an earthquake. Thus, in the school environment permanent multisensory cues are located, which heighten the students’ sensory awareness and may help students t...
In this paper we present a pilot evacuation plan of a school building for blind, visual impaired ... more In this paper we present a pilot evacuation plan of a school building for blind, visual impaired and deafblind students after an earthquake. The combination of sensory information perceived by multisensory cues (visual, auditory, tactile, olfactory) placed in the school setting provide students with the necessary information to locate themselves and maintain orientation while moving. The systematic framework of the presented pilot plan is focused on the attendance, perception and interpretation of sensory cues into spatial information; the school setting becomes more accessible, structured and predictable and the perceived multisensory inputs function as a means of orientation and way finding in a case of emergency. It is important to ensure that blind, mdvi and deafblind students are trained to evacuate safely the school building in case of an earthquake. Thus, permanent multisensory cues are located in the school setting, which heighten the students’ sensory awareness and may help to orientate themselves and determine their position in relation to the line path from their classroom to the gathering point outside the school building.
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Papers by Mary Stylidi
The systematic framework of the presented pilot plan is focused on the attendance, perception and interpretation of sensory cues into spatial information; the school setting becomes more accessible, structured and predictable and the perceived multisensory inputs function as a means of orientation and way finding in a case of emergency. It is important to ensure that blind, mdvi and deafblind students are trained to evacuate safely the school building in case of an earthquake. Thus, permanent multisensory cues are located in the school setting, which heighten the students’ sensory awareness and may help to orientate themselves and determine their position in relation to the line path from their classroom to the gathering point outside the school building.
The systematic framework of the presented pilot plan is focused on the attendance, perception and interpretation of sensory cues into spatial information; the school setting becomes more accessible, structured and predictable and the perceived multisensory inputs function as a means of orientation and way finding in a case of emergency. It is important to ensure that blind, mdvi and deafblind students are trained to evacuate safely the school building in case of an earthquake. Thus, permanent multisensory cues are located in the school setting, which heighten the students’ sensory awareness and may help to orientate themselves and determine their position in relation to the line path from their classroom to the gathering point outside the school building.