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Deafspace: combining deaf culture and architecture

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Deafspace: combining deaf culture and architecture
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Besedic, Addison Annette
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University of Florida
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English

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Undergraduate Honors Thesis/Project

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Architecture provides people with spaces to live, learn, connect, and much more. In a world built for people with the ability to hear, marginalized groups of people are commonly overlooked. The ADA was partially created to create equal communication and access for those who are deaf or hard of hearing. Deaf people have an entire culture centered around their deaf-gain. Is it not just for architects to consider this culture when planning for the future? There are many aspects of Deaf culture's wants and needs in the built environment that can be used to improve the lives of all people. Through studying ASL for three years in high school as well as Deaf culture classes in college, I have grown a love for this group of people. In combining my passion for Deaf culture and architecture, this paper aims to look at DeafSpace as an important reference for designing not only for Deaf individuals but society as a whole. Taking initiative to widen society's understanding of the needs of all people can produce new built environments that allow ease of access overall. Considerations of specifics such as hallway widths, lighting, acoustics, and other related topics can result in a better world for everyone. ( en )
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Awarded Bachelor of Design, summa cum laude, on May 6, 2023. Major: Architecture
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College or School: Design, Construction and Plan
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Advisor: Judy Shade Monk. Advisor Department or School: Architecture.

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University of Florida
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Copyright Addison Annette Besedic. Permission granted to the University of Florida to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.

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DEAFSPACE: COMBINING DEAF CULTURE AND ARCHITECTURE Addison Besedic An Undergraduate Honors Thesis Presented to the School of Architecture and the Honors Program at the University of Florida in Partial Fulfillment of the Requirements for the Degree of Bachelor of Design in Architecture with High or Highest Honors. University of Florida Spring 2023

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2 © 2023 Addison Besedic

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3 ACKNOWLEDGEMENTS I would like to personally thank Lee Su Huang, Martin Gold, Michael Montoya, Charlie Hailey, Judi Shade Monk, Alfonso Perez Mendez , and Mark McGlothlin for all of their continuous support throughout my academic career while at the University of Florida. I appreciate all of you for your guidance and genuine care for us students. My time spent in your classes has been filled with memories that I will never forget. Specifically, thank you Judi Shade Monk for her support as my faculty advisor for this paper and the ti me and efforts dedicated to my future. Thank you, Charlie Hailey, for encouraging my love for hand drawing. I also want to give a big thank you to my classmates, specifically Jordan Parnell, Thomas Magee, Shannon Strobhar, and Josh Clark for friendships th the future holds for us. Addison Besedic

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4 TABLE OF CONTENTS: A BSTRACT 1. WHAT IS DEAF CULTURE? 2. WHAT IS DEAFSPACE? 3. ADA REQUIREMENTS 4. 5 MAJOR DESIGN ELEMENTS 5. G ALLAUDET UNIVERSITY 6. IMPACTS AND IMPLEMENTATIONS 7. WORKS CITED

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5 ABSTRACT Architecture provides people with spaces to live, learn, connect, and much more. In a world built for people with the ability to hear, marginalized groups of people are commonly overlooked. The ADA was partially created to create equal communication and ac cess for those who are deaf or hard of hearing. Deaf people have an entire culture centered around their deaf gain. Is it not just for architects to consider this culture when planning for the future? There are many aspects of Deaf culture's wants and need s in the built environment that can be used to improve the lives of all people. Through studying ASL for three years in high school as well as Deaf culture classes in college, I have grown a love for this group of people. In combining my passion for Deaf c ulture and architecture, this paper aims to look at DeafSpace as an important reference for designing not only for Deaf individuals but society as a whole. Taking initiative to widen society's understanding of the needs of all people can produce new built environments that allow ease of access overall. Considerations of specifics such as hallway widths, lighting, acoustics, and other related topics can result in a better world for everyone.

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6 DEAFSPACE: COMBINING DEAF CULTURE AND ARCHITECTURE Written by: Addison Besedic Spring 2023 Thesis Advisor: Judi Shade Monk Department Honors Coordinator: Mark McGlothlin Major: Architecture WHAT IS DEAF CULTURE? To understand some of the main ideas in this paper it is important to start with Deaf culture . Deaf culture is made up of culturally Deaf people in a community that uses ASL (American Sign Language) as their primary form of communication. Deaf people are a marginalized group of people who have created a community within a hearing world. Deaf culture views their deafness as a deaf gain instead of a hearing loss. They value eye contact and use shoulder taps and other proper ways to gain atten tion from others. They do not have to depend on an interpreter to properly communicate with one another. Deaf people can connect through their deaf gain and remain rooted in the community for their entire lives. In 1989 a group of Deaf artists created the which is a form of art that is centered on expressing the experiences of Deaf people 1 . 1 Cripps, J. (2022, February 23). What is deaf culture? DEAF CULTURE CENTRE. Retrieved March 7, 2023, from https://deafculturecentre.ca/what is deaf culture/

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7 This background understanding is important to take into consideration when thinking about the topics discussed later. WHAT IS DEAFSPACE? Deaf S pace is a new concept that aspires to create architecture that is accessible to those who are deaf by providing spaces that celebrate the use of ASL. It was developed in 2005 by a de af architect named Hansel Bauman along with a team of deaf architects in the Deaf Studies department at Gallaudet University 2 . It contains a framework that focuses on creating an acceptable and inclusive built environment for deaf people. There have been 126 individual members of the AIA that have self reported on their profile that they are deaf or hard of hearing. 3 This is an extremely low number in com parison to the 95,000+ members of the AIA. Deaf peo ple offer unique experiences that, when considered, can bring valuable improvements to designs that would benefit everyone. By learning more about Deaf culture and Deaf S pace, architects can create more inclusive and welcoming places for all to enjoy . Gall audet has designed a DeafSpace guidelines draft that outlines strategies that can be readily incorporated; it is a document made though a collaboration of architects 2 DeafSpace campus design and planning . Gallaudet University. (2022, November 8). Retrieved March 7, 2023, from https://gallaudet.edu/campus design facilities/campus design and planning/deafspace/ 3 Ye e, B. (2021, March 3). Inspired deaf designers make their paths through architecture. American Institute of Architects. https://www.aia.org/articles/6336299 inspi red deaf designers make their paths t

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8 along with Deaf people. Although there are not too many specifics laid out, it outline s the main parameters that should be considered. ADA REQUIREMENTS Title III of the ADA applies to public businesses . This title help to ensure people with disabilities have equal qualities of conversation as those without. It also requires that an interpreter is available to effectively communicate in a business or public place at no cost. Public entities such as state and local gove rnments also must give access in forms such as interpreters or auxiliary aids 4 . While these things are required in all types of buildings, Deaf S pace takes on unique aspects of the built environment to create more accessible spaces tailored to the specific needs of deaf people. These parameters are not currently required in the ADA but should be known and considered by architects and all people working in the built environment. 5 MAJOR DESIGN ELEMENTS The five major design elements that Deaf S pace focuses on are space and proximity, sensory reach, mobility and proximity, light and color, and acoustics 5 . 4 Businesses that are open to the public . ADA.gov. (2023, March 6). Retrieved March 7, 2023, from https://www.ada.gov/topics/title iii/ 5 DeafSpace campus design and planning . Gallaudet University. (2022, November 8). Retrieved March 7, 2023, from https://gallaudet.edu/campus design facilities/campus design and planning/deafspace/

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9 Effective visual communication requires signers to position themselves at a distance that enables them to perceive both facial expressions and th e entirety of the signer's "signing space". Consequently, the distance between two signers is typically wider than that of individuals using only verbal communication. As the number of conversational participants increases, the distance between them also expands, providing an unobstructed visual line of sight for everyone involved. The requirement for ample space has significant implications for the arrangement of furniture within a room. Maintaining a sense of well being relies heavily on spatial orienta tion and being aware of activities in our surroundings. Deaf individuals possess an acute sensitivity towards visual and tactile cues, enabling them to "read" activities that many hearing individuals may not immediately perceive. These cues encompass subtl e shifts in expressions, vibrations, and shadow movements. By facilitating spatial awareness in all directions, designers can improve the orientation and wayfinding of deaf individuals. To ensure effective visual communication while conversing on foot, sig ners tend to maintain a greater distance between themselves. They also constantly shift their attention between their conversation and the surrounding environment, scanning for potential hazards and maintaining their course. In case one of the signers dete cts any potential danger, they promptly inform their companion and make necessary adjustments, without interrupting their conversation. Adequate design of circulation and gathering spaces can facilitate uninterrupted movement for signers.

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10 Visual communicat ion can be disrupted by inadequate lighting, including glare, shadows, and backlighting, which can cause eye fatigue, loss of focus, and exhaustion. However, lighting and architectural features can be optimized to provide a soft, diffused light that is sui table for people who are deaf or hard of hearing. Additionally, color contrast can be used to enhance the visibility of sign language and facilitate wayfinding. Deaf individuals possess diverse hearing abilities and may rely on assistive tools like cochlea r implants or hearing aids to augment their auditory perception. However, these devices can amplify sound reflections, leading to discomfort and distraction. Therefore, designers must minimize unnecessary background noise and reverberations to accommodate the needs of these individuals. GALLAUDET UNIVERSITY Gallaudet University is an institution for deaf and hard of hearing people located in Washington D.C. The university has incorporated Deaf S pace design principles to create a more welcoming campus environment for those who occupy it. Being that the entire u niversity is made up of mostly deaf or hard of hearing individuals, it is a great source to look to when seeking Deaf S pace in action . Connectivity is a goal of any public space. Deaf S pace highlights the importance of clear wayfinding and visual connectivity. As the campus shifts, so do the circulation routes. By focusing on the main public spaces, the means of circulation adjust accordingly to allow centers of circulation to become informa l gathering places.

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11 The design elements are all incorporated into the spaces at the school to promote effective communication and learning strategies. The classroom desks are oriented in a semicircle or U shape so that everyone has a front row seat to vis ually see the teacher at the front 6 . No less than 15 feet located on both sides of the lecturer is required to allow space for an interpreter and visual communication 7 . This also allows the students to connect from anywhere in the room. Hallways are wi der to allow those who are walking to simultaneously have space to walk and communicate effectively. There are specific distance parameters that help achieve a full view of the body and signs. Primary walkways should be a minimum of 8 feet wide while secon dary ones should be at least 6 feet. There should also be nodes at intersections to allow those who are communicating at a standstill without interrupting the flow of the corridors 8 . Although we do not realize it, stairs draw attention to the feet to prev ent tripping when navigating and are often too narrow for two people trying to communicate in ASL. Instead of stairs that interrupt the eye flow, ramps are used to produce a smooth visual while in conversation. Sidewalks and paths should be a minimum of 1 0 feet to allow multiple groups of people to pass by while not interrupting the flow of conversation. Edges can be defined by different materials to allow tactile/haptic 9 . 6 Lynch, P. (2016, April 10). How Gallaudet University has reimagin ed architecture for the deaf . ArchDaily. Retrieved March 7, 2023, from https://www.archdaily.com/785189/how gallaudet university has reimagined architecture for the deaf 7 Gallaudet University. (2010, August 31). DeafSpace Design Guidelines . Retrieved fro m https://infoguides.rit.edu/ld.php?content_id=59890829 8 Gallaudet University. (2010, August 31). DeafSpace Design Guidelines . Retrieved from https://infoguides.rit.edu/ld.php?content_id=59890829 9 Gallaudet University. (2010, August 31). DeafSpace Des ign Guidelines . Retrieved from https://infoguides.rit.edu/ld.php?content_id=59890829

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12 Gallaudet divided the campus into zones. The zones are defined by different elevations or grade changes in the plaza. By utilizing the grade changes instead of suppressing them, the campus can create public spheres that mediate the different zones. Visual range is heavily relied upon on due to infor mation not being received audibly. This results in things such as wide open communal spaces and transparent elevators. Gallaudet University has open terrace spaces with glass so that people can communicate with those who are standing below them on a differ ent floor. The visual range is wider to achieve this. Sensory reach is a way that deaf individuals can become more spatially aware. Some spaces can take advantage of greater levels of vibrations. For example, when one is needed to initiate conversation in a meeting room, vibrations such as a tap on the floor is useful to gain attention. These types of rooms must have defined edges so that these properties do not interfere with bordering rooms that may have different programs 10 . Blues and greens highly cont rast with skin tones. Tans and neutral tones that are commonly used everywhere else can be straining on the eyes. When watching hand signs all the time it can be challenging to focus when there is no contrast between the focus and background elements. This goes hand in hand with lighting where diffused lighting is preferred over direct. Mirrors and reflectivity can be used to allow someone to be more spatially aware. As hearing people are used to knowing when footsteps are approaching them, deaf 10 Gallaudet University. (2010, August 31). DeafSpace Design Guidelines . Retrieved from https://infoguides.rit.edu/ld.php?content_id=59890829

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13 people do not have this ability. R eflective surfaces, this can support that same awareness . Trans lucent or opaque doorways allow privacy while also awareness when someone is approaching or at the door 11 . Deaf people may have varying degrees of hearing levels. When hearing aids or implants are used, sound can also be a major distraction when reverberation is reflected by hard surfaces. It is important that spaces must be built in a way that reduces reverber ation and offsets vibration to prevent these issues. IMPACT AND IMPLEMENTATIONS These strategies are borne of feedback from the Deaf community. However, these changes do not only improve spaces for them. All of these components can be beneficial to those who can hear as well. Through consideration of the 5 design strategies here are some ADA requirements that coul d be implemented as a result. Creating wider public transition spaces to allow a greater line of sight. This takes into consideration the signing space needed for comfortable conversations. Lighting should be diffused for clear visibility of individuals b odies to allow individuals to understand the signs presented. Lighting fixtures can also be used to indicate a door bell ringing or incoming phone call. Flooring should be used to create visual cues and contrast at spatial transitions . Expansion and compression of ceiling heights and walls can also 11 Lynch, P. (2016, April 10). How Gallaudet University has reimagined architecture for the deaf . ArchDaily. Retrieved March 7, 2023, from https://www.archdaily.com/785189/how gallaudet university has r eimagined architecture for the deaf

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14 support transitional ideas to allow a greater spatial understanding . Like the edges of an intersection having textile warning strips for the blind, certain widths and textures can designate t hresholds in outdoor and indoor spaces as well. This allows for deaf and hard of hearing people to navigate a space more effectively. For example, different colors or textures can be implemented to indicate a change in direction or a threshold of a diff erent space. Acoustics should be used in a way that reduces noise levels and improves sound quality. This is important to reduce unnecessary sounds and reflect sounds when appropriate for the program of a space. Overall layouts should provide clear sightli nes with minimal visual obstructions. This allows greater visibility for those who rely on visual cues for communication. Although the ADA does not require all these parameters, they would allow greater inclusivity and increase well being for all people. Being that the ADA has not been updated since 2010 ; Deaf S pace guidelines are ideal for incorporation into future versions . Through implementing these concepts, the built environment can become a more inclusive and welcoming environment .

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15 WORKS CITED Cripps, J. (2022, February 23). What is deaf culture? DEAF CULTURE CENTRE. Retrieved March 7, 2023, from https://deafculturecentre.ca/what is deaf culture/ Businesses that are open to the public . ADA.gov. (2023, March 6). Retrieved March 7, 2023, from https://www.ada.gov/topics/title iii/ DeafSpace campus design and planning . Gallaudet University. (2022, November 8). Retrieved March 7, 2023, from https://gallaudet.edu/campus design facilities/campus design and planning/deafspace/ Gallaudet University. (2010, August 31). DeafSpace Design Guidelines . Retrieved from https://in foguides.rit.edu/ld.php?content_id=59890829 Gallaudet University . StudioTwentySevenArchitecture. (2020, November 19). Retrieved March 7, 2023, from https://www.studio27arch.com/casestudy/fragment 04 gallaudet university/ Lynch, P. (2016, April 10). How Ga llaudet University has reimagined architecture for the deaf . ArchDaily. Retrieved March 7, 2023, from https://www.archdaily.com/785189/how gallaudet university has reimagined architecture for the deaf Nancy Rourke . Deaf Art. (2020, October 12). Retrieved March 7, 2023, from https://deaf art.org/profiles/nancy rourke/ Samantha. (n.d.). Deaf space: Making physical spaces more accessible for those who are ... ICPhS. Retrieved March 7, 2023, from https://www.icphs2019.org/deaf space making physical spaces mo re accessible for those who are deaf or hard of hearing


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