An Architecture for the

hearing and visually impaired

SHREYANK GUJADIYA
EN.NO.: 2017_058
 Background

"The world has watched the deaf community come of age. Together lets overcome our own reluctance to stand up for our
own rights." Dr. I. King Jordan, President Gallaudet University
Deaf People

• Deaf, hard-of-hearing, and hearing-impaired people live in a

rich sensory world in which vision and touch serve as the
major methods of spatial awareness and orientation. When
the Deaf come together, they prefer to change the area to
accommodate their particular way of being. This is the first
evidence of the Deaf existence and architectural style. Our
built environment, on the other hand, poses a variety of
obstacles to which the deaf are unable to respond.

• Deaf space is a "Deaf Aesthetic" concept that has previously

been established. It aims to add a new voice to the universal
design conversation by delving into the ultimate experience
of Architecture and the senses and Deafspace Design
Guidelines (DSDGs) have been created under this notion.
Light and colour, sensory reach, space and proximity,
mobility and proximity, and acoustics are all included in the
recommendations by Architect Hansel Bauman (HBHM
architects, 2005). Instead than using the space of urban
systems as a starting point for design, Deafspace Design
principles employ the space of the human body.
Blind people

• Visually impaired people have a severe decline in vision

that cannot be restored with conventional techniques,
such as refractive correction or medication, and affects
a person's ability to perform certain or all tasks. They
may or may not have visual vision, but their other
senses are heightened, making them exceptionally
capable.

• Visual vision is the most crucial sense for a human body.

As a result, while they lack the ability to sight, other
senses such as hearing, feeling, touch, and scent must
be used to compensate. As a result, it is critical that
when designing for blind, we consider the other senses
to create a link between the user and the school.
Blindness is a condition in which a person loses their
ability to see owing to physiological or neurological
reasons.
Deaf, Dumb and blind in India
TYPE OF DISABILITY (IN
MILLION)
Multiple Disability 1.7
• According to census of 2011 there are major
two types of disabilities hearing and in seeing
Any other 2.9
had suffered in India.
In speech 1.2
Mental illness 0.6 • Almost 7.3 million people are differently
Mental Retardation 1.2
abled in seeing, hearing and speaking.
In movement 3.4 • here comparison of deaf, blind and dumb.
In hearing 3
In seeing 3.1

IN SEEING IN HEARING IN SPEAKING

7% 5% 4%6% 3%6% 60 in 10,000 Indians suffer

28% from deafness, dumbness
34% and blindness
37%
35% 34%
43% Students Dependents
17%
21% Households Pensioner
20%
Others
Nature Of Deaf and Dumb
• Deaf people create spaces in hearing contexts all the time, but hearing people rarely do the same in
Deaf environments. Deaf people adjust to a culture that places a high value on the ability to hear
sounds and communicate vocally at all times. They modify their surroundings to meet their specific
aesthetic needs.

• Traditionally, deaf or visually centered environments were found in deaf residential schools or Deaf
families. To preserve control over their visual demands as well as personal connections formed with
one another, these locations were frequently separated from an overly audio logically based society.
Nature Of Blind
BLIND PEOPLE:

• Blindness is the condition of lacking visual perception due to

physiological or neurological factors. Various scales have been
developed to describe the extent of vision loss and define blindness.
Total blindness is the complete lack of form and visual light
perception and is clinically recorded as NLP, "no light perception".

• Blindness is a wide term that encompasses a wide range of visual

impairments. For example, the functionally blind cannot see well
enough to get by without considerably altering their lives, such as by
reading braille or listening to audio books.

• blind people have an isolation from objects not from people. Blind
people area more closely integrated into the hearing community, They
are more visible to hearing people and have experiences to which
hearing can relate. Blind people unlike Deaf and Deafblind are united
with hearing people, usually through a shared common spoken
language.
PURPOSE OF RESEARCH
REFERANCE ARTICLES
Inference Of this Article:

• India does not have single sign language college.

• Mostly focus on Orals.
• Low penetration of sign language
• Children usually don't report hearing problems for fear of
being marked as 'abnormal'
• Special schools only teach vocational skills
• Top challenge for deaf and hearing-impaired students:
Learning English
• How TEACH is transforming education for the deaf
• Regular schools with inclusive education probably don't
exist in India
REFERANCE ARTICLES
Education of Deaf and Dumb

• Drop out from the school due to no proper access to further education after 10th .

• For Deaf and Dumb students mostly focus on oral education, Most of schools don’t encourage
teaching in sign language. This makes the students grasp what they understand through lip reading.

• Sign Language is their own language and deaf students with 100 per cent hearing problem would
always communicate in signs. Lack of acceptance of sign language is a problem.

• Suppressing their problems so that they are not thought of as "abnormal" creates even bigger issues
the kids do not learn how to communicate and don't really understand much of what is taught in
class. As they grow older, the problem increases.
Education of Blind

• Lack of Clear Policies on Inclusive Education

• In visually impaired students, the knowledge regarding various concepts and areas is usually limited.
Due to lack of knowledge, they experience problems and difficulties in improving their academic
performance.
• Lack of Resources and Poor Participation of Parents.
• When teaching methods are not properly used and teachers lack the skills and abilities to deal with
visually impaired students, then the students would experience challenges in education.
• In some educational institutions and within the classroom settings, the teaching methods are not put
into practice in an appropriate manner.
• In some instances, the development of labelling and negative attitudes prove to be barriers within
the course of learning and acquisition of education.
• Lack of Teacher Collaboration and Rigid Curriculum
 Steps taken by government for differently abled:
RIGHT OF PERSON WITH DISABILITY ACT, 2011

The 2011 bill seeks to replace the existing Persons with

disability act : 1995, with an attempt to bring India in line with
the 21st century understanding of the rights of person with
disabilities as captured in the UN convention on the rights of
persons with disability ( UNCRPD ) ratified by India.

This new bill focuses on the inclusive model of education for

students with various disabilities and special schools where a
Student stays and also gets educated. This new model demands
and promises a shift from charitable model of education for
disable people to a priority model where they get equal quality
of education when compared to a normal student .

Other Rights of person with disability:

• reservation increased from 3% to 4% in govt.
job
• Arranged special assistance camps.
• improve accessibility in transportation system.
• financial support will be given
• Common sign language will be developed.
• special research cell to be setup for the
Indian sign language.
Gallaudet University
• In the 2013 Gallaudet University Campus Master Plan (CMP), which proposes to open the
campus to the surrounding neighborhoods in an effort to link the Gallaudet community to the
larger Washington D.C. area.

• This is a profound change from the isolationist mentality that predominated at deaf schools
in the last century. The CMP contained extensive community involvement, for the Gallaudet
community to take their ideas for Deaf Spaces out into the wider Hearing World, and create
Deaf Spaces beyond their campus in the working class Washington D.C. neighborhoods
surrounding the campus.

• This effort is reflective of the Deaf community becoming more secure in their identity and
willing to assert their desire for Deaf Spaces beyond the traditional confines of the deaf
school campus.
Problem Statement

• A space is a creation formed out of our desires to feel comfortable, safe and
inspiring. Space describe the ideas, connectivity with the human interact and
consideration of what and how a space represents itself and its values. This is
not the privilege to the deaf and blind community and their space. However, in
India the concept of the space for the deaf and blind is highly ignored.

• Research Questions:
• In the Indian setting, what architectural aspects used to provide comfort to
deaf, dumb and blind people in learning institutions?

• What role does architecture play in the enhancement of their senses?

• How does infrastructure make them self-sufficient and help them in improve
their skills?
Research Methodology

Conclusion and
Literature Research design Data Analysis Proposal
Background strategies.
Study reviews
Understanding Looking for Research Comparative Analytical
the current the relevant design analysis of data intervene
situation of information in guidlines the case into design
deaf and dumb. prior to this Identify the studies, proposal.
statistics of research from problems in personal
deaf, dumb and books, existing built interviews and
blind in India. journals, environment existing
articles, scenarios.
Purpose of reports, Relatable
research newspapers Case studies
Research reviews and Preparing
Statement thesis. personal
Interviews and
Questioners
Derivation Of Framework

Conclusion and
Literature Research Data Analysis Proposal
Background strategies.
Study reviews
Understanding Looking for Research Descriptive Analytical
the current the relevant design statistics, data
situation of information in strategies, analysis of intervene into
deaf and prior to this sampling data design
dumb. research from methods, collected proposal.
Purpose of books, research from the case
research journals, tools, data studies.
articles, collection
Research reports, and
Statement newspapers techniques
reviews and used.
thesis.
Bibliography
• “This organisation is trying to build India’s first sign language college for deaf children.”
India Today, August 26, 2018. https://www.indiatoday.in/education-
today/featurephilia/story/deaf-children-hearing-impaired-dont-have-college-options-teach-
organisation-solving-problem-html-1313347-2018-08-24
• “The Need for Braille Education in India for the Visually Impaired.” Borgen Magazine,
November 27, 2020.
• “Govt's deaf & mute approach turns them into handicapped.” Times Of India, November 14,
2012.
• “A Mom Fights To Get An Education For Her Deaf Daughters.” NPR 24, January 14, 2018.
• Charlene A. Johnson, Articulation of Deaf and Hearing Spaces Using Deaf Space Design
Guidelines: A Community Based Participatory Research with the Albuquerque Sign Language
Academy, University of New Mexico UNM Digital Repository, 2010.
• Mohit Kumar Mangala, Regeneration of Blind school, Birla Institute of Technology, 2019.
• Gallaudet University, Deaf Experience, 2019. https://www.gallaudet.edu/research-
innovation/#deaf-experience
• National Association of the Deaf, Publicity in Newspapers, 2017.
http://nadindia.org/Media/Newspapers
• Office of the Registrar General & Census Commissioner, India, Disabled Population, 2011.
https://censusindia.gov.in/census_and_you/disabled_population.aspx
 Case Study

1. Utah school for deaf and blind, Utah

2. Gallaudet University for Deaf, Washington
3. K.L. Institute for the Deaf, Bhavnagar
4. Service Association Blind School, Gandhinagar
Utah school for deaf and blind
Project Description:

• PROJECT NAME: Utah Schools for the Deaf

and the Blind - Salt Lake Center
• LOCATION: Salt Lake City, Utah, US
• ARCHITECT: Jacoby Architects
• CLIENT/OWNER: DFCM, State of Utah
• PROJECT TYPES: Community, Education
• SIZE: 48,500 sq. feet
• YEAR COMPLETED: 2016
Purpose of the project:

The site is centrally

located within a well -
established single -
family neighborhood ,
which required sensitive
site design to ensure
the campus and
neighborhood are
unified..

The new building

provides lecture rooms
associate degree
learning areas for
younger kids with the
adjacent landscape
designed as an exterior
extension of the
lecture rooms.

A little playfield and

playground are sharing by each,
bringing younger and older existing middle school for
students along in an deaf and blind students.
exceedingly unified field.
Spatial Organization:
a full-size gymnasium with indoor and outdoor
liberal arts’ capability, orientation &
quality space, indoor clubhouses containing
physical and physiotherapy training.

Also to boot a so
much-needed
gathering space for
the deaf and blind
communities. And the
look focuses on the
event of enticing and
alluring public areas
close to the
entrances and drop-
off zones.

The initial sensory style thought targeted

a multi-functional making lecture rooms specifically tailored
room for business and for deaf students and blind students. That
life skills training; vision was then expanded to not entirely
infancy lecture rooms. embody an area for the youngsters.
Services of the project:
The new SALT LAKE CENTER designed has the chance to spotlight the connection of the distinctive, however integral
communities of UTAH schools for the deaf and the blind among one building.

For the deaf and the blind, a replacement facility

provides
education,
therapy,
services for variable levels of sensory, behavioral,
physical, and psychological feature talents.

Providing guidance points of reference and clear

method finding in and out of the building became a
necessary style thought once developing the shape
and choosing materials.

An overall canvas of light mass is the highlighting

with high distinction accents of bright red, well-
light options to make landmarks throughout.
Interactive courtyard:
A central pavilion acts as a stamping ground
wherever the deaf and blind students can
come together and interact. So the court
style incorporates a full range of visual,
tactile, and aromatic expertise. For the
students to interact with the senses of the
scholars.

Play parts have distinctive shapes, and musical instruments embody drums that may feel still as detected. To fulfill the
requirements of blind and visually impaired students, the gardens and pathway system required to be clear and obvious,
encompassing robust contrasts in materials, colors, and textures.
The “deaf play
gardens” incorporate
additional difficult
curving patterns,
amenities, and
obstacles. So that area
unit set out with visual
connections from space-
to-space avoiding hidden
corners.
Sensory Approach:

A semi - private amphitheatre is linked to the interior of the building with an

accessible stage.
This provides a unique indoor / outdoor relationship which is enhanced by the
close proximity to the sports fields and playground .

In order to meet the needs of blind and

visually impaired students , the gardens
and pathway systems needed to be clear
and obvious , encompassing strong
contrasts in materials , colours and
textures.
The " Blind Play Gardens " avoid complicated This facilitates navigation while providing
The use of light a better sense of direction for partially -
bollards, lit throughout patterns and obstacles such as hard to detect
rocks and partially- submerged objects. The focus sighted students .
the day, help the Textural distinctions are particularly
partially- sighted on this side of the courtyard is right angle and
orthogonal patterns and corridors with distinct important in locations that mark the
students navigate and entrances to the various " outdoor rooms "
explore . corners and clear directional signals to the
partially sighted. and spatial sequences .
Gallaudet University for Deaf
Project Description:

• PROJECT NAME: Gallaudet University for

Deaf
• LOCATION: Washington DC
• PROJECT TYPES: Community, Education
• SIZE: 43,12,453 Sq.Ft.
• YEAR COMPLETED: 1864
• CAMPUS ARCHITECT: Hansel Bauman (2008
onwards )
Background:
• The university was named after Thomas Hopkins Gallaudet, a notable figure in the advancement of deaf education,
who was hard of hearing.
• Founded in 1864, Gallaudet University was originally a grammar school for both deaf and blind children.
• It was the first school of advanced education center exclusive for the deaf and hard of hearing in the world.
• Nowadays, it remains the only institution of higher education with all programs and services tailored to
accommodate deaf and hard of hearing students. Gallaudet University is officially bilingual University, with
American Sign Language (ASL) and English used for instruction and by the college community.
• In the 2013 Gallaudet University Campus Master Plan (CMP), which proposes to open the campus to the surrounding
neighborhoods in an effort to link the Gallaudet community to the larger Washington D.C. area.
• The following guiding issues formed the direction and development of the Master Plan:

maintaining
building/open space
relationships at an
appropriate scale Give special
and density. consideration to
Provide facilities buildings and their
for Sign Language relationship to the
and Communication historic, academic,
programs residential, and
pre-college areas.

guiding
Adopt the role of issues formed Develop and
a caretaker, to the direction enhance pedestrian
networks to
respect the special and increase
culture of the development accessibility and
deaf community of the safety
Master Plan
Approach:

• Gallaudet University is a federal-chartered private university dedicated in educating the Deaf and hard of hearing
community. It’s located in Washington, D.C., on a 99 acres (0.40 km2) campus.

• It has 5 side entrance with all connected major and minor roads.
Site plan of Gallaudet University Residential & Public
gathering area Deaf schools

Faculty Quarter

academic, residential,
and recreational zones
that support a one-
zone model campus for
the Deaf community
members so as to lent
purpose of Gallaudet.

Administrative Area

Higher studies dept.

& Research Cell

• The planning of the

University is guided
by the principles of
building a visually
contiguous campus.

The site plan was developed with provision for wide walkways and clear lines of sight for increased sensory reach. The
school for the deaf is placed a distance from the traffic noise along Florida Street
Public Interaction:
This is a profound change from the isolationist mentality that predominated at deaf schools in the last century. The
CMP contained extensive community involvement, for the Gallaudet community to take their ideas for Deaf Spaces out
into the wider Hearing World, and create Deaf Spaces beyond their campus in the working class Washington D.C.
neighborhoods surrounding the campus.

This effort is reflective of the Deaf community becoming more secure in their identity and willing to assert their desire
for Deaf Spaces beyond the traditional confines of the deaf school campus.
Deafspace Architecture:
What is Deafspace?

• To support Gallaudet University's mission, "ensure the intellectual and professional advancement of deaf and hard of
hearing individuals," long-term stewardship of the campus ensures that the campus setting is responsive and expressive of
the rich relationship between deaf and hard of hearing experiences and the built environment, an emerging approach to
architecture and planning developed at Gallaudet which has been identified as Deafspace Concept.

• The architect Hansel Bauman has developed the Deaf-Space Design guidelines, which is a catalogue with more than
150 architectural design principles that emphasizes five main points to improve the built environment for Deaf people.

• The guidelines have a close focus on human cognition, emotion and the body mechanics in a space which gives a radical
feeling in an age and time of grand architectural making as explained in each of the Design element identified earlier as
the DeafSpace architectural design Guidelines (DSDG).

• The visual reach is quite limited compared to the auditoria reach. Deaf
people's spatial awareness and orientation of the activities taking places
around them is important to maintain to enhance their well-being.
• They visually read their soundings like movements in objects, shadows,
vibrations or facial, body expression of people around them.
• When these are designed in to their built environment it can extend the
sensory reach to the 360 degree, like a hearing person, to have the same
feeling of orientation and spatial awareness.
Deafspace Architecture:

• When using sign language it is important to enhance a clear visual

connecting, by standing in a distance to see the facial expression , but
also ensure enough space for signing.
• The distance between people that are signing is usually larger than
people speaking to one another, and it grows the more people there is in
the conversation to maintain the clear visual communication among all
parties

• A larger distance is often necessary to maintain clear visual communication when

signing conversation is taking place while walking. Meanwhile they shift between
the conversation and scanning their soundings to ensure to steer around
obstacles and in the right direction.
• If the slightest obstacle is detected they alert the involved in the walking
conversation, to adjust and then continue the conversation without interruption.
These difficulties often appear as side walks, corners, columns etc.
Deafspace Architecture:

• Unsatisfying light conditions such as shadows, glare and direct backlighting makes it
difficult to obtain visual communication and also causes tired eyes, that can minimize
concentration and make people physically exhausted.
• Architectural elements and electric lighting can be designed to provide a soft
diffused light to make better conditions for visual communication and well-being .
The choice of color that contrast the skin tone can highlight a person that is
signing and for visual orientation

• Hear impaired, have different levels of hearing and many used implanted hearing
devices to improve their hearing. Many Deaf people do sense sound in different levels
and is often a distraction , especially when using hearing devices.
• The distraction is caused by the reverberation and background noise from hard
surfaces and can quite painful even for them that is using hearing devices, and
therefore need to be minimized.
Implementation of DSDG:
K.L. Institute for the Deaf
Project Description:

• PROJECT NAME: Shri Shah K.L. Institute for

the Deaf
• LOCATION: Bhavnagar, Gujarat
• ARCHITECT: Shri Dhansukh Bhatt
• PROJECT TYPES: Education,
• SIZE: 19,128 sq. feet
• YEAR COMPLETED: 1970
• TOTAL STUDENTS: 400
• TOTAL TEACHERS: 50
Approach:

K.L. Institute for the Deaf is located in Vidyanagar, Bhavnagar which was surrounded by colleges, schools and some
residential buildings and campus divide by a single road into two parts.
Campus Masterplan:
Central Courtyard
• zigzag corridors to suit Zig-zag corridors Internal Courtyard
the children’s nature Scattered Classrooms
• semi-circle sitting
arrangement in class
rooms.
• special natural light
arrangement for
effective speech
reading.

Teacher’s training
School

Skill Development
Center
Typical Classroom

• class rooms are like

hidden under the cover
of all round greenery,
trees, croppers,
flowers, birds, present
altogether a different
ambience which is
contrary to the
traditional type of
school set-up.

Administrative
Provided facilities in this campus:

Main Building: • Administrative

• General Clinic
Ground • Secondary Classrooms
• Computer lab
Floor • Playground
• Speech Therapy (U.G. Floor)

• Auditorium
First • Higher Secondary Classrooms

Floor • Skill Development class

• Marriage Burro

Second • Auditorium

floor • Skill Development class

Provided facilities in this campus:

Primary School: • Administrative

• Primary Classrooms
Ground • Toys lab
• Hostel (Attached building)
Floor • Physical Disabled clinic (U.G.
Floor)

First • Primary Classrooms

Floor • Hostel (Attached building)

Second • Residential Rooms

floor • Hostel (Attached building)

Education:
Primary School:
• Deaf Students Start
their education by
learning Sign language
and lip reading.
• Students face many
difficulties initially
that’s why teachers use
many visual for
teaching. Toys Library
• Only 10 students are
allowed in one class
room because in every
Secondary & Higher Secondary: subjects teachers have
to attend students
individual.
• Semi-circular
Arrangement of
classrooms are
Computer Lab
comfortable for them.

• They learn State Board syllabus.

• They feel easy to learn English in compare to other
subjects but teachers have to be patient while teaching
because they take lots of time for understanding. Interactive Passages Library
• Limitations and classroom settings are standard.
Other prominent activities:

Teacher’s training: Vocational Training:

Ear OPD: Speech Therapy:

Environment of Campus:

Playground: Courtyards:

Light & Ventilation:

Blind School
Project Description:

• PROJECT NAME: Service Association Blind

School
• LOCATION: Sector 16, Gandhinagar
• ARCHITECT: Anand Sonecha, Sealab
• Client: Manav Sadhana & Service Association
For Blind People
• PROJECT TYPES: Education
• SIZE: 480 sq. feet
• YEAR COMPLETED: 2021
• TOTAL STUDENTS: 80
• TOTAL TEACHERS: 15
Approach:

• School for the blind and visually impaired, in Sector 16, Gandhinagar.
• New construction is done behind the old building into one campus and old building currently work as hostel
facilities.
Old Building:

• School for the blind and visually

impaired, in Gandhinagar, is
designed for its students and
professors; children who come
from remote villages and towns
in Gujarat, and professors that
are eager to offer them a better
education and opportunities in
society.

• Initially, the school occupied an

existing building, which was
previously a primary school. The
1st floor was used as classrooms
for academic activities and the
ground floor as dormitories.

• Earlier, there was less space for

all the students (each dorm is
shared by 12 children) and
therefore, no capacity to
welcome more.
Purpose of the project:
• The simple and geometric organization makes it easier for the students to create a mind map. Moreover, each space
has different features in terms of light, textures, sound, and fragrance, to facilitate easier navigation. The school
was designed such that the senses help in its navigation.

A corridor that surrounds

the central courtyard,
opens up to the classrooms
dedicated to their
different uses.

This courtyard functions as a

playground and gathering
space and is contained for the
safety of blind students

10 classrooms of 5
different types, arranged
around a central
courtyard.

Each classroom also opens to a private courtyard, that provides adequate indirect
light and ventilation and creates the possibility of outdoor learning.
Sensory Approach:
• Sight:

• Many students are partially blind. They can distinguish spaces that have contrasting light or they can identify spaces
with contrasting colours. Specific skylights and openings are designed to create spaces with contrasting light and shade.

Since the partially blind students The entrance vestibule of the Also, contrasting colours are used
are sensitive to direct sunlight, no special classroom is marked by a on the doors and furniture so that
openings are created on the high ceiling with a skylight on top, students can differentiate the
exterior of the building. Instead, creating a flood of light in the surfaces while navigating.
indirect light is brought through a space.
series of private courtyards and
skylights in the classrooms.
Sensory Approach:
• Touch:
• The material and textures of the walls and floor, with smooth and rough surfaces, guide the students throughout the
spaces.

• Walls: Floors:

• There are 5 different wall textures used in the • Kota stone (smooth and rough) is the principal
building which may help children identifying the spaces. material used for the flooring.
• The two longer sides of the corridor have horizontal • Rough Kota stone is used in the external (open to sky
textures in plaster, whereas the shorter side of the areas) and smooth Kota stone in the interior spaces
corridor has vertical textures. (corridors, classrooms).
• This may help students identify which sides of the • Different textures of Kota stone are also used for
corridor they are navigating. The exterior contained the interior spaces.
courtyard had a semi-circular texture whereas the • To mark the entrance to each classroom rough Kota
exterior surface of the overall building is sand faced stone is used, the other spaces have polished Kota
plaster. stone. While navigating, this will guide the students
• This will help children to understand the exterior to the entrances of the classrooms.
spaces in a better manner.
Sensory Approach:
• Sound:
• The sound of the people speaking or walking changes according to the echo produced in
the spaces.
• The design attributes different heights and widths to areas of entrance, circulation,
or occupation so that children can recognize them by sound.

• The corridor has a low ceiling height (2.26m),while most of the classrooms and entry spaces have a higher ceiling
height(3.66 m), which gives an identifiable sound quality to each area.

• Smell:

• The landscape plays a significant role in

navigation. Each courtyard is located next to
a classroom and is connected with the corridor.

• It has varying species of trees and plants. The

scent of flowers, plants, and trees may help in
navigating the building.
Comparative Analysis:
Gallaudet Service
Utah school for K.L. Institute
Project University for Association Blind
deaf and blind for the Deaf
Deaf School

Visual

Design for Deaf To Address Sensory Approach

Reason for Deaf architecture
and Blind in One Deafspace Design for the Blind
Selection in Indian Context
campus Guidelines students

Location Utah, U.S. Washington, U.S. Bhavnagar, India Gandhinagar, India

Hansel Bauman Shri Dhansukh

Architect Jacoby Architects Sealab
(Since 2008) Bhatt

Education, Education, Education, Health Education,

Type of Project
Community Research Cell center Dormitory
Project Scale (Sq.
48,500 43,12,453 19,128 480
Ft.)
Elementary to
Education Primary Pre primary to 12th Pre primary to 12th
College
Comparative Analysis:
Gallaudet Service
Utah school for K.L. Institute
Project University for Association Blind
deaf and blind for the Deaf
Deaf School
A corridor that
Divided mainly into
Tailored Classrooms are surrounds the
Organization of 3 zones; Academic,
classrooms with attached with Zig- central courtyard,
Spaces Residential and
central courtyard zag corridors opens up to the
Recreational
classrooms
Semi-circular Each Classroom
Interactive Multiple Public
Uniqueness classroom has private
Courtyard Interactive places
arrangement Courtyard
Both deaf and
Create
blind students are Every Students see Students can
comfortable built
Interact through each other and Learn inside and
environment for
Spaces of Teacher in Class outside also
Deaf
Courtyard
Numbers of
100+ 1,523 400 80
Students
Suitable Areas:
• SITE SELECTION CRITERIA:
• Metro city
• Urban Area
• Deaf and Blind Population
• Literacy Rate
• Acceptance rate is high
• Migration rate is high
• In Maharashtra Mumbai is one of the metropolitan cities of India which
is suitable area for this project because maximum numbers of people
could be targeted as well as Mumbai is Diverse in terms of people come
across the whole India.

STATE TOTAL IN SEEING IN HEARING TOTAL OF DEAF LITERACY Migration

DISABLED AND BLIND RATE Rate

UTTAR PRADESH 4.1M 763K 1.02M 1.76M (42.9%) 67.68% -1.94

MAHARASHTRA 2.96M 574K 473K 1.04M (35.1%) 82.34% +1.34

BIHAR 2.3M 549K 572K 1.12M (48%) 61.80% -0.39

ANDHRA PRADESH 2.26M 398K 334K 732K (32.3%) 67.02% -2.62

WEST BENGAL 2.01M 424K 315K 739K (36.7%) 76.26% -0.5
Thank You

SHREYANK GUJADIYA
EN.NO.: 2017_058