Deaf Space Concept in Classroom Design for Deaf Students

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PAPER • OPEN ACCESS
Deaf space concept in designing classroom
interior for learning motivation of deaf students in
special schools
To cite this article: M K Humam et al 2024 IOP Conf. Ser.: Earth Environ. Sci. 1356 012115
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IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1356 (2024) 012115
doi:10.1088/1755-1315/1356/1/012115
Deaf space concept in designing classroom interior for
learning motivation of deaf students in special schools
M K Humam1, S Kahfi1, R Andryansyah1, Z Taqiuddin1*, F Bashair2, and M R
Rida2
1
Department of Architecture and Planning, Faculty of Engineering, Syiah Kuala
University, Banda Aceh 23111, Indonesia
2
Department of Chemical Engineering, Faculty of Engineering, Syiah Kuala
University, Banda Aceh 23111, Indonesia
*Email: [email protected]
Abstract. Deaf children, individuals with hearing limitations, require a supportive environment
for effective communication. Regular classrooms, designed for typically hearing children,
present communication challenges for deaf students. Deaf classrooms follow specific
principles and approaches known as "deaf space," including furniture arrangement, larger
spaces, sensory accessibility, lighting, and color choices. This research aims to design a
classroom that creates a comfortable atmosphere for deaf students to enhance their oral
communication and learning. The study utilizes a mixed-method approach, combining
qualitative and quantitative methods. Classroom simulations were conducted to observe and
compare the responses of deaf students in both regular classrooms and those designed with a
"deaf space" approach. Simulation results revealed changes in learning activities and oral
communication among deaf students. Deaf students responded positively and expressed
satisfaction with the layout of the learning space and furniture aligned with the "deaf space"
concept. The choice of a calming green color enhanced the comfort of deaf students during
learning, allowing for better focus. The final classroom design provides a solution to address
existing classroom challenges, accommodating the needs and activities of users. This design is
expected to motivate the learning interests of deaf children while serving as a guide for
planning and implementation.
1. Introduction
Education of deaf children presents complex challenges, especially when one class consists of various
categories of children with special needs (CSN). The abundance of these categories poses obstacles to
achieving learning efficiency effectively. Each child with special needs has different principles and
approaches, one of them being children with hearing impairments. Deaf children, as individuals with
hearing limitations, require a supportive environment for ease of communication [1]. This makes it
impractical to integrate deaf children into the same class as other children with special needs.
Deaf children have limitations and challenges that shape habits affecting spatial interactions in a
room. Communication and interaction for deaf children require them to face each other and make an
effort to maintain eye contact during communication [1]. The conditions at the Bukesra Special
School, which we have reviewed, face challenges in communicating with deaf children. This is due to
the classroom conditions that are designed like a typical regular classroom.
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IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1356 (2024) 012115
doi:10.1088/1755-1315/1356/1/012115
The principle of deaf space is an idea based on the criteria and needs of deaf children. The applied
principles will impact interaction and communication [2]. The resulting design will be tailored to the
characteristics of deaf children, thus influencing the teaching and learning activities. The designed
space will be multisensory. Therefore, the application of the deaf space principle is an effort to
maximize communication and enhance the learning motivation of deaf children. It is hoped that this
will optimize the potential that deaf children possess through the teaching and learning process.
2. Methods
The issues of this design object are addressed by applying a psycho-architectural approach that
considers the characteristics of individuals with hearing impairments in its design, ensuring that the
functionality of the space aligns with the characteristics of deaf individuals. This study employs a
qualitative and quantitative (mixed-method) approach. Qualitative data is obtained from observations,
interviews, direct reviews, and space simulations. Meanwhile, quantitative data includes
measurements of space and furniture.
2.1. Direct Review
A direct examination of the Bukesra Special School was conducted to understand and identify issues
and challenges. The identified issues revolve around classrooms, characteristics, factors, skills,
activities, and the favorite colors of deaf children. Consequently, initial ideas were developed,
focusing on the needs and conceptualization of classrooms suitable for deaf users.
2.2. Data Collection
Data collection involves observation, interviews, direct reviews, and space simulations [3].
Observations and interviews were conducted both before and after the space simulations. Space
simulations were performed through the use of visual representations, such as room colors and
furniture layouts. The goal is to observe, analyze, and understand how the interaction between these
elements can influence the experience and comfort of deaf children in the classroom. This is done by
referencing the theory of the deaf space concept regarding the space. Therefore, the output provided is
a well-designed classroom solution for deaf individuals in that school.
2.3. Data Analysis
The simulation results, observations, and interviews regarding the needs of deaf children refer to deaf
space theories with diagrams that will be translated into the created design. This ensures that the
designed space for deaf children meets the criteria of deaf space design principles
2.4. Data Conclusion
The final result of the classroom design serves as a conclusion derived from the existing space
problems, user needs, and activities. It is expected to enhance public knowledge and awareness
regarding deaf children, motivating the learning interest of deaf children. Simultaneously, it serves as
a guideline in the design process.
3. Results and Discussion
Deaf children are individuals who have a disorder or loss of hearing ability, either partially or
completely, resulting from the malfunction of the auditory system. Although very minimal, there are
remnants of hearing that can be optimized in deaf children [4]. In their communication, spoken
language is a foreign language to them, so deaf children use sign language to interact with others. This
language needs to be trained according to the level of deafness and the amount of vocabulary they
have mastered [5]. The language development of deaf children will manifest if they receive special
treatment and education (figure 1).
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IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1356 (2024) 012115
doi:10.1088/1755-1315/1356/1/012115
Figure 1. Sign language mastery process
Deaf children rely more on their visual abilities to understand their surroundings. This is a
characteristic of deaf children that needs to be considered in psycho-architecture when designing
educational facilities [6]. The appropriate psychological architectural principle as a solution is the
Deaf Space Principle, developed by Hansel Bauman in the design of Gallaudet University [7] for deaf
students. Deaf Space consists of five fundamental principles, namely 1) space and proximity, 2)
mobility and proximity, 3) sensory reach, 4) light and color, and 5) acoustic.
3.1. Observation and Interview Results
Table 1. Summary of initial interview results before simulation
Question
Respond
How is the current condition So far, the classroom can be used well; however, we lack
of the classroom?
space, so the classroom for deaf children is separated from
other children with special needs only by a partition.
Do these deficiencies disrupt It's decent, but the lack of facilities forces us to schedule the
the activities and main
use of classrooms for other special-needs children. The
functions of the classroom? abundance of furniture also makes the room feel cramped.
Lighting is also a deficiency in this classroom.
What are your expectations "I want this classroom not to be boring and more engaging
for the future of this
so that the interest of these children in learning can be
classroom?
greater. The skills of the children also improve when their
feelings are good, and their interest becomes high."
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IOP Conf. Series: Earth and Environmental Science 1356 (2024) 012115
doi:10.1088/1755-1315/1356/1/012115
From the interview results, it can be concluded that the current room cannot meet the needs of the
students in this school. This is because the furniture and partitions used make the classrooms cramped,
requiring planned rearrangement in the classroom layout. Therefore, the criteria for assessing the
quality of the classrooms are based on existing analysis and direct reviews, considering the room's
ability to support the characteristics of deaf children (TABLE 2). The assessment criteria are as
follows.
Explanation:
3
= Good
2
= Adequate
1
= Insufficient
Table 2. Results of existing classroom analysis
Existing conditions
(Variable)
Integration
Spatial
Interactive
Orientation
Layout
Furniture
Material
Texture
Transparency
Color
Comfort
Visibility
Lighting
Result
1
1
2
2
2
2
1
1
1
1
Analysis
•
•
•
•
•
•
•
The classroom for deaf children is separated from classrooms for
other special-needs children by a cabinet partition.
The layout and form of the classroom furniture are like
classrooms for other normal children.
The orientation of the classroom window openings faces slightly
northwest and southward, but there is a canopy on the northern
side that obstructs sunlight during the day.
The quality of the paint in this classroom is partly chalky, and the
color used is white.
All the materials used are solid in nature.
The room lacks adequate lighting during the day and in the
afternoon due to low lamp voltage, and the natural light from the
northern side of the classroom is obstructed by a canopy.
The window's exit direction is also restricted because another
building obstructs the outside view.
From the analysis above, it can be concluded that the current capabilities of the deaf children's
classrooms are still insufficient to support the characteristics of deaf children. Therefore, a physical
space simulation is conducted to observe and compare the responses of deaf students when they learn
in the current classroom with the planned classroom using a deaf space approach. This simulation is
conducted in a real-life manner to obtain results that align with the characteristics of children with
hearing impairments [1].
3.2. Experiment: Simulation of Deaf Students' Classroom
The exploration of spatial forms in this simulation phase begins with determining the basic
arrangement of furniture and colors that align with the deaf space method and the existing conditions
of the classroom. Shadow and light analysis will determine the walls to be painted (figure 2). The
simulated furniture shapes use the existing furniture in the initial classroom condition (figure 3).
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IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1356 (2024) 012115
(a)
doi:10.1088/1755-1315/1356/1/012115
(b)
Figure 2. Shadow and color analysis. (a) Shadows in the morning; (b) Shadows in the afternoon.
(a)
(b)
Figure 3. Furniture scheme. (a) Clustered scheme; (b) "U" letter scheme.
The chosen forms and colors are then applied to the classroom for testing in a physical space
simulation (figure 2 and 3). The simulation process aims to observe and compare the responses of deaf
students when they learn in the initial classroom with the planned classroom using the deaf space
approach. The simulation takes place for approximately 1.5 weeks. The assessment of the simulation
is based on teacher interviews and questionnaires from 10 deaf students, as follows.
3.3. Interview Results after Simulation
Indicator
(Variable)
Like
Layout
6
Spatial
10
Yellow
5
Green
9
Table 3. Summary of interview results after simulation
Result
Analysis
Do not like/ Do
Not Understand
4
The arrangement of tables and chairs is more
communicative as the children face each other. This
concept has also been implemented by the school, and the
circular concept has been applied.
0
From the observed behavior of the children during the
simulation, they are more actively communicating with
each other.
5
There are changes and responses from these children;
they feel a new atmosphere. Their interest in colors is
present, and perhaps this can be applied by the school, not
1
just using white, but incorporating combinations with
other colors.
From the conducted space simulation, several important conclusions were drawn. Firstly, deaf
students responded positively and enjoyed the arrangement of the learning space and furniture layout
according to the deaf space concept. Secondly, deaf students were even more active in expressing their
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IOP Conf. Series: Earth and Environmental Science 1356 (2024) 012115
doi:10.1088/1755-1315/1356/1/012115
preferences when in a classroom with a new atmosphere. Thirdly, the choice of green color, which
provides a fresh and calm impression, creates a comfortable feeling for deaf children during learning,
allowing them to focus more.
3.4. Design Strategies for Deaf Students' Classroom using the Deaf Space Method
Based on the results of literature analysis and simulation exploration, a classroom design strategy is
developed from an architectural perspective for individuals with hearing impairments. The simulated
room shapes are still exploratory and need to be integrated with the application of an architectural
perspective to achieve comfort and good visuals.
3.4.1 Application of the Principles of Space, Mobility, and Proximity. Spatial abilities are influenced
by the environment [8]. Spatial orientation in deaf children and awareness of activities around them
are crucial for their sense of security. They have a keen sensitivity to visual signals and movements,
such as vibrations, shadow movements, and subtle changes in the expressions or positions of people
around them [9]. When communicating in sign language, they require more space than normal
individuals. The distance when they communicate provides enough room to obtain a good visual.
Deaf children often use visuals to monitor their surroundings. Communicating while walking with
sign language requires deaf children to constantly look out for obstacles around them [10]. This means
that deaf children need more space to facilitate their communication [11].
The need for more extensive space than normal children typically require, the space for deaf
children needs to be designed to provide flexible space to accommodate their needs adequately. The
current classroom with an area of approximately 48m2 needs to accommodate around 15 students.
Activities conducted in the room include practical work, teaching and learning activities,
extracurricular activities, and more. The trapezoidal-shaped tables facilitate more chairs with a
hexagonal layout arrangement, providing sufficient space (figure 4). This can also reduce the need for
furniture (figure 5).
Figure 4. Furniture concept
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IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1356 (2024) 012115
doi:10.1088/1755-1315/1356/1/012115
(a)
(b)
(c)
(d)
Figure 5. The concept of furniture scheme that can be applied. (a) Pattern with 10 tables and 18
chairs; (b) Pattern with 10 tables and 16 chairs; (c) Pattern with 14 tables and 28 chairs; (d) Pattern
with 8 tables and 24 chairs.
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IOP Conf. Series: Earth and Environmental Science 1356 (2024) 012115
doi:10.1088/1755-1315/1356/1/012115
3.4.2 Application of the Sensory Reach Principle. The awareness and visual abilities of deaf children
are highly sensitive in reading their surroundings, such as observing movements and changes in
someone's expression [8]. Deaf children strongly dislike and feel uncomfortable when there is an
activity behind them or when someone has their back turned. This is because deaf children only have a
180-degree field of vision [9]. Therefore, they need space that can aid their vision beyond 180 degrees
[12].
The interactive design concept allows for two-way communication, actively engaging and
connecting with each other. Materials that can reflect the surroundings (figure 7) and typographic
furniture (figure 6) are efforts to design a space that facilitates spatial awareness for deaf children.
Some points in the application of reflective materials include using aluminum foil on learning poster
frames and bookshelves, and one-way frosted glass as a partition to separate the space between deaf
children and other special-needs children (figure 7). This frosted glass allows for information to be
conveyed to the space beyond it while still providing a degree of privacy [13]. The furniture is
designed to form action verbs, as deaf children primarily understand action verbs when
communicating. Typography decorations featuring pearls/wisdom/idioms from foreign languages are
also applied in this classroom (figure 6).
Figure 6. The concept of interactive typography
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IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1356 (2024) 012115
doi:10.1088/1755-1315/1356/1/012115
Figure 7. The concept of reflective material.
3.4.3 Application of the Light and Color Principle. The influence of color on the visual experience of
deaf children is quite significant; they tend to experience more eye fatigue compared to other normal
children. This is because they rely on their eyes to comprehend all activities [14]. Therefore, soft
colors are a good choice to create contrast and reduce eye fatigue. The influence of light is also crucial
for deaf children; overly bright light at a certain point can disturb their eyes and visual communication
[9]. Hence, dim yet evenly distributed lighting throughout the room is the appropriate solution for deaf
children.
The choice of natural colors can psychologically create a relaxed, fresh, and calm atmosphere,
providing comfort for deaf children during learning and enhancing focus. The colors used are a soft
bluish-green and a gentle mustard yellow. These colors are adjusted to contrast with skin tones as an
effort to highlight sign language communication, providing ease visually. LED strip lights with low
brightness are used to avoid glare and eye fatigue while ensuring sufficient and uniform lighting
(figure 8).
(a)
(b)
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IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1356 (2024) 012115
doi:10.1088/1755-1315/1356/1/012115
(c)
Figure 8. The Concepts of lighting and color. (a) Soft natural colors; (b) Classroom isometric view;
(c) Classroom atmosphere perspective.
4. Conclusion
The concept of deaf space in the planning and design of classrooms for deaf children aligns with their
activities and characteristics. The applied design strategies can influence the communication and
sensory experiences of deaf children, resulting in a multisensory environment. The selection of natural
colors, such as green, provides a fresh and calming impression, creating a comfortable learning space
for deaf children to enhance their focus. Interactive design strategies can improve oral communication
and spatial awareness among deaf children. From the above conclusions, it is hoped that this
information can enhance public knowledge and awareness about deaf children, motivating an interest
in their learning. The findings of this research can also serve as a guide in the planning and design of
classroom spaces.
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