Deaf space concept in designing classroom interior for learning motivation of deaf students in special schools

Abstract

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.