Deaf Space: Architectural Design for Deaf Students

Abstract

'Deaf-space,' a concept heavily influenced by Gallaudet University and architect Hansel Bauman, focuses on the importance of sight and the visual field. This type of architecture can "make a building porous, and create a fabric of visual connections throughout the building" (Tsymbal, 2010). Deaf design involves both Deaf architecture, space devised with the needs of D/deaf students in mind, and 'adapted space,' where changes are added to preexisting buildings (Hauan, 2017). With these adaptations, D/deaf students are able to increase their communication and improve their ease of learning. Studies have found "a functional relationship between the physical environment and both an increase in levels of academic engagement and a decrease in levels of disruptive behavior" (Guardino and Antia, 2012). Unfortunately, a dishearteningly low percentage (75%) of teachers are adequately prepared to teach deaf and hard of hearing students (Underwood, 2003). Thus, even in schools not designed for the D/deaf, teachers should be supplied the resources to make their classroom environment function better for D/deaf students. My research outlines modifications to improve existing schools and to consider when constructing new schools, as well as the effects of purposeful design (or the lack of) on D/deaf students' educations.