LIBRA** 
Sxrt* Uatv*** Monte*1* 
A PROGRESSIVE LEARNING CENTER IN 
CONJUNCTION WITH A GROUP HOME 
FOR BOZEMAN, MONTANA 
Undergraduate Thesis in Architecture 
by 
Gerald P. McAuley 
Submitted to the School of Architecture as partial 
fulfillment of the requirements for the degree of 
Bachelor of Architecture. 
at 
Montana State University 
Bozeman, Montana 
March, 1975 
—..J rC~ 
o  f .  a  H  L  
£ a § f , >  
U ^ O o J  
H C - l g g  
^  I d  £  E  I d  
Z j c C i S O l d t C  
<  P L n y  
u  > j  a  l -  r  
•== —J , , -7 . k-
§ ^ > < b g  
f f l h « 3 . 0 u P  
C C  u  O  x  
< 
r r  
±  h -
> -  E r  r  
2  o ^ -
i < s  
< y o  
< 9 o  
u < 2  
> _ j n  
y < — 
§ 8 <  
e d b  
o  _ ,  
o ° P b  
> u f  J  
°
12 < h~ 
E U c O  
' ! - , H o  
- -o 
o 
X  
U J  
5  ¥  
a :  
O  
2  
c  
t -
o 
o  
6 8  
§ |  
Cl_ -> 
E  
O « o  
« 5  
U  
E  
>ld 
m o  
_ 1  
o 
n  
U  
_ i  
c Q  
o 
cc 
d _  
U  
3 Z  
f —  
y  o \ .  
h  ^ E J  L J  
g j < t < 2 £ c  
y ^ 3 - P  
, L <  b ^ b  
o :  Q  B  s  u  S  
ILJ w ji o i— ILJ O 
5 g g 8 § a 5 8  
u £ i < ? S o g u  
_
h < ^ y o O U H  
l f = p £ S £ b £  
L I  U  
y § e g §  
< v L J ^  
a " P 6  
P  M  •  U  
UM 
° ^ 5 8 ^  
I —  
< 
=ii"cD 
< ^ 2 i  
,  , 2 u  a 
H IlJ £ *"a ILJ 3 n Q uj o 
u
,  o U n S <  
y  E  t =  o  h  C  h 2 n L J  
CL Cl. U Ofi-
? £  
2 2 § !  
Q _  
o  
<  
D C  
I d  
u u  
8 S  
S o  
> c C  
u  M  
i- Q 
U ( L  
E  
I-Id 
I = U  
Q o  
5 ^  
< c 9  
i d  <  
L  U  
^  H  
A ^ 
r»imiiiojS«jd 
O 
? S  
r A  
NN 
\ 
0 QQ 
INTRODUCTION 
Ideally in any one design project, the perfect situation would 
be an unlimited budget and complete design freedom on the part of 
the architect. Obviously a case such as this very seldom comes a-
bout in any specific time or location, but when it does occur, the 
architect is tested primarily on his abilities to surpass the some­
what obvious solution. 
The ideas and concepts that I have employed in my thesis have 
been, to a large extent, determined by the small number of limitat­
ions that I had to work with. It should be mentioned that at cer­
tain times throughout the course of the project I chose to set cer­
tain requirements in order that alternate solutions would have a 
chance to occur. In other words, I felt that it was necessary to 
study all the possibilities that could have changed my ultimate 
solution. 
Thus, being a student architect, I found myself very open to 
any new solutions to the present controversial problem of the care 
and treatment of the mentally retarded. The primary factor that 
became the nucleus of my thesis is that "institutional care" is 
not the answer for some degrees of mental retardation. There is in-
fact a place in society for those individuals that can be trained 
and educated to cope with society and most importantly with themsel­
ves. 
Ify only hope is that the guidelines I have set within my thesis 
will in some way promote a better care, treatment and educational 
system for a large number of mentally retarded individuals that are 
deserving of a better and more "normal" type of living. 
ou 
SUBJECT OF THESIS PROJECT 
Through extensive research on the subject of the mentally 
retarded, I have decided to deal primarily with the educable or 
trainable individuals in and around the community. I am concen­
trating on this level simply because I hope to colaborate with the 
state institutions in two ways: 
1. Because of rqy concern for the severe mentally retarded 
I feel that hospitalization is definitely a must and the 
only probable answer, at the present, is improved inten­
sive care and treatment. 
2. For financial purposes, I will colaborate with local, 
state and federal agencies. 
Briefly, iry subject is the formulation of a learning center 
that will function with the group home concept. Keeping in mind 
that I am dealing with the educable mentally retarded in and around 
the area. 
DISCUSSION OF THE THESIS OR PROBLEM TO BE SOLVED 
As I see it, the problem is that the institutional atmosphere 
should not exist for the mildly mentally retarded person. And for 
those that demand hospital care, they are deserving of more indivi­
dual contact with professionals in the field as well as better med­
ical care, 
I feel the community awareness approach will keep those indivi­
duals that don't need hospital care in the community. And once they 
have been trained and educated to certain degrees, then they can be­
come a working part of the community. 
THESIS ADVISOR AND RESOURCE PEOPLE 
Advisor: Ilmar Reinvald 
Resources and resource people will include: 
Thomas Roy, Professor at M.S.U., very interested in the sub­
ject. 
Joe Zaspel, researcher for the mentally retarded working in 
the Seattle and Tacoma Washington areas. 
Doctors Paul H. Visscher and Lyle D. Boldt, both having exten­
sive medical histories on this and related problems. 
Gallatin County Nurse, has access to medical records and sta­
tistics . 
Eric Muldinger, Director for the mentally retarded in the Boze-
man area. Director of the Rae School for the mentally retarded, 
M.S.U. Psychology and Sociology Departments. 
METHODS FOR SOLUTION 
I have found through previous experience that one of the best 
techniques in doing research is a one to one contact with profes­
sionals in the area that I am dealing with. This enables me to tack­
le the problem in a realistic way. 
Another way of research that probably is the first stepping 
stone in the right direction is that of library information or gen­
erally speaking, those things that are of importance that have been 
written down or documented through the years. 
Using the above mentioned sources, I am going to analyze the 
complete picture of the mentally retarded as it exists in our soci­
ety. I have started by researching the basic idea of why these people 
exist, how they exist and how better to improve their way of life. 
From this point I am going to analyze institutions in order that I 
may understand their bad as well as their good points. 
Out of my research will evolve a structure or structures that 
will be designed so as to improve the conditions for the educable 
mentally retarded on a community level. 
FINAL PRESENTATION (including library documentation) 
I feel that it will be necessary to design, very specifically 
the interior spaces. I will accomplish this by detailed study models, 
either presented by themselves or in slide form. 
I will also present numerous drawings and a great deal of 
graphic communication, not only for the benefit of my jury, but 
more for those people who I am designing for. 
Library documentation will be njy weekly data sheets that I will 
carry out through most, if not all, of the project. 
"PROGRESS REPORT" PRESENTATION 
J 
It is my intention to keep a weekly record throughout both 
quarters on the progress I am making and the research I am doing. 
At the end of each week I will refine my notes, comments and sug­
gestions and prepare large data sheets that I will use for my 
programming progress report. In this way I will be gathering and 
storing my information with a specific goal in mind. 
£  
2 E  
U i  
Q b  
2 ?  
S§ 0  ( J  
D  .  
$ £  
U °  
c Q  o  
i = b  
1  
< M  
3  
O  
c  
£ 
u 
c C  
2  
y  
t -
2 
L  
U  
Q  
I  
U  
( C  
e  
u  
E  
o  
c 
u  
u  
n  
i -
u  
o  Z2 
u 
O  
U  
§  
k _  
o  
<n 
_ J  
U  
> 
U  
_ J  
^ h -
2  
U  
E  
CL. 
O  
J  
*-% 
~> 
U 
h: _J 
E  & -
t  U  
n  O  
O O QL  
<n9^ 
S -12 § o < -
U D U f \  
IJ | it—i 
n ? u H 
C U h f l  
< - J O u  „  
| d | § s  
K ? | i  
j < U  
^ g g a i o  
E  0 £  <  l -
< c  
< -J 
^ E  
y °  
£ o  
q'i 
<o 
3 l  
< j  
g S  
rrtC. 
R p  
2 S  
U _ l  
. Q  
o 2  
5 2  
2  
D l - ^ 3  
E <  
U 2  
h -  U  
h 
h - ,  
2 o  «  
L I  u  o  
£  ( C >  
U u o  
o 
r >  
i  
-y oo 
L J U  
E £  
< E 
u o  
j  
<> < 
O  u 
S §  3 f c j  
U1- < 
M b g  
> 
_) 
i o  •  ^  
M 
i > ^ u <  
M h  ^ 2  
£ <  
C £  
< 2 
> .  o Q 
t S _ J  2 ( -
o <  
E P  
s ^ - < p <  
a b S - B  2£2<q" 
# S B <  
§ s M  
g < ( r t f " o  
^ P c l O D  
a  
U  
a  
cC 
S  
li—1 
C C  
[ C  
u  
E 
< 
o  
i n  
O  
6  
I  
f Q  
u  
a  
u  
L _  
L _  
<  
Q  
a 
t q d E  
O — ~~7 
> y  u o  
c c £ o §  
U ° U m  
l j  ^  
. ° L < a  
u O  
5 p > q  
. x - o y 2  
l o  
, M 
"  „ ! e § ^  
c  c j g o  
"  ^ 3  
i S < §  
-
t !  £ 5 £ 8  
<  
h O t J  
2  
O  
5 <  
_ J  
D  
H -e 
i  
l _  
O  
l O  
— j  I U  
=J <3 
E C C  
i n  ^  
u  
1 C  
D  U  
S 5  
<  
b a  
n 2  
q ' ^  
u  
n >  
5  
u  
c C  u  
H u  <  
£ £  
h -
CC < 
U O  o 
g s  
i j p  
" - R  (S> 
r> 
p  
M 
ffSM 
r\ 
' 
HISTORY AND SCOPE OF MENTAL RETARDATION 
The problem of mental retardation is an old problem, exist­
ing probably since the beginning of man, although, as far as the 
understanding of measured differences in intelligence is concern­
ed, information has been obtained through standard testing proced­
ures only during the last fifty years or so. Since the develop­
ment of intelligence tests, much has been learned about the number 
of mentally retarded in our society. 
It is generally accepted that approximately 3 per cent of our 
total population is retarded or, to put it another way, more than 
6.5 million persons in the United States are retarded. With so 
many, it seems strange that people report that they have never 
seen a retarded person. On the other hand, it is a fact that men­
tal retardation is not very apparent in most cases; i.e., one does 
not always "see1* mental retardation. 
There are many degrees and types of mental retardation. The 
severely retarded are usually clearly recognizable, but they rep­
resent only a very small proportion of the total number of the men­
tally retarded. The mildly retarded outnumber the severely retard­
ed many times over, and because the mildly retarded look so much 
like most other people and are comparatively close to them in in­
telligence, their retardation is usually overlooked. It is not 
uncommon for uninformed people to cling to the idea that physically 
strange appearances and intelligence always contrast each other; 
hence, such misguided statements as "strong back-weak mind" are 
often heard, or the assumption is made that unusual physical fea­
tures reflect unusual mental characteristics. 
CAUSES AND TYPES OF MENTAL RETARDATION 
Causes of mental retardation are usually associated with early-
childhood and infancy. During the early, critical years of growth 
and development, injuries and malformations of the central nervous 
system may have profound and lasting effects on the child, his rate 
of development, and his ability to adapt to the environment. 
It is commonly thought by lay persons that mental retardation 
most frequently results from direct injury to the brain, such as 
might occur in an accident. Many lay persons are convinced that 
mental retardation is inherited; however, research conducted in re­
cent years has made it quite clear that there are many causes of re­
tardation, It is very probable that many more causes will be iden­
tified in the future. 
THE EFFECTS OF CHROMOSOMES AND GENES ON DEVELOPMENT 
Chromosomes and genes and their function may be changed by in­
ternal and external forces, for example, radiation. It seems that 
at least one type of mental retardation, mongolism, is directly re­
lated to the presence of an extra chromosome, and finally, chromo­
somes and genes provide major directions for the development of the 
brain as well as all physical structures of the body, 
CAUSES DURING THE PRENATAL STAGE 
Numerous things can happen to the infant while it is growing 
within the protective confines of the mother's body, and some of 
these things may result in mild to severe damage to the brain. 
Often a disorder appears first in the mother then is transmitted 
to the developing infant. Serious things sometimes happen within 
the infant, independently of the mother, which harm the nervous 
system, (examples are: German measles, organic toxins, inadequate 
oxygen, nutritional problems, infections and circulatory failure.) 
CAUSES DURING THE PERINATAL STAGE 
There are things that happen at the time of birth which cause 
mental retardation, and they are as follows: prematurity, problems 
during delivery, anoxia ( in the present context, means an insuffic­
ient supply of oxygen to the infant ). 
Brain damage after birth can occur directly as the result of 
injury or blows to the head; from infection; from progressive di­
seases such as brain tumors; from poisonous substances inhaled or 
eaten; and from anoxia, such as would occur in drowning or smoke in­
halation. 
It has been my intended purpose to portray a number of differ­
ent causes and reasons for mental retardation. But it must be under­
stood that I haven't by any means covered all the types and causes 
of mental retardation. 
In regard to my thesis, it is necessary to mention some milder 
forms of retardation which are not so apparent, namely the cases of 
those retarded persons who do not appear physically different from 
a normal person, and whose mental functioning is only somewhat limi­
ted, rather than severely limited. The cause of retardation in most 
of these cases is not now clearly known. This group of mentally re­
tarded youngsters and adults probably amounts to as much as 75$ of 
all the retarded persons. They are known in most institutions as 
the high grade or the mildly retarded persons. They represent a 
particular challenge to society in that they are capable in many 
ways of growing into productive, independent adults, and making, 
for the most part, their own way in life. 
"T ^nrr 
h9.£b 
W>_1? 
A 
G?-Cl 
1\.<D 
5-0 -•CV 
o?/AO~m c> •] 
^C-02 col ' 
p>.£C C.r""'I 
i9-0S LVO'I " 
SQ.&3 en 
"iv± 1 
lAVdlC MUQlJi Ih 
diuc^inA. 
^dA.L 
A iniT'VJ 
J ';IU*rf 
>-
I— 
:z 
D 
o 
o 
B- -J 
g> 
e 
< 
c 
tL 
<3 
Go 
8 
b8 
r 
2 
£ 
u 
<3 
7" 1 c 
r 1 - < 0 
r 
¥ 1 s V 
0 
M 1 3-
v. 
\ 
1 T 1 H 2 D 
V] 1 1 1 n 
1 1 1 k 1 
3 1 1 1 L. 
1 
-
0 
0 S 
>-
s \, n n r> n s 
,-2 
2 
~ 
X V 3- T t 
3 3": 1 <r- 1 r 1 P": r; 
C K \. 
-
< 
V 
< 
1 
r 
r 
C S. K 
£ £ £ £ 
r £ I- < L_ 
£lr yt 
><n 
gg 
U _ J  §§ 
2« 
8 
h U L. 
o 
££ 
DO 
2L 
o 
cQ 
U 
I-
5 
(fl 
^ £ ILJ tv. — 
<£o ^ 
US O 
^2 E 
yg U 
° £ 
=! 
<n 
U 
h-
5 
cO 
2 
y 
_j 
6 
£ 
&_ 
<n 
U 
I 
> <n 
g2 
^jrl3 
£ ' „ o  
O 
ST 
IU (-
u 
o 
V- iJ IlJ o 
to cC O -J 
IlJ <3 Ud —I 
uo uo < 
c\ _i ^ _i o 
r? < 
E y 
N 
£ (C 
< 
3 g 
8 y 
12 
> 
2 
c 
o 
> 
t 
o 
< <0 
u fe 
13 
< 
U 
u 
_l 
u 
n 
? T 0 r 
1 —
 
z
a
 
0" 
O 1 
1 1 1 —
 
z
a
 
1 1 1 
n 
S3 1 1 1 \ k tr 
r 
1 
1 T 1 s 1 cfl 1 1 
r 3- v cC X T 1 i 
§ £ ^  
• C ^ u ?  
o 
^ £ Q, D 
2-7 cQ 
§8^§ 
< < a f l n  
C o o  
< a a 
2^ 
£  £ 2 ^  
Styjs 
ItKS 
< Q>1 
, U £  _ U H  
Jj > C cC &- 7! 
O O «n - 0<n 
S|g§a|Sl£g£ 
"tSSsMsilgs 
[ £  O  O  0 0 0 0 0  0 0  o  
y < [ Q O f l u L 0 n H i - )  
n 
b 
nvioi 
oniyv^N 
U013JC 
gn<avhi vyi 
•ngvonai 
in 
U 
<o 
do 
Qo 
s§ 
U 
F 
£ 
.• • 
o 
V 
•p 
%w 
mm 
A \ 
'kLJ 
THE NEED 
In the past, we have neglected to face the realization that 
there are many degrees of mental retardation. It has become some­
what standard to mark all individuals who are considered retarded 
and put them in an institution. This being a universal solution, 
seems to solve the problem only by ignoring it, which in essence 
makes it worse. I am not saying that the institutional atmosphere 
is evil or harmful, I am only proposing that there are a large num­
ber of moderately retarded individuals that do not require this 
type of care or treatment. By subjecting them to an institution, 
their chances of becoming self supporting, useful human beings in 
a "normal" society are nill. 
At the present time many communities are striving to help the 
mentally retarded by encouraging parents to keep them in the home 
for as long as possible after birth. After which time they enter 
a group home where they are allowed to further their education in a 
family and community atmosphere. It is for these individuals, the 
retarded but educable, that local services should be provided to 
enable them to cope with society in much the same manner as the 
"normal" person. 
Basically the problem is that the extremely mentally retarded 
individuals do require intensive care and treatment but there is a 
need for community services for individuals who need not be subject­
ed to that type of atmosphere. 

MONTANA 
The state in itself has many extremes, from mountains in 
the west, to badlands and plains in the east. Montana covers 
an area of 147,138 square miles. It is situated in the northern 
section of the United States, bordered by Canada to the north, 
Idaho to the west, North Dakota and South Dakota to the east and 
to the south, Wyoming, 
BOZEMAN 
Bozeman is located at a northern latitude of 45 degrees and 
40', a longitude of 111 degrees and 931 west of Greenwich and at 
an altitude of 4856 feet above sea level. 
TEMPERATURES 
Summer: Average Minimum: 51.3F 
Average Maximum: 81.5F 
Mean: 66.4F 
Winter: Average Minimum: 13.8F 
Average Maximum: 33.8F 
Mean: 23.8F 
Mean Annual Precipation: 17.65" 
Mean Annual Snowfall: 70.20" 
Bozeman is located at the southern end of the Gallatin Valley. 
It is located on Interstate 90 which is one of the major east, west 
routes across the United States. Bozeman is also served by U.S. 
Highways 10 and 191. The Grey Hound Bus line and the Burlington 
Northern Railroad also serves the community. 
j \jr*i 
x* j* "(Wi 
W -^ff\ 
I A/ /Vev^v/V4i  
Lj/v/roL-^J 
TfiZ. £ 
^ '9/ 
ATtrt 
CAA/vOA/ 
Ka& y 
BOZEMAN 
* 

U. S. DEPARTMENT OF COMMERCE 
NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION 
ENVIRONMENTAL DATA SERVICE 
IN COOPERATION WITH BOZEMAN CHAMBER OF COMMERCE 
CLIMATOGRAPHY OF THE UNITED STATES NO. 20 - 24 
UTITUDE 45° 40' CLIMATOLOGICAL SUMMARY 3TATION BOZEMAN, MONTANA 
•^NQITUDE 111 03' 24-1044-2 
*IIV. (GROUND) 4856 
MEANS AND EXTREMES FOR PERIOD 1940-1969 (30 years) 
Temperature (*F) • 
• 
Precipitation Totals (Inches) Mean number of days 
Extremes 
M
ea
n 
de
gr
ee
 d
ay
i 
Snow , Ice Pellets j3 Temperatures Means 
M
ea
n 
de
gr
ee
 d
ay
i 
G
re
at
es
t d
ai
ly
 O 
a Max. Min. 
a 
G 
0 
s D
ai
ly
 
m
a
x
im
um
 
D
ai
ly
 
m
in
im
um
 
g 
a 
o 
2 R
ec
or
d 
hi
gh
es
t 
Y
ea
r 
R
ec
or
d 
lo
w
es
t 
Y
ea
r 
M
ea
n 
de
gr
ee
 d
ay
i 
M
ea
n 
G
re
at
es
t d
ai
ly
 
Y
ea
r 
M
ea
n 
8 ^ 
1 9 
H a 3 o 
2 a Y
ea
r 
G
re
at
es
t 
da
ily
 
Y
ea
r 
Pr
ec
ip
. .
10
 : 
o
r 
m
o
r
e
 
90
' 
a
n
d 
a
bo
ve
 
32
* 
a
n
d 
be
lo
w
 
32
° 
a
n
d 
be
lo
w
 
0*
 a
n
d 
be
lo
w
 
M
on
th
 
a) 30 30 30 30 30 30 30 30 25 30 30 30 30 30 30 30 
Y. 30.7 10.1 20.4 58 1969 -36 1949 1372 .94 .77 1942 15.0 32.8 1963 10.0 1963+ 3 0 15 30 8 JAN. 
35.8 15.8 25.9 62 1950 -29 1956+ 1106 .68 .88 1942 9.7 22.1 1940 7.0 1946 2 0 9 27 3 FEB. 
41.0 19.2 30.2 70 1966+ -23 1955 1074 1 .41 1.04 1967 16.9 36.9 1967 20.0 1968 4 0 6 28 2 MAR. 
53.7 30.4 42.1 81 1962 2 1945 680 1 .84 1.53 1951 10.5 37.0 1955 14.0 1955 5 0 1 19 0 APR. 
JE 
63.3 38.5 50.9 89 1954 16 1954 429 2 .61 2.06 1952 2.9 24.3 1965 13.0 1964 7 0 * 6 0 MAY 
70.2 44.9 57.6 91 1966+ 26 1951 232 3 .27 2.08 1944 .3 6.0 1943 6.0 1943 8 * 0 1 0 JUNE 
-Y 81.5 51.1 66.3 98 1960 32 1955+ 45 1 .19 1.45 1962 0 T 1952 T 1952 4 3 0 * 0 JULY 
PT 
80.3 49.4 64.9 99 1961 29 1965 70 1 .36 1.33 1964 T 1.0 1964 T 1964 4 3 0 * 0 AUG. 
69.5 41.5 55.6 95 1947 16 1965 288 1 .76 1.69 1947 .5 6.4 1965 3.0 1965 5 * * 4 0 SEPT 
. 58.7 33.4 46.1 82 1957 9 1961 581 1 .44 1.07 1953 4.3 19.0 1969 10.0 1969 4 0 * 14 0 OCT. 
1/. 42.4 21.9 32.2 ' 70 1965 -26 1959+ 976 1 .26 .91 1947 10.9 22.5 I960 8.0 1960 4 0 6 26 1 NOV. 
„. 34.9 15.5 25.2 59 1957+ -29 1964 1229 .85 .88 1955 12.5 26.8 1967 10.5 1940 3 0 12 30 4 DEC. 
ear 
AUG. JAN. JUNE APR. MAR. 
55.2 30.0 43.1 99 1961 -36 1949 8082 18 .61 2.08 1944 83.5 37.0 1955 20.0 1968 53 6 49 185 18 Year 
( a )  A v e r a g e  l e n g t h  o f  r e c o r d ,  y e a r s .  
T Trace, an amount too small to measure. 
•• Base 65°F 
+ Also on earlier dates, months, or years. 
* Less than one half. 
CLIMATE OF 
^
ase western slope of the Brldger Mountain 
w 
r9e at a point where the valley is about 10 miles wide east to 
jnst' Bozeman experiences essentially a mountain valley climate, 
th wea*her station vicinity the ground slopes downward to 
north at a rate of about 80 ft. to a mile, but the valley 
n 
a*tens and broadens to the northwest for several miles before 
Rowing into a shallow canyon near Logan. Except for the nar-
Q . Gallatin River opening at Logan, the Bozeman section of the 
^atin Valley is surrounded by mountains. 
Aj*clpitation in the Bozeman area varies considerably. Belgrade 
Port, 11 miles northwest and 400 ft. lower than the Bozeman 
*ha receives on the average about 5 inches per year less 
p " Bozeman, while annual totals in the surrounding mountains, 
fe Ocularly east and south, are generally much larger. Dif-
(jne?Ces snowfall are similar, the eastern edge of the valley 
*n9 Bozeman) usually receiving larger amounts than the 
H0u ern «dge. Temperature differences away from the steep 
«le slopes are not large within the valley, but the lower 
dtev*tions of the valley Just above Logan are often a bit cooler 
(be.n*9ht than at Bozeman, due mainly to the fact that cold air 
find°g m°re dens® than warmer air) seeks the lowest level it can 
fr ' Conversely, afternoon temperatures at Bozem.in are 
vaiiUently a little cooler than at the lower points in the 
ey» bu* in the absence of showers or other local effects, 
thjn ^i^ferences between Bozeman and Belgrade are usually less 
SUrT. 
days rs are generally pleasant and are characterized by warm 
Hot ' co°* "iQhts and a high percentage of possible sunshine. 
shov»s°attler *s lnfr®Quent» as the comparative data table above 
In 0 * In the 30 years summarized, the greatest number of days 
C°nd^® Year with 90° or high maximums was only 17 in 1961. 
«nCed s humid to an uncomfortable degree are rarely experi-
Summer precipitation falls mostly as showers, sometimes 
, MONTANA 
accompanied by thunder and lightning, occasionally but not often 
with some hail. However, hail damage in the Bozeman area, al­
though it has occurred a few times, has been relatively light 
and scattered. Near the beginning of summer in June, as well as 
during the last couple of weeks of summer in September, showers 
occasionally have given way to steady rains which can total as 
much as an inch or more in 24 hours. 
Winters are relatively cold, and occasionally a winter month 
has had a week or more of severely cold weather. In the 30 
years summarized, there have been only two winter months during 
which Bozeman temperature averaged less than 10°F., and no 
months averaged below zero. Mild winter weather is not unusual. 
Most winter precipitation falls as snow. 
Prior to 1931, a few temperatures of over 100° were reported, 
including 104° in July, 1877 and 1892, and 112° in August, 1875. 
The 104O in 1892 has been verified, but the 1875 and 1877 read­
ings were made at Ft. Ellis (about 4 miles east of the present 
site) and cannot now be verified, particularly as to the 
character of the instrument exposure. The 112° August, 1875 
record is considered doubtful. In 1872 minima of -53° were re­
corded at Ft. Ellis in both January and February. These values 
do not seem impossible for the Ft. Ellis site, because of dif­
ferences in general exposure between the Fort and the College. 
It is likely that the Fort location would experience more radi­
ation and drainage cooling than the College, and therefore it 
would be expected that Ft. Ellis minimum readings would be some­
what lower than at the College. While -53° seems reasonable as 
a record low for Ft. Ellis, it does not seem likely that it was 
that cold those mornings in Bozeman proper -- or where the city 
now is located. The coldest recorded for any Bozeman location 
(since 1892) was the -43° observed in February, 1936. 
Tables and text prepared under the direction of Grayson V. 
Cordell, Jr., Cllmatologist for Montana, WSO Helena, Montana. 
8 
o 
o 
o 
> 
b y. 
3 C 
E O O 
uH 
Ml 
5 
o 
7E 
Ei Ni 
•3 
?• 
II  
O 
in 
<rj 
S:B 
ss 
• i r i  OS LH 
<n 
.J 
tC LJ 
dC 
<• I 
I te  
EB <1 
.. m 
pa 
?1 L1 <. i
ri fi 
i 
0 lO a cr 
J <o 
o <• 
v9 
cO 
o 
in 
N-
(0 
~Z> 
o 2f] 
,L = PI 
11 
<hy H 
-J(DC H 
r— 
N 
< 
Li tC 
< 
CO tn 
O oO 
oQ cO 
> 2 
tl 17 |3 DH f'i 
m 
hB U •
oi 
o 
< B 
PI if M h i3 
?| pi I 
1 OB 
!fl J 
N- cO 
I 
z 1 I 
t 
o LJ in 
r J 
Zl > Li U 
Ji 
O 
< 
1— (C 
u (— iQ 
_J 
o <[ 
b n 2 
TOTAL-
p y 
i-
m o y < o t~l 
i ui 
«5 cn C) 
& 
fwKlfO.nl  
SniHtjbt jd  
osno.i 
IIOS:7T[.Y{ OAV 
L'J'-v I 
mm 
j&qiUS}das \f3JllUI taquiaaap 
6ui«iniiMr»o.ul 
f j^lo.ul 
Y q • n L) V 
< 
tc 
u I— 
cC 
0 
u I— 
1 
12 D n c O 
u 
M « 
a? 
§£° 
U 
i O o 12 UO 
a ^  U.x. 
Q U 
< £ 
ue 
(0> 
it 
tcM 
b=o 
<° 
Q 
-J.-2 
< <  
ft U UO 
rA £ cQ U 
oE 
Suu 
8gB 
< t f w  
(O 
O 
°di 
<o U ^7 
£< 
o 
OU^ 
^hq: 3b^ 
< ? q  
in ?<< 
A o pPy 
0 3 b  3Q^ 
£u <CE 
3*!T 
!<5E 
oo _| 
9 £ <  
R 
u 
8. no 
8* 
<p 
y 
tnq 
E < 
to 
> b 
~2 ° 
eo 
6^ 
pI 
Is 
C" &->> 
h| 
o< 
I 
~L 
u._. 
<n 
U £C . 
< 
cC 
< 
y 
6s 
y s 
0O 
I -nP 
Hi5h^:jr.T 
TT 
=ri* v 
—-— CC 
v _ 
_n • 
in >• , la 
• -.. i 
-in.,; 
'~rr+gTrr,w 
&iiininiv.gfM».id 

THE SITE 
The sit© chosen for the project is located between North 
Rouse and North Montana on the east and west, Peach on the north 
and Lamme on the south. It should be noted that the site con­
sists of a number of blocks but only the lower section is to 
be occupied by the project. The reason the entire area was 
looked at in the preliminary stages was because a need was felt 
to determine the effects of this project on the people and the 
existing structures in the immediate vicinity. 
The following is a list of important elements that are con­
tained within the site: 
1. The entire site is located on the flood plain. (This 
being the most important feature in numerous design 
decisions.) 
2. It slopes gradually from south to north, thus allowing 
for a certain amount of drainage. 
3. Within the site is a main arterial (Beall Street), that 
is presently unfinished in regard to pavement. 
There are numerous large trees, providing shade and 
wind protection. 
5. The creek runs along the west edge of North Rouse and it 
seems to be a natural barrier between the interior of the 
site and considerable traffic on Rouse. 
FT ACn 3r. 
SITU AUALV3I3 
° LCIGAL DCaOFMmOkl® 
DCALL'3 AbDITlOU 
BLOGhS 9-16 
OFMGIkJAL TOVU3lTr. 
E>LOCh r» 
TYPr. or 5wr.LL.iuG3 ° 
1. DIUGLC TAMILY 
e. MULTr rAnii Y 
3. VACAkJTHBB T MTAvT^ C 
lund bou nil a ry 
o n  m a p  
w 
4^ 
» 
' Po 
1
.. ---A 
i ^ i 
; os 
• a \ 
•W 
i \rO 
TYPr.3 or PCOPLC: PiCSIblUG 
1.0Lbr.PS PiCSIbCNJT^ gglll 
2 UtLW OPS YOUMGr.Pi 
pcaibdkjTa 
•5. born 
£ 
8 
_J 
a 
yi-1 U MCkJTAM/V 
5^6 10 HOUTALlAv 
!•<*• 
353 U. nou^ c. 
origi mil township 
LAnnr. :>T 
DC ALL 31. 
mmm wOtm 
315 C. £>LALl_ 
_ 206 X. DHAJ-L 
.310-316 C. BCALL 
o» 
Dog L. LAnnti 
3ir3i7 d.L/\nriL 
nn 5£9 U.TOJ5C1 
.i f 
530 U.riOUT/\U/\ 
u 
0 
1 
cn 
£ 
8 
i 
iQ 
.526 M. nOUTAMA. 
BE 
i 
* 
o 
3 
M .LJL 
5ZS6 U. f^ OUSCl 
V;A 
152.1 klhOUDL 
C 
o 
o 
-J 
0 
H 
5Y U. hOU5C 
520 kl riOKJTAU/\ 
.515 KJ. i^ 0U3E 
513 U. PiOlEC. 
516 M. n0UTA.UA. 
51M kl. riOKJTAkJA 
i 
506 U. nOKJTAKJA 
I 
507 KJ. 
.503 kl f^ 0U!)IL 
501 KJ. 
50£ LI. nOUTAKJA, _ 
U. HOUTAUA. 
7 
"S£1 U.PiOlGC 
<n 
£ 
f« 
^to kl. HOKJTAUA. 
I 
7-
v-
I 
O vacant 
.<J1H kl nONJTAMA 
-j 
iQ j410 kl MO KJ TAMA 
5J06 kl. MOUTAklA 
5K>6 U. MOUTAklA 
510H kl. MOUTAklA 
WZ M. MOkJTAU A 
3CE& ki. nOklTXUA 
w uor\Tn ricmE. 
^08 LI. nOKJTAKJA 
I I 
I 
3£7 M. POU3E1 
321 MhOUZC 
330 U. HOUTAvUAv 
thfmj. zhul 
3£0 U. HOL1TAUA 
Jo 
£ 
1 
? 
316 U.HOUTAUA 
tQ 
.315 y. F^ouac; 
12 
o 
k-
< 
-J 
p LJ 
p 
v© 
£ 
u 
o 
u 
(Q 
303 L.BLALL-A 
ISOZ) t. DCALL ~ & 
vacant 
. 303 C. EbH/\LL " 0 
309 H. DEI ALU 
• I 
• 
" 
-
-
• 
1 
' 
DEriUITlOW*-
A COriMIANITY NOME. EOP^ TME bEVEUOP" 
MEKJTALLY bl5ADLEb IS bEEIMEb JM SECT­
ION 7TLOO\ AMD) rraxxi F\C.n. AMD 15 A fACT 
ILITY bEJblGUATEb TO MEET TME.UET.bS OP 
bEVE-LOPMEJ4TALLY blSADLE-k PETOOUS 
Who APtfL MOT IM UEEb OP MUTOIMG CAPiEL. 
THE- MOME. IS PPilMAPilLY PAPllLY AWD SOC­
IALLY OPilELKiTC-b, DUT Oh ALL ALSO PPi Cr 
VlbE. TFVMkllklG POP* THE. P>ESlbE-UTS. 
SEEVICXS SMALL klOT blSCOUPiA&E P\EC" 
P^EATJOkl AkJb OCCUPATIONAL ACTIVITIES. 
nElStbEkJTS SMALL DEL EJJCOU Pi AOi E-b TO 
BE. ARRIVE:, TO &D/ELOP TEcrtuiQueis 
TOPS SELE hE-LP AMb DEI STIMULATEbfTO 
DEVE.LOP NODDIES AKJb IUTE-P>E3TS. 
P) 1GtlTS Or P>ES1 bEKJTS * 
AS PAPTOETME- E1MJTIOKJAL TPAIUIMG 
IkJTliC MOME., PCSlbEkJTS SHALL. BE ALT 
LOWE-L> TO rUMCTlOM AS IUbEPEJUbE_klT~ 
LY AS pass IDLC1. PC-SlbELUTS SHALL BE. 
ALLOW ELb TO PlAPiC. Ct 10ICEES ADOUT USE 
OPLE-lSUPiE. TIMEL, WMAT CLOTMEISTO WEAP). 
FIUAUC1AL HAU AGC-HE-UT, GOAL SET*-
TIMGi, AUb OTIiE_Pi DA3IC rUUCTIOUS IIJ 
DALY LLVLFJQ 1KJ SO PAP^ AS ThELY APiE 
1 UTCLLE.CTU ALLY A&LETO MA^L THESE. 
crtoiccs. 
P^ESlbEUTS PIGMT3, I UTLJGPI I1Y AU b 
IMblVlbUALlTY SHALL DEI PCaPCCTEEx 
pcsiborrs SMALL MAVL Trie. rBLELbon 
TOQJTUB AUL LTIAVC THE. none, AD 
LOKJG A3 TMQB PHYSICAL AUb (iQJTAL 
noon rfimrra AM^TIICX 0£Q£BVC 
THE: BULLS LSTA&LISNILB BYTME. 
honm. 
VISITIUG PBIVILCGL3 3MALL BEL TMEL PLIGHT or ALL BLSILLUT3. SOMB NRR 
ITATIOLi BuGABDIUG M0UB3 Aklb UU~ 
LL3IBABLIL VISITORS MAY BL tJSTAD" 
Lisrtusb. 
BUILLIMG BLQUIBLmUTS-
~ IT DMALL DL 1U COMPLIANCE. WITH TttEL 
UATIOUAL LLECTBlCALCObC. 
- ALL PLUtiDlMG SHALL COMPLY WITtl APP­
LICABLE1 LOCAL CObELS, UATIOklAL PLUMB" 
IUG ALL T11L. HOklTAUA PLUMBIUG COLL 
~ ALL 3TAIBWAY3 AUb FSAMPS 3MALL 
BE. PBOVIbOb V/ITT1 3TUBDY hAUDr 
BAILS OKI OUL 31 bL FOB TMLIB TULL 
LLLIGTM. ALL STA1BWAYS SMALL BL 
PBOVILCk WITh U0U-5hlD) TBEAIb. 
"VIULOW3 IU LIVIUG AUb 3LE.LPIUG 
BOOTO ABC. BLQUIBELB. 
- EACH FLOOB US Lb fOB LIVIUG OB 
3LE1E.PIMG PUBPOSE.S SMALL BE. FBO" 
VlbLL V1TPI A TOILLT. 
~ EACH BLDBOOfi OB TOILET SMOULb 
OPLKJ blBILGTY IUTO A. COBBI COB 
OB COMMOU USL ABELA 3UCM AS A 
LIVIUG BOOM. 
PC31&CUT DTOOOra--
-AHIMiriAL CLD\F  ^ 3PAT.El Of 7*3'SHALL 
BE! PP\OVI DE.k rOPi A 3IU&LC DElkP^OOM, 
13x3' ron A DOU&LE. PiOOM, AUt^mi7' ROP  ^ A ROUP  ^ BEDROOM. 
~ F^Eni bEUTO DM ALL 5>E H0U3ED> OULY IW 
noora DEL^GUATE  ^ A3 BCJ^PIOONA DY 
ThC-"UCCLW3»WG AUTMOfMTY. ThE )^E_ E>EJDr 
P^oon5 SHALL OKJLY DEL UTILIZED FOF  ^
Til El QCCUPAUT3 PEPi50klAL U5E1. 
"DElCbS OPi OTMELPi FUFMUITUPC SHALL 
MOT Dd PLACELL, 30 AS TO OBSTRUCT 
FA33AGEL TO CO^PilbOPiS. 
-uo PAPU or AMY PIOORI SHALL &E. 
E-UCLOaCCi OP  ^ 3UE>C>\VI bCJO UK1LCS3 3UCH 
PAPiT &m SEPARATELY LIGHTED AUCi 
VC UT\ L AXCL>. 
LlVlUGi. DIUIklG AKJCb PCCPiEATlOU APNEAS 
-THE. HOME. 3HALL PROVIDE: A COMFORT 
TABLE. APiElA WEILL. f~UFM0l3MED> AfJD> 
WELL LIGHTED F~OPi Ttlu U3E. Or P\C£f 
ILOJTD. UUD>ELPi MO CIPiCUTOTAUCES 
3HALL THE. LIVIklG p^OOM E)E_ U3CD 
A) A DEDPiOOri. 
"THE. LIVIM6, DIUIU&, OP  ^ PC.CPOTIOU APiCA 
3HALL E)CL LAP^GE. EUOUG-H TO PPiOVIDC 
3PACE. FDFi THE. ACTIVITIES OETIiE. 
P^ELDIDC-UTS. LIVlklG AUL> PCCP^EXTIOW 
Pioons SMALL BE: OUTSIDE: noons. 
DIUIKLG- APIILA3 5MALL&E. VELLL LIGHTED 
AUH LAPOC QJOUGTL TO ACC6NOBAT£~AU_ 
NCNIBDOT3. 
"STOP^AGEL 3FACE! 
CVCPFR none: SHALL PTOVIC>C 3TQP\AG£ 3PACC. RON SUPPLIC3 FTPTFOUAL P033-
C3DI0U3 OR 1CBCUT^L AUD> 3TATF7 LIUCLKL ALLB 3\N\LLAFK1 ITCH5. 
'LAUMBPYY HOOM 
THE. LAUULFYY AP^EV\ SMALL DC. IKJ A ^EIPA^ATE: FWM. 
. 
" 
If 
• 
• 
. 
] 'igvonqu isfc 
<n 
£5 
M S~ 1.5  ^ u-
a n 2 o > ^ 
 ^ (O 7- lO lj> 
~) L..J O h c£ o 
Throughout the country, a somewhat conventional idea has been 
established that the best ways to further the development of mental­
ly retarded individuals are: 1. For those persons that are on the 
extreme end of the scale, the answer is and has always been insti­
tutional care. 2. And for those individuals that express a mini­
mum to a large amount of learning ability, communities have estab­
lished centers (sheltered workshops, special education classes, etc.) 
that strive to help in any and all ways possible. 
Although this approach to the problem has worked somewhat 
successfully in the past, it is gradually losing popularity simply 
because of one important factor that has either been forgotten or 
eliminated. And that point is this, for those individuals that 
have some sense of direction, (specifically those that are mildly 
retarded and are allowed to remain within the community), we must 
provide an environment that is much the same in nature as that of 
the "normal" people. By this I mean, we have established centers 
within the community that are there to supposedly educate the re­
tarded, but the problem is that we still group them in their own 
little world and generally the public tend to ignore them as a part 
of the community. And as a result, they neither learn or accom­
plish anything that is significant to them or anybody else. What 
it basically comes down to is this: If we are going to expect 
any type of success in the training of the retarded, it seems only 
natural as well as reasonable that their environment should perform 
the same functions as a normal one in order that they can leam in 
the same manner. 
GROUP HOME PROJECT 
At this point it should be montioned that the individuals I am 
dealing with are primarily in the adult stages of mental and phy­
sical development in relation to other mentally retarded. This 
statement shouldn't in any way imply that I am neglecting all other 
facets of mental retardation. I am merely accentuating the idea 
that all people who happen to fall into this category (mental re­
tardation) should be given care and treatment in the home and in 
the community for as long as possible. After which time the in­
dividual may be so severly retarded that this type of care is not 
benefitting him and the only answer seems to be an institution of 
some sort. 
I am merely expressing the point that in any and every com­
munity there exist a large number of individuals that have been 
forgotten primarily because they have supposedly reached their 
would be mental ability or they have grown too old in physical age 
to receive further training in the schools, specifically special 
classes, as mentioned earlier. Thus the answer seems to be a 
center that is integrated with the community and functions to train 
these individuals in a family atmosphere as well as a normal work­
ing situation. This center will be different from a voc. tech., 
for example, in that all individuals will be allowed to let their 
abilities grow to their maximum. 
The first and probably most natural starting point for func­
tions of a normal environment is in the home. A somewhat new idea 
that is being implemented in many communities and with great suc­
cess is the group home. This is merely the teaching and training 
of retarded adults to live and function within a normal family type 
atmosphere. Here again the result is that all individuals involved 
will eventually be independent, self supporting human beings in a 
"normal" society. 
The home is generally accepted as the starting point in the 
ways that an individual is going to or has already been prepared 
to cope with the world as well as with himself. From the simplest 
element of tying a shoe to the most common aspect of going to the 
bathroom, the idea is that the home is the natural environment for 
the teaching of these things. 
The concept of the group home works under three important 
elements that are common to most homes in the country, they are: 
1. Probably the most important is the spaces or more specifically 
the bedrooms that are provided for the permanent occupation of 
6 to 8 mentally retarded individuals. 2. A space must be provided 
that will accomodate the house parents in such a manner that they 
not only have continual supervision of all occupants but also a 
private area for their own personal functions. 3« One or possibly 
two bedrooms must be provided for individuals that have purpose to 
remain for only short periods of time. 
To further the explanation of the concept, the group home will 
incorporate "normal" people with normal functions, both together 
with the educable mentally retarded. The environment will be such 
that all individuals involved will be allowed to function in a "nor' 
mal" family atmosphere. 
SPECIFIC FEATURES OF A GROUP HONE 
1. Homelike internal and external design. 
2. Colorful, light, bright, perceptually warm but diversified 
living units. 
3. Small, self contained living units. 
b. Bedrooms for 1 to 4 residents. 
5. Family dining facilities. 
6. Homelike appliances such as toilets, faucets, showers, 
baths, stoves, etc. 
7. Nonstandardization of design and furnishings of living 
units within a larger residential complex. 
8. Windows of normal size, type and placement. 
9. Live in house parents. 
10. Plenty of space for individual possessions. 
11. Doors between rooms and areas. 
12. Curtains or doors for baths and showers, and toilets 
designed for private use. 
13. Homelike access to "controls" such as switches and ther­
mostats (the idea here, as with other features, is that 
potentially objectionable behavior will be modified by 
interaction with house parents, rather than being made 
impossible by the design of the physical environments.) 
1^. Access to "risks" e.g., stairs, electrical outlets, hot 
water, etc. Again, the assumption is that residents will 
be trained to act adaptively, and that controlled risk is 
part of normal living. 
THE LEARNING CENTER 
Within the center there are numerous functions that occur pri­
marily at the same time during the day. Thus it becomes an essen­
tial factor in the design process to realize that there are two 
large scale areas to contend with? 1. The active. 2. The passive. 
Both of the above mentioned spaces or grouping of spaces will 
become evident in the explanation of the concepts employed in the 
design of the community center. The basic premise is that the cen­
ter will become a vital working part of the community which will 
be accomplished in two ways: 1. The training of these indivi­
duals in order that they can actually work within the community in 
some manner. 2. The center itself, will open up to the public 
with the idea that all people can partake of the functions that it 
has to offer. 
First off, it should be realized that when the center first 
gets started, the individuals that will be there must become trained 
in some fashion before the center can be opened up to the public. 
By this I mean that a cycle is starting where by once the first 
group of adults are trained, they become the personnel of the struc­
ture in order that the center can display it's useful working func­
tions to the community. After which time a new group is trained in 
a preliminary manner and in this way, the cycle becomes continuous. 
It is from this concept that the active and passive spaces e-
volve within the center. To expand on this premise one could also 
state that the nature of certain functions dictate that noisy spaces 
and quiet areas demand some type of physical barrier. These two 
areas are broken up in the following fashion to accomodate their 
specific uses: The passive areas are: 1, Instruction (this 
being a semi-quiet space where an actual one to one contact is 
employed between the teacher and the learner). 2, Evaluation 
(here again, this is an area that demands personal contact between 
individuals and it demands a certain amount of quietness as well 
as privacy). 3. Lobby (the nature of this space becomes a vital 
part of the center. This is where the retarded adult is first in­
troduced to the type of character that the center is portraying. 
The space demands areas for numerous activities performed by in­
dividuals that become active as well as passive. And the grouping 
of it in the passive indicates that it is a definite linking of 
both functions, but it tends to be a more subtle or passive space). 
k. Office space, this is self explanatory in the respect that at 
different times during the day the personnel demand a quiet, 
private and personal space. 5. The receptionist and secretaries 
following next in order. Here again it is semi-quiet, demanding 
some privacy. It also works in conjunction with the lobby space 
and all the offices. 6. Staff conference and lounge, this also is 
a continuation of passiveness in that privacy is of the essence 
during certain times. Last, but certainly not least is the mech­
anical room. Let it be understood that mechanical equipment im­
plies activity and this is most definitely the case and it cannot 
be argued. Thus the reason for its placement in the passive is 
that it becomes one of the main connectors of the entire center 
and parts of it are in the passive as well as the active. There­
fore as a function of the passive it must take on that particular 
nature in some if not all respects. 
GROUPING OF ACTIVE SPACES 
Active spaces have numerous implications, due to their dif­
fering characters and functions, which should be mentioned at this 
point. Two basic types of activity occur within the center; noise 
and movement (also denoted noise in some respects but also means 
the flow of large groups of people from one space to another). 
In order that the interior functions work in a productive and suc­
cessful manner, the barrier between active and passive is bridged 
with milder functions that are considered somewhat noisy. These 
areas are: movement barrier, barber shop, beauty shop, sewing and 
clerical (all functions being self explanatory). Continuing down 
the scale of activity, the center concludes with the following 
spaces: 1. woodworking, the production and sale of useful wood 
products. 2. metal shop, similar in all respects to woodworking 
except that the space demands more activity due primarily to the 
more complex nature of the final product. This results in larger 
teaching facilities and noisier equipment. 
Multi-purpose room, at certain times there may be a need for 
the grouping of large numbers of people for functions that are 
relevant to the center as well as the community. Here again, a 
large space of this nature incorporates much activity and it must 
be dealt with as such. The kitchen area is self explanatory 
in relation to the contrast between active and passive. 
Incorporated within the center are special services that 
function specifically for the mentally retarded and as such they 
are grouped in the active sections. The most significant area in 
this category is the large work space. This space was provided for 
because the nature of the center is such that the adult indivi­
duals need an area that is an intermediate step in the learning 
process. In other words, once primary instruction is over with, 
the individuals need a slow advancement into the real working 
situation and the work space provides that link between the in­
structional and the practical. 
The only other element that is there primarily for the retar­
dates is the shower and locker rooms. It need not be explained 
the purpose of the function or why it is located within the active 
functions. A need was felt to allow the individuals within the 
center to have a place that each and everyone of them could iden­
tify with. It became evident that due to a certain amount of 
pride in themselves, these individuals will retain items or per­
sonal possessions and providing them with a locker or storage 
space will meet this demand. In reference to the showers, it is 
merely a matter of cleanliness, either before or after a long 
day of instruction and or working. It is also a matter of prac­
ticality to teach people the basics of cleanliness and how it 
affects other people as well as themselves. 
The last two functions of the center are the service area 
(garbage and deliveries) and the space provided for the janitor. 
Without the above mentioned, the center could not and probably 
would not last but a very short time. Here again the important 
factor to consider is that these functions can become educational 
as well as practical. And if employed in this manner, they become 
very significant in identifying with the other areas in the cen­
ter. 
MAIN ACCESS TO THE CENTER 
The main element that is of concern here is that the center 
must be a welcoming place that is rewarding for the individual as 
well as the community. On the first occurence with the entrance, 
the individual must express the desire to want to be a part of 
what is going on inside. 
The best and probably most practical way to approach this 
problem is to use the idea of openess. Let it be known from the 
outside, what is going on inside. This is accomplished primarily 
by windows and possibly open spaces or courtyards. 
In regard to the community, the center must function in a 
dynamic manner, it must be explorative in the sense that it will 
not only work within the community but the community will work 
within it. Thinking on these terms, the center will definitely 
not become an isolated organism that thrives merely to keep in 
existence. 
It cannot be over-emphasized how important visual contact 
with the interior functions are in connection with the successful 
operation of the center. This is probably more influential on the 
pedestrian than on the automobile, but the later must not be neglec­
ted either. One way to provide knowledge to the automobile is 
through visual contact with signs or symbols that are in direct 
regard to the functions of the center. 
MAIM ACCESS CHARACTERISTICS 
The following are the characteristics that the center must 
provide to successfully be appreciative to the educable mentally 
retarded adults j 
1. An open and welcoming entrance that provides for gradual 
changes from exterior to interior. 
2. A direct openess to the internal functions in order that 
a visual awareness is provided. This element will not 
only become a welcome to the mentally retarded adults but 
the public as well. 
3. Once the adult has become familiar with the center and 
he or she feels a welcome and a want to remain, then 
space must be provided to adequately reinforce this feel­
ing. (The lobby exists specifically for this purpose) 
INTERNAL CHARACTERISTICS OF THE CENTER 
It must be understood that the center can only function if 
the administration and all other elements work together as one unit 
and not separately. Although this is the case, there are two im­
portant ideas that must be expressed at this time: 1. The admin­
istrative functions must not be so pronounced that the mentally re­
tarded adults are first confronted with this area. In other words, 
the administration should be easily seen and recognized but it must 
not become a physical barrier that one must overcome in order to 
become part of the center. 2. And although the administration 
must work with the rest of the center, it has become evident (as 
mentioned earlier) that this is a passive area and it must be dealt 
with as such. Thus attention has been given to a transitional 
space between the passive and the active. 
SUPERVISION, ASSISTANCE AND EDUCATIONAL GUIDANCE 
The geometry of the instruction areas should allow visual 
access to the total space (all activity areas). This implies that 
geometries other than squares or rectangles can be used since teach­
ers tend to spread themselves equally throughout these areas. 
Both free flow and supervision tend toward open space plan­
ning with a minimum distinction between corridors and activity 
spaces. Two important elements must be considered at this point: 
1. Flexibility. 2. Econoiny. 
The basic elements that must be considered in activity areas 
are: enclosure, privacy, sufficient area, and a sense of dir­
ection, 
MATERIALS WITHIN THE INSTRUCTION AREAS 
It must be noted that within each individual area there are 
many different functions taking place. Thus, a number of criteria 
have been established that will determine the types of materials 
to be used. In the instruction and evaluation areas the following 
elements must be contended with: 1. In order to make these spaces 
informal and welcoming, things should be very flexible in order 
that change majr be allowed to occur. 2. Due to a certain amount 
of noise, the walls, ceiling and floor should contain materials 
that not only absorb sound but also have acoustic properties. 3. 
Floor surfaces in certain areas should be such that individuals 
are not prone to slipping easily. 4. Materials on the floor 
shall be such that if accidents (spilling, etc.) do occur, they 
can be easily cleaned but designing to the maximum in this case is 
not necessary as well as not natural, h. Some adults (even "normal" 
adults) have tendencies to become frustrated and sometimes they 
throw things or hit against the walls, (in this case certain mater­
ials should accomodate this but here again it is of the essence 
to maintain a normal environment with the assumption that acci­
dents do occur and they must be contended with). 4, And due to 
the many differing functions that are taking place in these areas, 
many types of flooring materials will occur. 
Resilent areas will include such materials as: 
1. Linoleum. 
2. Asbestos tiles. 
3. Indoor/outdoor carpeting. This being of such a 
nature that it will not retain water, 
4. Wood floors in certain areas. 
The carpet in all areas shall be of such a nature that it 
is easily cleaned and not readily suseptible to fire hazards,(to 
a certain degree. 
Because of the nature of all people, the other training areas 
have been treated in such a way that individuals can have opportun­
ities to work alone and somewhat secluded as well as work in a 
group atmosphere. Taking this into account, it should be mention­
ed again that a certain amount of flexibility must be allowed to 
occur. For example: in the woodworking and the metal shops, areas 
will be provided to allow for large groups to work as a unit as well 
as individualized sections for those people who prefer their own 
atmosphere. The idea here is not to encourage conforming to work in 
large groups but it must be realized that some people naturally take 
longer to blend in with everybody else and there are certain times 
when people are troubled and they prefer to be left alone. 
A3 TMEL DIZEL OR TPIL GDJTE.PL 1L1CPILA3L~ S IT IS QUEL ST 10 U AE5LL VTLLTRILH YOU HAVE: A PLQJUG or SPIALLULSS OP\ JUST ALAFAGE., ILLPIUHAU CORT 
PLC.X OR SHALL SPAGLS. OL1L SOLU­
TION MIGHT BL A SLPAPIATLOU OR CORIPLTIX / NONR.II TILL TOGLT~ 
NM VRRN IUTLAIOP ,^ STALLTS GA HTPLPAOPI GOUATTAP^LS. 
-1 ULLPDALLKIOL OR' TIIL. 
LUD.LVLBUA.L~ 
WRNCULT THIUGS GAU QG RV\^ L \U~ 
TLPCATIPIG AKIL HCLP GAM SLLT 
COUNMAOC: BUT MML IS A SAFLT TY LIMIT. LXAPIPLLS • 
I. ANATTUAFIAOOR GLASS £. AOUULLL GOP^UCLTO 0U 
PUAUITUP .^ 3. SNOCAPAOOR LU:GTA\GAL 
OUT LILTS. Y SUP PP\OOR PLOOAS. 
5. GOUTP^OLLLL LOT PLO TLP IPLPIAT UPML. 
1ULIVILUAL3 SHOULD* PLLL V/LLGOML V/RILU APPAOAGHIPIG TPIL GTLUTCJAA 
AGGONPLL SPILL. £>Y BLIUG ABLGTO SLL WHAT IS P1APPLU1UG IU THL CTKLTLPI WNILL APPP\OACN\UG. 
V/iUhOV/S AUb SnYLlGrtTD--
LlGtlT rFNOn/\V\UDOVA CVC.U /\ SHALL 
oivjci, r/M-Ls noPMZiouTALur AGmss 
mni p^oon, aaaiug a usc.ru l cou" 
TP I^&UTIOU TO nODO_.lUG AUb SOfT" 
QJIUG THE1 SHADOWS CAST £>A OVuAA 
MLAJA UGriTIUG. 
AVICW Ttl PLOUGH AVlUL>OW PfAO~ 
V\D>LLS A LASTAUT VISUAL PCULASL 
AUL> AVOIDS AU OFPtAL-SSWCl SC.USL 
or LUGLOSUPiL. SUM AAA SAT Trie. 
GLOULS AUA V/1UCA AUIA TtlL FLAT 
or LIGHT AUL> SArxlAL AVAL. UD/OA 
STATIC, AU5A AVilUMV IS A LlUh 
WITH Ttitl 1UTELFAL.ST \UTt1fL COU~ 
STAUTLY GtlAUGlUG WOALA. 
SHOULD BEL A&LL TO SLC. OUT 
ThTOUGtt AWIULOV fPOM HAAA 
P01UTS IU THEL GOATtiA. 
UGMTIUG GAU BL UTILIZED TO 
CREATE. AU CUVlFSOUntLUT L>\S~ 
TIUGT HAOH AtATAGLUT bAP^TO 
AP^LAS EbUT MOT TOO LATA A. ~ 
ACOUST1G HATLIAIALS GAU CfALT 
ATE. L>irrUALUT SOUUL> \ f\/f \ A 
AUL L>irrUA\UG r\OOL>S \U ALr 
JACLUT AFaLAAX 

nil-ATI UG snA.LL. DC- DY f\ COJTPVKL 
MCATlKiG PLAU LUCLOSLk IKl A DELPAT" 
PATL noon on cu&icui conPOSED 
or ouc.noun rihE POIDTAUT COU~ 
^TPMJGTIOM. 
- Eixctmou^ 
A 31MGLE HXEb SPACE HCATE^ 
HAY DE USED 0!vl OME STOnY LVJELL' 
IMG3, PP^iOVibED IT ID SUnnOUMDED 
DY A SUITABLE! DAnniEn TO PnEVEMT 
CONTACT &Y nESlDCUTD AklD IS 30 
L0GATED> A3 TO UOT 0B3TFM>CT EGnEtlS. 
DAoc.nE.MT runuACEa MEED MOT 
DE EklCLOSED irmd APCA 13 MOT 
USED AMD is oL.oaE.Di orr fhOh mc 
nEST or ThC. DWCJLLIUG DY A 3U&"~ 
STAUTIAL DOOn AT THE TOP OP TttE 
3TA1TO. TlilS DOOn SMALL DE Of AT 
LEAST 1--3AT SOLID GOnE GOUSTnUG-
TlOkl. 
UO POPYTADLC. ELECT PMC On UMVEUT" 
Elk EUEL HhCD DEVICES Ai^C 
ALLOWCiD UUDEPS> AMY ClP^UnSTAU-
CES. 
UO EXTEMS IOU GOhM SHALL BE 
USED AMD ALL APPUAUGES AMD 
LAHP G0nD3 SHALL DEL PROTECT­
ED TO PREVEUT PULL IMG. 
RVMR CLOSET LOON LATCH SHALL DL 
SUCH THAT F^EaibLUTS CAkl Of Ell TTIL 
LOON RP;on LUSIBL TNN CLOSET. 
PILSILLUTS SMALL UOT DL NLPT DLT 
H\UB LDCTYLL LOOTO. THL EXIT DOOM 
or me. none SHALL, BE. CQUifPLL V1TM LMCHQ 30 THC.Y CAM BEL L0Cn~ 
LL OU THE. OUTS ILL DUT CAU L>L1 OPEKT 
LL RPUON THE. IU51DE.. 
E.VEP\Y DATMF^ OOn LOOn Loon SHALL 
DEL LLSIGUCL TO PCJmiT THE- OPEU" 
IUG or TRIE. LOCTYDTB LOON rhoninc. 
OUTS ILL \U AU CMMGLLUCY. 
ALL OTOUklb rLOOP^ PYOOnS 5HA1.L 
HAVEL AGO LSD TO A3* LEAST OUL EXIT 
WITHOUT HAV1UG TO PADS Til TOUGH IkT TOYVE.UIUG hoom CAPABLE. or 
BEJUG LOG'rYLtY 
AL.L GnouwL rLoon FYooris UOT 
H AVI KJG ACGE.S3 TO TWO EXITS SMALL 
HAVEL AT LLAsDT OUL V/IULOW WHICH CAU OC. USLL LOPY FYLXUL ALIL> 
VCJklTlLATlOU. 
ALL sr.COM L> STOPMLS SHALL HAVE. 
AT LEAST "TWO LXITS AS F^mOTC 
mori EACH omth AS POSSIDLL. 
AT LEAST OMCL SMALL LCAJLb LI PC£T 
TLY TO TMC1 OUTS ILL. 
eASEirorrs ust-b roe  ^ GP .^OUP CCCUF/\W~ 
CX P^E-SlbOJTS Or i^ GPV3UF PC£riCAT 
TIOU SHALL rwri AM OUTSlbtL CXlT 
Baboons AP^C allows ACOVLLTTIC. SEXOUL, RLOON LR Trie, LMLLLIUG ID 
or AT LCAST TWO HOUr  ^ntYC. PATIUG. 
ALL tUTE-P^OPi STA\P\VAYS SttALL &EL 
ILkiCLOSELL> DY OUtl HOOfl HPC. PO\DT/\UT 
COUSTnUCTlOU. 
cor i^Lora omtLp\ mcaus or tr 
GP^LSS SHALL DC 3E.PAPV\rtL  ^ mOH THE: PC.ST or THE. BUILWUG &Y OUE. 
noup  ^ riFid couaTnuoTiou. 
V xr r* PTI Of 1 '• 
MOT Fnc.au 1PC.D> IN 0UCL STOPTf 
DuiLbiUG  ^ wnmi: CACH p\oon has 
A CbOOP  ^ LC/\blUG TO THE! OUTSILC-. 
CXITS SMALL BE. SO AP^AUGUb THAT 
AT LCAST TWO 3ElPAFV<rr- LXITS WILL 
Bd AVAiLABLEl mori tLVLPvf PLCOPA AP-^EIA. EXITS SHALL DE: AJ RCNAM 
mOH LACn AS FFV-vCTlCAoLL AUb 
SO At^ PvAUGClC  ^ THAT THmL WILL 
EC. KJO POC^LTS OP\ LIIACi CUDS Ikl WNIORI P^CS INCUTS MAY DELTPV\PF~~ 
E.DX 
czm 
\ 
~j5n-u 
_.ju •, 
r; >lJ 
ps| 3. 
sfe%3:«?j/52^o40->ij9r" c 
^es§a3§3''^ i 
»J *%•*§£ : 
4>*VH ! 
"v 
& H" 
,J2 ife 
!r 
V-£ 
,5d^& £3^ 
>ufc 
.'loiJjii <; 5- > 2 c9 J 3 
?y%. th iM> 
»i . |J grvSj, 
"i/, ^  Sa 
€ <«, "'^5 
4% 
# f is sa 
fe<:j d6fl° oJ^c 
Asa, 
i °M 
1: ot r-
'7E§ 
°'Azw 
1 
£ p 
m? 
^ 2 
H 3j 
Id 
V) i rt 
u 
•ofl 
rt 
J 
i-Q 
3 
-O 
ej 
*•* 
•w 
ej 
a {/) 
W 
0) 
6 
o 
X 
a 
3 
o 
h 
*ofi 
mm 
mm Bin 
nn DM 
jflfc 
IjjP w 
4flk A 
• • 
Ml m 
HBHB WAHWW 
^37 A 
*"\ V 4 -s 
TQCf ***. 12SF 
w A 
•BH • HDEfll 
R23 
/CT 
• •nam • 
• jBt 
•• 0M •HB 
• • w • 
g" 4B1 
•Mi •BUB •ca 
.2 J 
^2 9 
5§|j ^$3 
m §a 
Sfetg 5 > 
fc|S* 5tJpu &MS 
»>i| m& &i 
On 
%-
"SiFK.I 2n«OLl 
»rr«{? 
*.f,y ,r*N. 
WBWz 
ifs§ 
•n • *\ 
.il»o.ul 
f j j l o . n l  
n 
i> 
2F£-$ gP 
5Jdf. p ^ w 
g£° ?f j MU 
® mm*? 
»ii iikmsg 
«i/, r®s?°'J3 
/'/"> Av 
<"»/>. *% 
imQ?^  1 
*«i£V 
g g (2 j^r<: y^t'n 
3 S2 3gs 
ij 2-fcsi . 
.1 J% Sl-M 
* a?sd sg&jj 
? ig Jig 
del i§^ 
OH 2 OC-Jr h .•-<*-< l-:,V-H £ 
J\ 
f j ^ f o  f o 
Imiiiiiiii(mI»o.uI 
at... 
& gs 4 
7 
= 3 
n? 2^ !Sfl 3 
rr3 fc^/j qoL ^ 
. £9 o'J^ J -ir -
3f; ,2? j 
I ) 11 . ) : 
• 
;t-
n-: 
^ n'^ chJ po? 
. a i-^'£ u ^ =f-.i-ti 
|« |£« 
'4 3 
J , U 
0 -jpl-
1 J', j 
=>v£r~ 
<2H i 
2* '2:: 
r^. 
: j - 3 
*i o3 
1 i? 
o 
"a: 
2i~ 
r-^j 
j 
I 3. 
fe 33 
-'c~ 
5! fe2 
Q J 2^' ? o 
- .-r 
*3.< 
5>n 
lJoQ 
h J 
x Q 
0 % 
M| 
& \z%i< 
11% $ c?"M 
H-jiiOLl J lii"; '^ --• 
5 . id, £3gS 
•?§ 
»-ri-
.U 
Qrf(-> 
c
-^% 
c /- . • v-
°^ %/7a 
•' 
r s 
o • 
:3fi tw w a 
*A - '- •'£ J-"n 
•'V,1 
%>• 
*--• s i &£ 
V 
o mm 
2hj< 
A3 
BSZLJS8 
S3 
m 
d > 
^127 
W" 
«• 
o m 
am 
nn 
• BSB 
€*• S* 
#««8$ ^  
iwtr* 
$'r* -<:r)>7 
g®$P V. v- •:. * • 
f»uinmi(Mi5«.id 
i J . u c-j 
n< t!Q4i H«3 
0^,-£S r"''(  
iU%-
igass | SSfe£J d .. t^»j 
t h 
d o?9? 3 
*95%2 
ccS^iC^fC 2t;-y^ t 
^s^sfs §£i*g39S a~5s£E 
">* jmati 
v*> 
©a 
y/> 
3/J
'% 
£?. ^-Ztn /JtLJ %$• * 3p ^ 
^ ^ < I <& 
°^(fr wU/7) 
X/ 
§r!r^ f;5^d i$sf 
If %hp3 > ui 
£ 
K & Ar>\ 
a-'izp fJ 3 7 &S*e3 s dB§ 3 g S J S? f 3 y$®. § 1 
,-.)-JOE MkJ.r^«J.i > 7 
98 
v<Vy, 
v?'3% 
feg 
« V/ 
v 4V« 
'<.tc>\M>i •••1\ ? 
KMfO. r © 
r
'>\<chb 
fiiimuiiMf»o.i<l 
.. 
5 a 
s 
d 
-3 Li* * ;O .. ^ Wm m 
o"u>Jr.^2 :j>}] 
-
a tJa.£ 
J K-/3 
Qy, 
(C£.j8,:!,q 
fefjji".. yj£<j 5 
» it n;. 
II 
3p§^- ij *, 
*
ni-ij-£p0^(Co/ '^"V 
*£?$$$ 4: l
~
! 
-: ' H-Mui ,r- 9 v 
<%> 
°Az)a> 
% 
_ %-P F '  A °n  Q' -U.  
r/4» 
9&/> 
%® 
,J
. i3h3h-,y-J 2 
•flfotaod^ C 
iUO 7fc,-< 
<H<JJLl r-^ jCV1 
^Ogi Ji.J<Jo£J9 rttJd 
I v:<p^- ^>9 
Injf°3 '-p iSSt 
gS3^ 
O^TlJO^ 
&& 
q l\£J, VH J«J 
SHsga 
*> . , 
•L 
% 
L 7cO 
3=pfe M5 
*«5 
^4?-O/W> 
« > v 
?• TT 
^1 •« • 
r n 
Kn 
55 
> & % 
J ' MIT 
A^C 
'HIIIIIIUIMIMMII 
r ^  
. O U 
0>, 
**>* g% 
*i y k \f. 
Kim 
fM» is 
5iihpjI«J(I 
Woo 

dk ^ 
XN3W3XVXS SIS3HX 
|*>AW| I 
pi\,>j |iiir. 
0 
0 
—
1 
n & 
* 
3^ 

* \  
~ w 
2  
Ob 
t 
I  11  1  I  I  l "T  


sjucaq; diiu 
te 
* 
Jit 
in 
# 
BIBLIOGRAPHY 
Mental Retardation (Readings and Resources) edited 
by Jerome H. Rothstein. 
The Mentally Retarded Child and his Motor 
Thais R, Beter, Ph.D. 
Wesley E. Cragin, Ph.D. 
Francis Drury, Ph.D. 
Communication Problems in Mental Retardation, diag­
nosis and management. 
Herold S. Lillywhite and Doris P, Bradley. 
Mental Retardation, A basic Guide 
Harold D. Love. 
Zone Mental Health Centers-The Illinois Concept 
John P. Reidy. 
Teaching the Mentally Retarded Child-a family care 
approach. 
Kathryn E. Barnard/Marcene L. Powell. 
Planning of Facilities for Mental Health Services 
U.S. Department of Health, Education and Welfare. 
Career Opportunities in the field of Mental Retar­
dation, U.S. Department of Health, Education and Wel­
fare. 
Motor Impairment and Compensatory Education 
P.R. Morris, E.L.D., Whiting, K.A., Ph.D., D.L.C. 
Mental Retardation. Appraisal, Education and Rehabili 
tation; Edited by Alfred A. Baumeisterj University of 
Alabama. 
Understanding the Mentally Retarded 
Gareth D. Thome., Superintendent of the Arizona 
Children's Colony. 
**- KcAuley, t.' P."' 
K1?
- A progressive learning 
center in conjunction 
with a group home for 
Bozeman, Montana