This thesis by Duncan Wamugi Kariuki examines architectural design guidelines for learning institutions for the deaf, with a focus on 'deafspace'. It includes extensive literature reviews, research methodologies, and case studies of various institutions, aiming to improve both educational facilities and environments for deaf individuals. The document emphasizes the significance of adapting architectural practices to meet the unique needs of the deaf community.

1. THE TECHNICAL UNIVERSITY OF KENYA
DEPARTMENT OF ARCHITECTURE
ARCHITECTURE FOR THE DEAF
Bachelor of Architecture Thesis
©Author: Duncan Wamugi Kariuki
BachelorofArchitectureThesis
----Author:DuncanWamugi----ARCHITECTUREFORTHEDEAFTechnicalUniversityofKenya
-------2017--------

2. ARCHITECTURE FOR THE DEAF
Deafspace Architectural Design Guidelines in Learning Institutions for the Deaf
Duncan Wamugi Kariuki
111/04882
A research thesis submitted in partial fulfilment of the examination requirements for the award of the Bachelor of Architecture degree in the
Department of Architecture and Environmental Design, Technical University of Kenya

3. Declaration
This is my original work and to the best of my knowledge has not been presented for a degree in any other institution
Author: Duncan Wamugi Kariuki
Signature.................................................. Date..........................................
This thesis is submitted in partial fulfilment of the examination requirements for the award of the Bachelor of Architecture degree, Department
of Architecture and Environmental Design, Technical University of Kenya
Tutor: Arch. Mutua Mweu Year Coordinator: Arch. David Lagat
Signature................................................... Signature..............................................
Date........................................................... Date.....................................................
Chairman, Department of Architecture and Environmental Design, School of the Architecture and Built Environment
Dr. Joseph Kedogo
Signature................................................... Date..........................................

4. Acknowledgements
My Parents; for all the sacrifices you made.
Grandmother; for all that you’ve always been.
Richie & Peris, Timothy & Mary, My dearest for everything that you did in making this document a reality, God bless you
Arch. Mutua Mweu, my tutor, for his tireless efforts in guiding me through my academic endeavours; Arch. David Matole, for all the advice and
dedication, Dr. Peter Makachia for your advice in matters architecture and beyond;
All lecturers, Department of Architecture and Environmental Design: for all your guidance during my years in the School of Architecture.
The TUK Library & University of Nairobi ADD Library. Special regards to Jane A. Oluochi and Architect E. Abonyo.
The Management and staff at the Isinya School for the Deaf, Kajiado, especially Geogrey Abuga & Jean Claude for all efforts in ensuring unlimited
access to the school. The Management and staff at Karen Technical Training Institute, Nairobi for their permission to carry out detailed analysis
of their buildings.

5. Dedication
To GOD ALMIGHTY, Whom without I couldn’t.............and all your promises I witnessed fulfilled

6. TABLE OF CONTENTS
List of Figures
List of Tables
Chapter 1: Introduction................................................................................................................................................................................................ 1
1.1 Background.................................................................................................................................................................................... 1
1.2 Problem Statement......................................................................................................................................................................... 2
1.3 Research Question.......................................................................................................................................................................... 4
1.4 Research Objectives....................................................................................................................................................................... 5
1.5 Relevance/Justification.................................................................................................................................................................. 5
1.6 Hypothesis..................................................................................................................................................................................... 6
1.7 Scope and Limitation..................................................................................................................................................................... 6
1.8 Definition of Operational Terms................................................................................................................................................... 7
1.9 Research Methodology.................................................................................................................................................................. 8
1.10. Overview of the Chapters........................................................................................................................................................... 9
Chapter 2: Literature Review..................................................................................................................................................................................... 11
2.1 Introduction.................................................................................................................................................................................. 11
2.2 Framing Deaf............................................................................................................................................................................... 12
2.3 Deafspace within a historical context........................................................................................................................................... 13
2.3.1. History of Deaf Education in Europe............................................................................................................................ 15
2.3.2. History of Deaf Education in America......................................................................................................................... 16
2.3.3. History of deaf education in Africa.............................................................................................................................. 17
2.4 Deafspace within a Cultural context. ........................................................................................................................................... 19
2.4.1. Proxemics and Deaf space............................................................................................................................................ 19
2.4.2. Art and Literature......................................................................................................................................................... 20
2.5. Deafspace Architectural Design Strategies................................................................................................................................. 21

7. 2.5.1. Light and colour........................................................................................................................................................... 22
2.5 2. Sensory reach ............................................................................................................................................................... 25
2.5.3. Space and proximity .................................................................................................................................................... 25
2.5 4. Mobility and proximity................................................................................................................................................ 26
2.5.5. Acoustics...................................................................................................................................................................... 27
2.5.6. Summary of Architectural Design Strategies............................................................................................................... 29
2.6. Standards Relating to Deafspace…………………..................................................................................................................... 30
2.6.1. Lighting Standards…………………........................................................................................................................... 30
2.6.2. Proxemics rule……………...………........................................................................................................................... 33
2.6.3. Acoustic standards…………………............................................................................................................................ 34
Chapter 3: Research Methodology............................................................................................................................................................................. 39
3.1 Introduction.................................................................................................................................................................................. 39
3.2 Research Design........................................................................................................................................................................... 40
3.3 Research Strategy.........................................................................................................................................................................41
3.4 Sample Design. ........................................................................................................................................................................... 41
3.5 Data Collection Method. ............................................................................................................................................................. 42
3.6 Data presentation Method. ........................................................................................................................................................... 46
3.7 Data Analysis Method. ................................................................................................................................................................ 47
3.8 Summary on research methods..................................................................................................................................................... 48
Chapter 4. Data Analysis .......................................................................................................................................................................................... 49
4.1 Introduction.................................................................................................................................................................................. 49
4.2 Precedent Study-Gallaudet University......................................................................................................................................... 50
4.2.1 Background information............................................................................................................................................... 50
4.2.2 Planning and Design...................................................................................................................................................... 50
4.2.3 Deafspace Design Guidelines....................................................................................................................................... 55
4.3 Case Study 1- Isinya School for the Deaf..................................................................................................................................... 63

8. 4.3.1 Background information............................................................................................................................................... 63
4.3.2 Planning and Design...................................................................................................................................................... 64
4.3.3 Deafspace Design Guidelines....................................................................................................................................... 71
4.3.4 Summary on Isinya School for the Deaf....................................................................................................................... 92
4.4 Case Study 2 – Karen Technical Training Institute for the Deaf.................................................................................................. 94
4.4.1 Background information............................................................................................................................................... 94
4.4.2 Planning and Design.......................................................................................................................................................96
4.4.3 Deafspace Design Guidelines.........................................................................................................................................98
Chapter 5. Conclusion and Recommendation........................................................................................................................................................... 108
5.1 Introduction................................................................................................................................................................................ 108
5.2 Conclusions and Recommendations on Literature and Standards Review................................................................................. 109
5.3 Conclusions and Recommendations on Precedent studies………………..................................................................................114
5.4 Conclusions and Recommendations on Case studies……………………..................................................................................115
5.5 Areas of further Research……………………...........................................................................................................................118
References................................................................................................................................................................................................................ 119
Appendices............................................................................................................................................................................................................... 121

9. LIST OF FIGURES AND TABLES
CHAPTER 1
LIST OF FIGURES
Fig 1.01 relationship between hearing impaired and the
hearing…………………………………...……. [Page 1]
Fig 1.02 relationship between man and the built
environment…………….…………………….. [Page 1]
Fig 1.03 a model of a spatial behaviour of virtual agents
in a sign language communication that is used to develop
Deafspace Design Guidelines…………………. [Page 2]
Fig 1.04 A Public space in a local University Designed
by Hearing Individual ……………………..…. [Page 2]
Fig 1.05 - A group space at Isinya School for the
Deaf………………..………………………..… [Page 3]
Fig 1.06 group space at Gallaudet University…. [Page 4]
Fig 1.07 signer in a local school explaining the
challenges associated with deafness…………... [Page 4]
Fig 1.08 image showing Deaf individuals communicate
visually and physically rather than audibly …… [Page 6]
Fig 1.11 Equipment required for measurement of sound
levels……………………………...…...….…... [Page 6]
Fig 1.13. An info graph showing Key concepts and terms
used in the research…………….…….………... [Page 7]
Fig 1.12 Daylight Simulation investigating the
relationship between Window Ratio and the position of
the sun................................................................ [Page 8]
Fig 1.13. An info graph showing a summary structure of
the research…..……………………..………... [Page 9]
CHAPTER 2
LIST OF FIGURES
Fig 2.01. Understanding Deaf culture…………………
……………………………………….………. [Page 11]
Fig 2.02. A concept of the world myth about the
deaf.…………………………………….……. [Page 12]
Fig 2.03. Gallaudet University……...…….…. [Page 12]
Fig 2.04. A concept Model of Gallaudet University that
defined a new concept in Reframing
Deafness……………………….………….…. [Page 13]
Fig 2.05. The Great World of London Milbank Prison. A
Historic prisoner’s asylum ……. [Page 13]
Fig 2.06 panopticon……………………….…. [Page 14]
Fig 2.07. Institute National de Jeanes Sounds de Paris
(INJS) ……….………………………...…. [Page 15]
Fig 2.08. Thomas Braidwood s Academy for the Deaf
and Dumb in Edinburgh………….………. [Page 15]
Fig 2.09. America mark 200 years of deaf education
…………………………………………….[Page 16]
Fig 2.10. A historical view of Illinois school for the
deaf ………………………………………. [Page 16]
Fig 2.11. A look into Deaf Education’s history around
the world. ………………………..………. [Page 17]
Fig 2.12 Students at Tumutumu school….. [Page 17]
Fig 2.13. INFCHART of the key figures that
influenced Deaf education across Europe, America
and Africa…………………………...……. [Page 18]
Fig 2.14 Audrey Terp description of Deafness as a
cultural identity…...………………...……. [Page 19]
Fig 2.15 Sensory orientation studies…..…. [Page 19]
Fig 2.16 Communication through the window by deaf
persons……………………………………... [Pg. 20]
Fig 2.17. Students in a Classroom in a local Deaf
learning institution. ………………………. [Page 21]
Fig 2.18. Deafspace at Gallaudet University of the
Deaf. …………………………………..…. [Page 21]
Fig. 2.19. A classroom in Machakos School for the
Deaf …………………………………….... [Page 22]
Fig. 2.20. Daylighting strategies…………. [Page 22]
Fig 2.21. Illustration of poor lighting conditions
resulting to glare…………………………. [Page 23]
Fig 2.22. Illustration of colour as selective absorber
and reflector. ………………………….…. [Page 23]
Fig 2.23. Colour filters and selective transmittance of
light. …………………… ………….…. [Page 24]
Fig 2.24. Gallaudet University College of the deaf
colour-testing interiors ………………..…. [Page 24]
Fig 2.25. Extend Deaf people's awareness ... [Pg. 25]
Fig 2.26. Clear lines of sight-mobility….... [Page 26]
Fig 2.27. Relationship between sign language and
mobility………………………………....... [Page 26]
Fig2.29: The relationship between speech
intelligibility, RT and background noise…. [Page 27]
Fig 2.29. Illustration of Early and late reflection
in a small
room…………………………………….….….
[Page 27]
Fig 2.30: Sources of noise in the learning
environment…………………………….…….. [Page 28]
Fig 2.31 signal-to-noise ratio………………..... [Page 28]
Fig 2.32 & Fig 2.33 daylighting techniques. Building
Bulletin 93. …………………………….. [Page 30 & 31]
Fig 3.33. A and B. Illustration of different daylighting
techniques …………………………………..... [Page 32]
Fig 2.35. Edward t Hall theory…………….... [Page 33]
Fig 2.36. Study of the use of space deaf…….... [Page 33]
Fig 2.37. Student in a classroom at Isinya School for the
deaf. ………………………………………….. [Page 34]
Fig 2.38. A lecture room at Nottingham University
device………..………………………...…..….. [Page 34]
Fig 2.39. Hearing aid device………..……..….. [Page 35]
Fig 2.40.An acoustic Wall treatment …………. [Page 35]
Fig 2.41 logo of the American Speech Language Hearing
Association………………………………...…. [Page 36]
Fig 2.42: An ideal classroom space……..……. [Page 37]
LIST OF TABLES.
Table 2.5.1. Absorptive and Reflective properties of
colour…………………………..…...…...….… [Page 23]
Table 2.5.2. Deafspace Architectural Design Guideline
Summary……………….……….…...……..… [Page 29]
Table 2.6.0. Illuminance, Uniformity Ratio and Limiting
Glare Index for schools. The CIBSE- Chartered
Institution of Building Services Engineers…… [Page 32]
Table. 2.6.1 The European norm EN 12464-1… [Page 32]
Table 2.6.2. Proxemics…………….……….… [Page 33]
Table 2.6.3 Acoustic Limits on A- weighted sound levels
………………..…………….…………...….… [Page 36]
Table 2.6.4 Summary of Acoustic Standards… [Page 38]
CHAPTER 3
Fig3.01.Infographic showing a combination guidelines
involved in the research design. …………...…. [Page 39]
Fig3.02. Infographic showing research design used in
carrying out this study…………………….…... [Page 40
Fig3.03. info charts illustrating the various methods used
to find out what exists, what is needed and making
recommendation ……………………………... [Page 41]
Fig 3.04. Selected studies…………………….. [Page 42]

10. c
Fig.3.05. UMM-6 microphone, lux meter, balloons
notebook and a laptop used to do actual measurement
on site. …………………………………...…. [Page 43]
Fig.3.06. 30M tape measure used to do actual
measurement on site. ………………………. [Page 43]
Fig 3.07. Isinya School Architectural drgs….. [Page 46]
Fig.3.08. A tabulation of the daylight factors recorded
in the field. ……..………………………..…. [Page 47]
Fig.3.09. A comparative info graph of the various RT60
recorded. ………….……………………....... [Page 47]
Fig 3.10. Image illustration of the identity used by the
two cases studied in this research. ……….…. [Page 49]
CHAPTER 4
LIST OF FIGURES
Fig 4.1.1.analysis parameters info chart.……. [Page 49]
Fig 4.2.1. Logo of Gallaudet University…..… [Page 50]
Fig 4.2.2. Gallaudet federally-chartered private
University………………………………...… [Page 50]
Fig 4.2.3. Gallaudet site plan……………..…. [Page 51]
Fig 4.2.4 Historical Gallaudet site plan…..…. [Page 52]
Fig 4.2.5 Zoning Gallaudet site plan……...…. [Page 52]
Fig 4.2.6 Historical Gallaudet site plan…..…. [Page 52]
Fig 4.2.7 Screening site plan……………..…. [Page 52]
Fig.4.2.8.Vertical building plan of the Gallaudet
Residence hall………………………………. [Page 53]
Fig4.2.9. plan showing clear lines of sight.…. [Page 53]
Fig.4.2.10 Dangermond Keane typical classroom
space……………………………………..…. [Page 54]
Fig.4.2.11 central living room at Gallaudet University
…………………………………………...…. [Page 54]
Fig4.2.12 Main lobby at Gallaudet……...…. [Page 55]
Fig 4.2.13: Illustration of light and colour
concept…………………………………..…. [Page 56]
Fig 4.2.14: Extended Sensory reach at Gallaudet
University. ……………………………….…. [Page 57]
Fig 4.2.15: Illustration of deafspace and proximity at
Gallaudet University………………………... [Page 58]
Fig 4.2.16: Illustration of mobility concept used by
Gallaudet University……………………..…. [Page 59]
Fig 4.2.17: Illustration of acoustic design
consideration……………………………..…. [Page 60]
Fig 4.2.18: A classroom at Gallaudet ………. [Page 60]
Fig. 4.3.1 Isinya School for the deaf ….. [Page 63]
Fig 4.3.2. Site plan of Isinya School
A- Nairobi-Namanga road………….…. [Page 64]
B- Image of existing vegetation and man-made
Dam next to the school.………….…. [Page 64]
C- Nairobi-Namanga road.………....…. [Page 64]
Fig.4.3.3 A foot path Isinya School…......... [Page 65]
Fig.4.3.4 Site plan of the Isinya School…... [Page 65]
Fig.4.3.5 Typical Classroom building at Isinya School
for the Deaf.………….............................…. [Page 66]
Fig: 4.3.6 Buildings Section at Isinya…...… [Page 67]
Fig: 4.3.7 Buildings Elevation at Isinya...… [Page 67]
Fig: 4.3.8 Buildings Perspective at Isinya… [Page 67]
Fig: 4.3.9 Building Plan showing access view [Pg. 67]
Fig: 4.3.10 Buildings Floor Plan………..… [Page 67]
Fig: 4.3.11. Plan of the Dormitory floor….. [Page 68]
Fig: 4.3.12 Dormitory- evidence of Glare…… [Pg68]
Fig.4.3.13 Furniture layout in a classroom... [Page69]
Fig.4.3.14 Images of the classroom ….....… [Page 69]
Fig.4.3.15 Floor plan the dormitory at Isinya School.
………………………….…..…………...… [Page 70]
Fig.4.3.16 Images of the dormitory at Isinya School.
……………..…………………………...… [Page 70]
Fig 4.3.17-19.Classroom 5 space description [Pg. 73]
Fig 4.3.20. Daylight contours in classroom 5 at
Isinya…………………………………...… [Page 73]
Fig 4.3.21. Ecotect Daylight analysis.… … [Page 74]
Fig 4.3.22-25 strategies for sun shading with Ecotect
analysis…………………………………… [Page 76]
Fig 4.3.26. Evident glare in Classroom....… [Page 77]
Fig 4.3.27. Interior of Classroom 5………… [Page78]
Fig 4.3.31. Sketch section of learning centre at
Isinya…………………………………....… [Page 79]
Fig 4.3.32. Section of Kimbrel Art Museum –
Renzo…………………………………...… [Page 79]
Fig. 4.3.29-30. Isinya Classroom layout - sensory
reach. ……………………………….…..… [Page 80]
Fig.4.3.31 The space outside core learning spaces at
Isinya School. ……………………….….… [Page 82]
Fig. 4.3.32 .Mobility plan at Isinya………. [Page 83]
Fig. 4.3.33 Mobility path in and around the
classroom……………………………….… [Page 84]
A- 4.3.34 Site Footpath (1.2M width) …… [Page 84]
B- 4.3.35 Interior lobby (2M) ……..…………. [Page 84]
C- 4.3.36. Staircase ……….……….……….… [Page 84]
Fig. 4.3.37. Sources of noise and existing infrastructures.
…………………………………………..….… [Page 85]
Fig. 4.3.38-40. Classroom 5 space description.
…………….....………………...…… [Page 85, 86 & 87]
Fig 4.3.41 comparative RT graph…………..… [Page 87]
Fig 4.3.52-53: Background noise levels measured in
classroom 5. ……………………………..…… [Page 93]
Fig 4.3.42: Exterior background noise levels
…………………………………………..….… [Page 94]
Fig 4.3.43: interior and exterior noise levels
…………………………………………..….… [Page 90]
Fig 4.3.44. Class 5 permanent ventilation. ….… [Page 90]
Fig 4.3.45. Noise reduction illustrated…..….… [Page 90]
Fig 4.3.46. Nairobi-Namanga road………….… [Page 91]
Fig 4.3.47. SII 1/3 octave band recorded in classroom
5…………………………………………….… [Page 91]
Fig 4.3.48. Evident Glare From direct sunlight in the
classroom 5……………………...………….… [Page 92]
Fig 4.3.49. Expansive glass walls used to extend sensory
reach……………………………………..….… [Page 92]
Fig 4.3.50. Relationship between classroom shape and
layout……………………………………….… [Page 92]
Fig 4.3.51. A Narrow corridor at Isinya
School……………………...……………….… [Page 93]
Fig 4.3.52. Classroom 5 at Isinya
School……………………...……………….… [Page 93]
Fig: 4.4.1. The logo of Kttid……………….… [Page 94]
Fig: 4.4.2. Kttid Main Gate……………..….… [Page 94]
Fig: 4.4.3. Kttid Site plan…………………..… [Page 95]
Fig 4.4.4. Spaces Function relationship at
Kttid………………………………….……..… [Page 95]
Fig. 4.4.05. Deputy Principal office-Kttid……. [Page 97]
Fig. 4.4.06.Staff room at Kttid. .……………… [Page 97]
Fig. 4.4.07. Sketch layout of an office within a classroom
at Kttid………………………………..……..... [Page 97]
Fig. 4.4.08. Sketch layout of a workshop….… [Page 97]
Fig. 4.4.09. Image of the ICT centre at Kttid… [Page 97]
Fig. 4.4.10. Sketch layout of Hair Dressing & Beauty
therapy department at Kttid. .…………..…...… [Page 97]
Fig 4.4.11-13. Tuition Room 1 Space description-
Kttid.……………………...…………...…….… [Page98]

11. Fig. 4.4.14. Daylighting in Tuition classroom 1 at
Kttid………………………………….…...… [Page 99]
Fig. 4.4.15. Visual Access window in a hair dressing
classroom…………………………….….… [Page 100]
Fig. 4.4.16. A concentric space created by student at
Kttid……………………………….…….… [Page 100]
Fig 4.4.17. The passage at Kttid Administration
block……….……………………………… [Page 101]
Fig 4.4.18. Inter-cluster pavement at Kttid….. [Pg. 101]
Fig 4.4.19. Circulation pavement at Kttid…... [Pg. 101]
Fig 4.4.20. Description of tuition room on site showing
major sources of noise…………………..… [Page 102]
fig. 4.4.25 Reverberation time test for Tuition Rm 1 at
Karen……………………………...…….… [Page 103]
Fig 4.4.22: background noise levels measured in Tuition
room 1 at Kttid. ………………………….… [Page 103]
Fig 4.4.23. Tuition room 1……………….… [Page 104]
Fig 4.4.24. A corridor outside Tuition room 1
….……………………………………….… [Page 104]
Fig 4.4.25: Environmental Noise Reaching the
Façade…………………………………...… [Page 105]
Fig 4.4.26: Comparison of Interior and Exterior noise
levels. …………………………..……….… [Page 106]
Fig.4.4.27.The effect of screening on exterior noise
levels…………………………………….… [Page 107]
LIST OF TABLES
Table 4.2.1. Stewardship of Gallaudet……… [Page 52]
Table 4.2.2. Unit Planning at Gallaudet
University…………………………..…….… [Page 55]
Table 4.2.3. Deafspace Architectural Design Guidelines
the Gallaudet University………………….… [Page 61]
Table 4.3.1. Deafspace Architectural Design Guidelines
the Gallaudet University……………………. [Page 70]
Table 4.3.2. Ecotect Analysis for building solar
exposure at Isinya School for the deaf…….. [Page 71]
Table 4.3.3. Description of the classroom at Isinya
School for the deaf……...………….…….… [Page 72]
Table4.3.4. Light Levels and Corresponding Daylight
Factor ……………….…………….…….… [Page 73]
Table 4.3.5. Comparative Analysis against Reviewed
Lighting Standard………………….…….… [Page 75]
Table 4.3.6. Comparative Ecotect Analysis of design
strategies …….…………………….…….… [Page 76]
Table.4.3.7. 3D Illustration of lighting levels in
classroom 5 at Isinya School ……..…….… [Page 77]
Table 4.3.8. Simulated 3D illumination levels of
classroom 5 at Isinya School …….….….… [Page 80]
Table: 4.3.9. Design elements used to increase sensory
reach in the building……………………….. [Page 80]
Table.4.3.7. 3D Illustration of lighting levels in
classroom 5 at Isinya School for the Deaf......[Page 79]
Table 4.3.8. Simulated 3D illumination levels of
classroom 5 at Isinya School for the Deaf for the
Seasons of the year. …………….…..….… [Page 80]
Table: 4.3.9. Highlighting the main Design elements
used to increase sensory reach in the building. ….…
[Page 80]
Table 4.3.10. Schedule of Materials and Finishes in the
selected classroom 5 at Isinya School. ….… [Page 89]
Table.4.3.11 Reverberation time Test Report [Page 90]
Table 4.3.12: Figures for background noise levels
measured in classroom 5 at Isinya School for the deaf.
…….………………..……………………... [Page 92]
Table 4.3.13: Figures for exterior background noise le
vels measured at The Isinya School …….… [Page 94]
Table 4.3.15: Exterior background noise levels and
corresponding Traffic Noise measured at Along
Nairobi Namanga Road at the Isinya School for the
deaf………...……………………………… [Page 96]
Table 4.3.17.Summary on Isinya School...… [Page 98]
Table 4.3.18.Summary on Isinya School…... [Page 93]
Table 4.4.1. Building Design at Kttid........… [Page 97]
Table 4.4.2. Unit Design at Kttid …..........… [Page 98]
Table 4.4.3. Space description at Karen Technical
Training Institute for the Deaf. ..…………… [Pg. 99]
Table 4.4.4. Illuminance level in tuition 1. [Page 99]
Table.4.4.5 Reverberation time Test Report. [Pge103]
Table 4.4.6: Table of background noise levels
measured in Tuition room 1 Kttid. ……… [Page 104]
Table 4.4.7: Table of Environmental Noise Reaching
the Façade of Tuition room 1 at Kttid....… [Page 105]
Table 4.4.8: Table of Traffic noise levels measured in
along Karen Road…….………………..… [Page 106]
Table 4.4.9. Summary on Kttid…...…...… [Page 107]
Chapter 5
LIST OF FIGURES
Fig 5.2.1. Deaf space at Gallaudet University
….............................................................… [Page 110]
LIST OF TABLES
Table 5.1. Design Guidelines at Isinya
School…………………………………….. [Page 115]
Table 5.2. Recommendation on the Five Deafspace
Design Guidelines at Kttid case and new design to
enhance Deafspace. ….............................… [Page 117]
APPENDICES
------------------------------------------------------Page 121

12. Abstract
"We shape our buildings, and afterwards our buildings shape us." If the spark that has started with the students in the Deaf Space project
becomes a flame, then the rising generation of deaf leaders will certainly play a role in moulding the future of the deaf community.
--------Winston Churchill---------

13. INTRODUCTION

14. ARCHITECTURE FOR THE DEAF Deafspace Design Guidelines in Learning Institution 2016/2017
[Page | 1 ]
1.1 BACKGROUND
The deaf, hard-to-hearing and the hearing impaired persons inhabit a rich sensory world
where vision and touch are the primary means of spatial awareness and orientation. This
group of people use sign identity (Fig.1.01). When the Deaf congregate together they tend
to alter the space to fit to their unique way of being. This is the first proof of Deaf existence
and their unique architectural way. However, our built environment presents a variety of
challenges which the deaf are unable to respond to.
“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
A concept of “Deaf Aesthetic” known as Deafspace has already been developed. It is meant
to offer a new voice in the discourse of universal design by exploring the ultimate experience
surrounding Architecture and the senses. Under this concept, Deafspace Design Guidelines
(DSDGs) have been developed. The guidelines touch on five broad categories which are
Light and colour, Sensory reach, Space and proximity, Mobility and proximity and
Acoustics. (Architect Hansel Bauman, hbhm architects, 2005)
Deafspace Design guidelines use human body space as a starting point for design (Fig 1.03),
rather than the space of urban systems. In this way, it resonates with other bodily
circumstances and sensory experiences to tie to the whole concept of universal design.
Fig 1.01
Relationship between hearing impaired and the hearing
Source: http://www.fotosearch.com/illustration/hearing-loss.
Fig 1.02. Relationship between man and the Built Environment.
Source: Retrieved April 2017
https://grenfellactiongroup.wordpress.com

15. ARCHITECTURE FOR THE DEAF Deafspace Design Guidelines in Learning Institution 2016/2017
[Page | 2 ]
Elements such as textures, vibrations, contrasting colours and acoustical considerations used
in Deafspace can also help people with low vision or who are blind, while the wide open
spaces can facilitate wheelchair use. Deafspace also attempts to address sensory conflicts,
for instance using textured patterns to improve predictability. According to Oxford
Reference, a dictionary of Psychology, sensory conflict is a sickness of motion in which
passive movement creates a mismatch between information relating to orientation and
movement supplied by the visual and vestibular system.
Deafspace design approach remains undiscovered in the architectural discourse when
designing for the deaf in the Kenyan context.
1.2 PROBLEM STATEMENT
A Space is a creation formed out of our desires to feel comfortable, safe and get inspiration
(Charlene A. Johnson 2014). Therefore, we create space to reflect who we are and what we
believe is important. Human beings perceive what is expected of them as they encounter
space and set a tone reacting to the space itself and the people in it. Spaces are complicated,
they are alive and they foster human connectivity within their confines. Most important
spaces are ideas, a reflection of our understanding of what and how a space represents
ourselves and our values. This is not an exemption to the deaf community and their space.
However, the concept of Deafspace is widely overlooked in the Kenyan context while
designing learning institutions (Fig 1.04.).
Fig 1.03
A model of a spatial behaviour of virtual agents in a sign
language communication that is used to develop Deafspace
Design Guidelines
Source: Author Edited 2017 after Hamid Laga
Fig 1.04
A Public space in a local University Designed by Hearing
Individual
Source: Author 2017

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“I am just as deaf as I am blind. The problems of deafness are deeper and more complex, if not more
important than those of blindness. Deafness is a much worse misfortune. For it means the loss of the
most vital stimulus- the sound of the voice that brings language, sets thoughts astir, and keeps us in
the intellectual company of man.”
Helen Keller
The built environment, presents the best avenue to deal with most problems associated with the
deafspace culture because it encompasses architectural design elements for functional human space.
Numerous studies on the main architectural design elements that addresses the deaf experience in
the built environment have been studied in other countries. In the United States of America, the deaf
community has come together with the American Institute of Architects and Gallaudet University
Department of Deaf studies to develop Deafspace Design Guidelines and an implementation
methodology of deaf related projects. Elsewhere, in the United Kingdom, the Centre of Deaf Studies
at Bristol University has already defined a language, community and culture of the deaf person.
However, very little has been devoted in the Kenyan context. As a result, an architectural
masterpiece on the deaf culture remains undiscovered (Fig 1.05 and 1.06.)
The concepts of Universal Design and its principles means a design should be configured for use by
anyone, not limited to specific people. It should therefore include perceptible information designs.
This means, universal design must have essential information in a variety of mode to ensure effective
communication with all its users regardless of their sensory abilities. However, in Kenya the concept
of universal design has been limited to Universal accessibility. In the view of the author this is
separation of a design challenge. “Nothing is as dangerous in architecture as dealing with separated
Fig. 1.05 - A group space at Isinya School for the Deaf
Source: Author 2017
Fig. 1.06- A group space at Gallaudet University for the Deaf
Source: http://deaf411online.com
The comparison of a deaf group space between a local case and
Gallaudet university for the deaf

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problems. If we split life into separated problems we split the possibilities to make good building
art.”(Alvar Henrik Aalto).
The hearing impaired have therefore been forced to adapt in a built environment which is not
considerate to their unique culture (Fig 1.07). To achieve a fully functional built environment for
the deaf in this country, there is need for researchers to critically investigate the various design
strategies to match with Deaf culture. Countries such as the United States of America have Deaf
space architectural design guidelines (by Architect Hansel Bauman, hbhm architects, 2005 and
adopted by the American Institute of Architects) and it’s time Kenya develops its own guidelines to
match the existing and projected percentage of Deaf persons in the country’s population. Based on
2009 consensus close to 1% of the Kenyan people have hearing impairment which approximates to
600,000 people. Of these only around 340,000 persons can use the Kenya Sign Language (based
the Ministry of Education, Special Need Department).
1.3 RESEARCH QUESTIONS
The research will seek to provide answers to the following questions.
1. What are the unique challenges and opportunities associated with Deaf persons in the built
environments within learning institution?
2. Can deaf persons bring unique sensibility to Architectural discourse in Learning Institutions?
3. What are the proper Architectural elements that can be used to bring comfort to deaf attuned
persons in learning institutions?
Fig: 1.07 THE ABSTRACT CONCEPT OF BUILT
ENVIRONMENT
Deafness and hearing loss pose challenges to people in the
built environment. Source: Author, 2017.
Fig: 1.08. A signer in a local school explaining the
challenges associated with deafness Source: Author, 2017.

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1.4 RESEARCH OBJECTIVES.
The objective of this research is to.
1. Explore the unique challenges and opportunities associated with Deafspace architecture and identify how the lessons learnt can be applied in
universal design and best practice in learning institutions for the Deaf.
2. Examine the aspect of Architecture and deaf culture to identify the unique sensibility that the concept of Deafspace offers to the architectural
discourse.
3. Identify and document proper Architectural elements that can be used to bring comfort to deaf attuned persons in learning institution in the
Kenyan context.
1.5 RELEVANCE/JUSTIFICATION
This proposal is aligned with the Constitution of the Republic of Kenya under THE PERSONS WITH DISABILITIES (AMENDMENT) BILL, 2013.
A person with disability (this includes the deaf and hard to hearing individuals) is entitled to reasonable access to all places, and information for their
rehabilitation, self-development and self-reliance.
The national government is focused on offering the best support services to persons with disability in Kenya through provision of resources, promotion
of awareness on the contribution they make towards national development, and advocacy of appropriate measures to minimize conditions giving rise to
disability. This research therefore comes at the most appropriate time to expand the knowledge for this mission.
The research is limited to learning institutions for the deaf because they present the best avenue in which the government can use to realize its mission
of provision of resource leading to self-reliance and minimise conditions leading to disability.
Therefore, Knowledge on Deafspace architectural design elements for Deaf space architecture is needed for a better integration of deaf persons in the
built environment. The knowledge will be of great importance to the government, architects, interior designers and other individuals involved in achieving
the well-being of the Deaf.

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1.6 HYPOTHESIS
This research is conducted within the hypothesis “The clarity with which a deaf person
communicates relates to the clarity and clutter of what’s around them” (Fig 1.09.)
Architecture is essential for quantity and quality aesthetics of life. It should focus on understanding
new technologies and guiding thoughtful implementation because they play a pivotal role in design
clarity. Arts are a clear and direct expression of cultures and global interconnectedness, providing
access to the understanding of societal and individual difference through universal avenues.
1.7 SCOPE AND LIMITATIONS OF THE STUDY
This research will focus on the study of selected learning institutions for the deaf in Kenya. It will
be framed against the five Deafspace design guidelines identified early in this proposal. However,
Deaf culture is not well attuned in this country compared to other developed countries like United
States of America, Netherlands, England, South Africa and Egypt. As a result, the context in which
the research is carried out has limited resources to provide adequate knowledge required for this
undertaking. The author acknowledges this as a constraint.
Since quite a substantial part of this research depends on the ability to communicate using the Kenya
sign language, the author acknowledges his limited ability to use the language as a research
constraint. The use of an interpreter poses logistical and biased relay of information required for the
purpose of this research.
Some of the equipment such as acoustic analyzers (Fig. 1.10) and Daylighting measurement tools
and software that are required to carry out the research are very expensive. This shall limit the extent
to which the research can be conducted. However, basic requirements for carrying out acoustic and
Fig 1.09. Deaf individuals communicate visually and
physically rather than audibly
Source: Deaf People - info skicenkovice. Search by image
Fig 1.10: Acoustic Analyzers Equipment required for
measurement of sound levels.
Source:http://www.norsonic.com/no/en/products/sound_le
vel_meters/sound_analyser_nor140/Sound

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daylighting measurements shall be adhered to as required by their respective standards (The British
Association of Teachers of the Deaf- BATOD)
There has been quite a number of issues outside the deafspace architectural scope such as social
rejection, impaired memory, diminished psychological health and irritability among many others
that has not been researched. This research will not investigate these realms, it will mainly focus on
evidence based architectural elements. This approach might pose a research limitation.
Time to visit and document all the selected case studies is also a possible research constraint. In
addition financial difficulties to access and travel to all the selected institutions is expected for this
research.
1.8 DEFINITION OF OPERATIONAL TERMS
This proposal defines the following key concepts and terms to be used in the study.
1. Deaf. A community of people characterized by individuals who lack the power to hear, hard
to hearing and the associated hearing personnel’s that support the well-being of deaf. For the
purpose of this research “Deaf “is used with capital “D” to refer to the context. When used
in lowercase it will be referring to the auditory experience.
2. Deafspace. A space that has been created for the visual- centred community to meet their
unique way of life. In this study, it will therefore be used to refer to an approach to design
and architecture informed by the unique way of life characterized by use of sign language
and tactile modes inhabited by the Deaf community.
Fig 1.11. AN INFO GRAPH showing Key concepts
and terms used in the research
Source: Author 2017.
Deaf-
Community
Deaf
Culture
Deafspace Design
Guidelines.

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3. Deaf Culture. A set of social beliefs, values, behaviour and shared institution frameworks
that are influenced by the deaf. It is characterized by community of people who use visual
kinetic mode of communication. In the built environment, like any other culture, deaf culture
is manifested through Deafspace.
4. Deafspace Design Guidelines. An innovative series of guidelines established by Architect
Hansel Bauman and Dangermood Keane at Gallaudet University for the design of
environments for Deaf individuals. The guidelines provide a framework for development
and implementation of Deaf related projects.
1.9 METHODOLOGY
This research is conducted by carrying out detailed case studies and a selected precedent study to
answer the specific research questions. It mainly investigates if there is any Deafspace architectural
design element in the selected case.
The research applies Simple tools and calculations to help determine the viability of architectural
design elements in designing for the deaf. These include: Sun path diagrams and Daylight factor
calculation for available interior daylight to investigate light as an architectural design element for
Deaf space (Fig 1.12)
To investigate the acoustic performance of the Deafspace the study will focus on calculation of
reverberation time in specific rooms, indoor and outdoor recording of sound level to help
determine Speech intelligibility.
Fig 1.12 Daylight Simulation investigating the
relationship between Window Ratio and the position of
the sun
Source: Author 2017. Ecotect Simulation.

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Photography will be used for obstruction analysis. Other tools to be used will include observation
and actual measurements.
The researcher also uses interviews and questionnaires directed to the teachers and learners in Deaf
teaching institutions. The questionnaires seek information relating to the deaf experience in the built
environment and the architectural discourse (Appendix 6.1).
1.10 OVERVIEW OF THE CHAPTERS
1.10.1 Chapter 1: Introduction
This chapter introduces the research topic by providing background information, giving a statement
of the problem, the study objectives, its hypothesis, relevance and justifications in the chosen
context. It also highlights the scope in which the author is limiting himself to in this study, given
the complex nature of this subject matter.
1.10.2 Chapter 2: Literature Review
The Chapter looks at the relevant information carried out prior to this research from the published
and unpublished materials. Some of these materials include books, journals, articles, reports,
newspapers reviews and thesis.
Here, the author critically reviews literature on the history and evolution of deafspace culture from
ancient Greece to date. This culture revolves around visual kinetic mode, visual sensory reach and
tactic modes. These parameters form the basis for the study and have helped to define the deafspace
design guidelines. This chapter also reviews standards relating to deafspace design.
Fig 1.13. AN INFO GRAPH showing a summary structure
of the research chapters
Source: Author 2017.
CHAPTER 1
•Defination of the research problem
CHAPTER 2
•Review of the literature
•Formulation of hypothesis
CHAPTER 3
•research design and strategies,
sampling methods,
•research tools, data collection and
data presentation techniques
CHAPTER 4
•data Analysis
CHAPTER 5
•Reporting conclusions and
recommendation

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1.10.3 Chapter 3: Research Methodologies
The chapter explores various varied research methodologies used to answer the specific question put forward for the purpose of this study. It discusses
research design and strategies, sampling methods, research tools, data collection, presentation and analysis techniques used.
1.10.4 Chapter 4: Precedent and Case Studies Analysis
This chapter will synthesis the data collected from case studies for the purpose of this research with the aim of achieving research objectives. Descriptive
statistics, exploratory and confirmatory data analysis will be applied in this chapter to predict, credit of falsify the hypothesis in this research.
1.10.5 Chapter 5: Conclusion and Recommendation
The chapter presents the authors conclusions and recommendations based on the facts of the study.

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LITERATURE
REVIEW

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2.0 LITERATURE REVIEW
This chapter examines the evolution of Deafspace in Historical and Cultural context. It also engages
in a study of the architectural design guidelines, relevant deafspace standards and the existing
knowledge on the safety and comfort of the Deaf community in the built environment.
“The problem is not that the deaf do not hear. The problem is that the hearing world does not listen”
Rev. Jesse Jackson.
2.1 INTRODUCTION
The design of spaces meant for use by the deaf community in the past has mainly targeted providing
basic shelter against weather elements Vis a Vis comfort and safety. However, recent developments
are showing a paradigm shift towards deafspace concept that incorporates evidence based design.
Recently, a group of Deaf, Hard of Hearing and hearing community members from Gallaudet
University in Washington, D.C., codified the concepts that visually centred communicators use into
a working document called the Deafspace Design Guidelines (DSDG). The institution has hence
become a refuge for Deaf and Hard of Hearing people in North America and has moved
tremendously into inviting interests from the rest of the world.
Today, the central focus in design for Deafspace should be attentive to a guideline that addresses the
needs of the deaf community. With the acknowledgement of such design concepts Deafspace will
subsequently have improved surroundings that not only focus on comfort and safety but also offer a
sustainable model in the built environment.
Fig 2.1. The premise of Deaf within the forces of the
society
Source: https://books.google.co.ke>.
understanding_Deaf_Culture.html

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2.2 DEAF FRAMING
Framing refers to how we interpret the world and, specifically, how certain views are encouraged
while others are expressly discouraged. Deafness has long been interpreted and viewed as a hearing
loss, an absence, a void or a lack. It is virtually impossible to think of deafness without thinking of
loss. However, Deaf people do not often consider their lives to be defined by loss. Rather, there is
something present in their lives, something full and complete that makes them view their lives
through a frame referred as ‘deaf gain’ that is diametrically opposed to the frame of hearing loss.
(Fig 2.02)
Deaf gain is therefore a form of sensory and cognitive diversity that has the potential to contribute
to the greater good of humanity. Applying this frame we provide an answer to the question. “Why
should we continue to value the existence of Deaf people?” This is a bioethical question, and it can
be answered using intrinsic or extrinsic argument as proposed by Theresa Burke (2006). An intrinsic
argument says that Deaf culture ought to be valued and preserved for its own sake. Contrary, an
extrinsic argument, states that Deaf people should be cherished because they have something to
contribute to the general society i.e. reframing deaf.
Beyond Deaf framing architecture has a supervisory role to make deafspace safe and comfortable.
In their dormitory design, Gallaudet university’s Architects redefined deafspace elements to make
the young deaf resident feel safe secure and at home. The dormitory has wide, open staircase and
hallways with smooth corners to enhance clear conversation while moving (Fig 2.03).
The doors are designed with clear transom to maintain privacy while offering visual clues as to
whether the room is occupied. A deaf occupant can easily note a shadow if anyone stands at the
Fig 2.02. A concept of reframing the myth of deafness.
Source: unknown Author, pinterest
Fig: 2.03. Gallaudet University Dorm Designed as an
architectural supervisory masterpiece that enhances
safety and comfort of the Deaf residents. Source:
Gallaudet University

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door. "Everywhere we can, we’re extending that visual reach as much as possible," says Christopher
Keane, one of Dangermond Keane’s principals, who is hearing.
The lobby design includes a solar threshold, mitigating changes in the light level over spatial zones.
Eye strain is a common complaint among signers. To mitigate this, the building has a large overhang
to begin the transition to interior light, so eyes don’t have to adjust to abrupt shifts from bright
sunshine to dimness (Fig 2.04).
The design team was careful to avoid voluminous spaces that might cause bad acoustics. They
isolated any vibrations in the mechanical systems to prevent annoyance. Deafspace research actually
proposed the use of controlled, positive vibrations as a means of signalling activity in a space,
furthering social interaction. Deaf person might tap the floor to get another’s attention or to announce
a transition between public and private areas. The design must therefore have isolated floor systems.
2.3 DEAFSPACE WITHIN A HISTORICAL CONTEXT
Historically there has always been places where deaf people were together such as asylums (Fig
2.05), schools or clubs. Unfortunately through the history these places have always being controlled
by hearing individuals. This has been a challenge to the well-being of the deaf especially when it
comes to issues of privacy. The safety and comfort of the deaf has therefore being overlooked over
a long period of time.
‘From the Hands of Quacks’ by Jaipreet Virdi the first formal school for the deaf started to appear
in Northern Europe in the 18th
century. Before, history indicates existence of asylums in America
Fig 2.04. Gallaudet University building that defined a new
concept in Reframing Deafness
Source: Dangermood Keane Architects
Fig 2.05. The Great World of London Milbank Prison. A
Historic prisoner’s asylum
Source: https://www.gettyimages-prison-on-the-site
----------------------------------------------------------------------

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and Europe which were involved in the business of treating deaf. Asylums were viewed as
rehabilitative places to give faith through language to prepare the deaf for life.
Asylums were designed based on ‘the technique mode of power and knowledge’ (below) that was
cited by social theorist Michel Foucaunt as Panopticon.
Knowledge linked to power, not only assumes the authority of 'the truth' but has the power to make
itself true. All knowledge, once applied in the real world, has effects, and in that sense at least,
'becomes true.' Knowledge, once used to regulate the conduct of others, entails constraint, regulation
and the disciplining of practice. Thus, 'there is no power relation without the correlative constitution
of a field of knowledge, nor any knowledge that does not presuppose and constitute at the same time,
power relations (Michel Foucault 1977, 27).
Panopticon was an architectural design masterpiece based at the periphery, an annular building; at
the centre and a tower (Fig 2.06). The tower had wide windows that open into the inner side of the
ring; the peripheric building was divided into cells, which extended the whole width of the building.
This panopticon was designed to inculcate the feeling of self-control in individuals to behave in a
sense as if they were constantly being watched.
The asylums remained a place for the deaf for about two hundred years. Towards the end of 18th
century the deaf people eventually moved from the asylum and carried their essence to deaf
residentials school. The design of these schools borrowed from aslyums seen that they were
designed by hearing individuals.
Fig 2.06 A, B and C. Images showing the plan of a
panopticon designed as periphery, an annular building to
inculcate the feeling of self-control in constantly watched
environment.
Source. http://www.worldmeets.us/images/Panopticon

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2.3.1. The history of Deaf Schools in Europe
The history of Deafness in Europe dates back to the era of ancient Greece. In Greece, the
deaf, like any other disabled persons were considered as a burden to the society.
Consequently, they were put to death. This acute idea remained in place until 16th
century
when two children were born deaf in the royal family. After the 16th
century, deaf children
were hidden in a monastery. A phenomenon that spread widely in Europe. This habit carried
on till the 18th
century.
In the 18th
century there were increasing forces to educate the deaf. In 1759, Abbé Charles-
Michel de l'Épée, while working for charity was introduced to two deaf girls. He decided to
save and educate the children. In 1760 he founded Institut National de Jeunes Sourds de Paris
(INJS) in his house (Fig 2.07.), the first ever deaf school in the world. De l'Épée went ahead
to develop a system of instructions that he used to train the deaf. This model was widely
adopted in the rest of European nations for liberation of the deaf.
In the Great Britain the first school dedicated to teaching the deaf was Thomas Braidwood s
Academy for the Deaf and Dumb in Edinburgh (Fig 2.08.), established in the 1760s. The
school was moved to London in 1783, and renamed to the Asylum for the Support and
Education of the Deaf and Dumb Children of the Poor. Under the management of
Braidwood's nephew, the school expanded encouraging the establishment of an Institution
for the Deaf and Dumb in Edgbaston in 1814. Other schools were later introduced in
Liverpool, Edinburgh, Exeter, Manchester and Doncaster. The European model later moved
to America.
Fig 2.07. Institut National de Jeunes Sourds de Paris (INJS)
founded by Abbé Charles-Michel de l'Épée in 1760 as the first
Deaf school in the world.
Source:http://www.injs-paris.fr/page/lhistorique
Fig 2.08. Thomas Braidwood s Academy for the Deaf and Dumb
in Edinburgh, established in the 1760s.
Source: The-silent-worker-newspaper/

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2.3.2. The History of Deaf school in America
Before the 1800s, few, if any, educational opportunities existed in America (Fig
2.09). Wealthy people sent their deaf children to Europe to receive education. One
such was Thomas Boiling family who established the Cobb School in 1818, the first
deaf school in America. Unfortunately the school closed down after 18 months.
In 1815 Hopkins Gallaudet travelled to Europe for insight on how to educate deaf.
Few months later he returned with a deaf teacher and opened Connecticut’s asylum,
which was later named America school for the deaf. The spark grew and more deaf
schools were opened. In 1864, Gallaudet College (now Gallaudet University) was
founded in Washington D.C. During this time deaf school emphasized on manualism
(Signing).
In the early 20th
century the hearing advocated for oralism in the education system.
Manualism was effectively kicked out. The deaf had no alternative but to learn lip
reading. The system was not successful for the deaf student and was considered as
“Dark Age of Oralism “by ‘lovers of the deaf’.
In the late 20th
century the ‘lovers of the deaf’ established a philosophy called total
communication for use in the education system. Students were allowed to use a
language that best suited them between oralism and American Sign Language. In
1988 Gallaudet university students decided to fight for their rights. For the first time
a deaf president was appointed to head the school. The moment mainstreamed deaf
education to the current inclusive deaf education.
Fig 2.09. American Mark of 200 years of deaf education in 2000
Source. Unknown Author, internet source
Fig 2.10. A historical view of Illinois school for the deaf established as
Asylum for the Education of the Deaf and Dumb in 1939.
Source: source.net/a-historical-view-of-Illinois-school-for-the-deaf

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Today all deaf students in America regardless of placement, receive an individualised education
program (IEP) that meet their needs. Deaf students receive free appropriate education in the least
restrictive environment. The government sets a full inclusion program for deaf education.
2.3.3. The History of Deaf school in Africa
Prior to 1956 deaf schools in Africa were only found in South Africa and Egypt. This was an attribute
of early civilization. The Egyptians lived a philanthropic way of life centred within a shared African
heritage expressed through talents (Fig 2.11.) Many of the disabled citizens displayed talents that
were not easily acquired. On the other hand, South Africa was characterised by early settlers dating
back to the 17th
century. As early as 1863, there were Irish nuns involved in training programmes
for the Deaf, eleven years later (1874) Grimley Institute for the Deaf and Dumb was established by
Bridget Lynne in Cape Town. In 1941 the First school "for the Black Deaf" was established.
The first ever deaf education in the rest of Africa was introduced in 1957 by Andrew Foster. Andrew
Foster was instrumental in the establishment of various African sign languages though they were a
dialect of the American Sign Language. The Ghanaian Sign Language (1957) and the Nigerian Sign
Language (1960) are among Fosters icons in West Africa. Sign Language played an imperative role
in Establishment and evolution of Deaf schools in the African Context. However most schools were
designed to provide basic shelter for the deaf during the learning process Vis avis safety and comfort.
Lighting, acoustics and other Deafspace design guidelines were non-existent.
In Kenya, schools for the Deaf (Fig 2.12) were established by religious bodies. The pioneer school
was Aga Khan School in Mombasa established in 1958, the same year Kenya Society for the Deaf
Children (KSDC) was registered. Thereafter, Mumias school and Nyangoma School for the deaf
Fig 2.11 A screen Shot of a presentation on: A look into
Deaf Education’s history around the world.
Source: slideplayer.com
Fig 2.12 Students at a local deaf school seated in a U-
shaped layout to facilitate communication.
Source: http://tumutumu.blogspot.co.ke

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were opened by the Catholic Church (1961), Kambui School (1963) and Tumu Tumu School (1970)
by the Presbyterian Church of East Africa (PCEA). The Methodist Church is associated with Kaaga
School while African Inland Church takes pride of Maseno School for the Deaf.
Fig 2.13. A flow chart showing Evolution of Deaf Education.
Source Author Edited
----------------------------------------------------------------------------------------------------------------------------------------------
Fig 2.13. INFCHART of the key figures that influenced
Deaf education across Europe, America and Africa
Source: Author Edited
Abbé Charles‐Michel de
l'Épée ‐ Europe
Hopkins Gallaudet ‐
America
Adrew Foster‐ Africa

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2.4 DEAFSPACE WITHIN A CULTURAL CONTEXT
Deaf Culture is centred on sign language. It cannot be associated with any native land as it is a global
culture (Fig 2.14). However, like any other culture it is based on the relationship between people
providing a common ground. It is therefore, expressed through the peoples way of life. The author
will hence use the following two approaches to review previous studies seeking to understand this
culture:
 Proxemics of Deafspace
 Art and Literature in Deafspace
2.4.1 Proxemics of Deafspace
Sensory orientation studies show there exist eye patterns when deaf persons communicate (Fig
2.15). With two deaf people, they have a one on one space formed directly from each other. When
a third person shows up, they form a triangle. When more people join the group, the triangle evolves
to a quadrilateral, to a pentagon, to hexagon and so forth until a circle is achieved. This whole system
is based on being able to see each other in the group. The bigger the group, the bigger the circle
formed.
Studies by Daphne Bavelier, Matthew William Geoffrey Dye, and Peter C. Hauser, on the cognitive
science of “Do deaf individuals see well?" showed that Deaf people have a heightened peripheral
vision. However, it is imperative to note that this does not mean deaf people can see better than
hearing people. Hearing people leave their peripherals to their ability of hearing. Every time they
hear a sound, they turn to it. On the other hand, Deaf people have developed adoptive behaviour that
makes them more sensitive to recognize details in their peripheral visions. For this reason the deaf
are able to read the world for sound through visual cues that lead them to the source of the sound.
Fig 2.14 An Image screen shot of a book by Audrey Terp
that describes Deafness as a cultural identity other than a
Disability. Source: Pinterest.
Fig 2.15 Images from Sensory orientation studies showing
heightened peripheral vision of Deaf Persons. Source:
Architect Hansel Bauman, Gallaudet University
Department of Deaf Studies

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Besides the ability to reading the world for sound, Robert Sirvage at Gallaudet University
investigated proxemics and established that deaf people navigate through space while conversing in
America Sign Language (ASL) maintains an imaginary axle between them. If one of them moves
closer to the other, the other will move away to maintain the distance of the imaginary axle. The
signing space and how much eye contact both signers make while walking indicates that apart from
conversing and navigation the deaf are much aware of the environment around them
2.4.2 Deafspace in Art and Literature
The arts and literature of the deaf has common themes and motifs in America Sign Language.
According to Benjamin J. Bahan a professor of America Sign Language (ASL) and Deaf Studies at
Gallaudet University. “Door is to hearing as window is to deaf.” This means hearing persons have
communication access through a door but not through a window. On the other hand, for deaf
persons, they do not have communication access through a door, but can have communication access
through a window (Fig 2.16). So for a hearing person, if the window is closed, they’ll find a door to
communicate. Opposite is true for a deaf person, if the door is closed, they’ll find a window to
communicate.
In the arts and literature concept, if a deaf person is locked outside a room by another deaf person,
he will look for a window to alert the person inside. This shows that the arts and literature reinforce
concepts in Deafspace, particularly on sensory reach. Closed doors cut off visual access where
windows extend visual access.
In a different concept, if a deaf person “Yells” at you, turn off the light. This means that he will not
be able to see you hence the communication is cut.
Fig 2.16. Glass pane on the door to provide communication
access at Isinya School for the deaf.
Source. Author 2017

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2.5 DEAFSPACE ARCHITECTURAL DESIGN STRATEGIES
An important aspect of Deafspace is to ensure that it does not have negative impact on the occupant.
However, it is evident that Deafspace today do not follow important universal design principles
despite the availability of advanced technologies and huge expenditure in place to promote the well-
being of the deaf.
Universal design describe a concept of designing all products and the built environment to be
aesthetic and usable to the greatest extent possible by everyone, regardless of their age, ability, or
status in life
-Architect Ronald L. Mace –
With this, deaf spaces have become havens for multiplication of deaf challenges such as existence
of physical barriers to visual communication and orientation that causes eyestrain (Fig 2.17).
Consequently, there is need to look at selected Deafspace principles that designers should employ
for spatial comfort of its users.
While most scholars in this field have varying constituents for deafspace, the basic components of a
sustainable deafspace have been clearly identified (Architects Hansel Bauman –DSDG 2010). This
literature review therefore investigates the following five Deafspace design guidelines and their
impacts on occupants' well-being.
1. Light and colour
2. Sensory reach
3. Space and proximity
4. Mobility and proximity
5. Acoustics
Fig 2.17. Students in a Classroom in a local Deaf learning
institution. The classroom is organised in groups of four
where students sit together depending on impairment levels
and use of hearing aid devices Source: Author
Fig 2.18. Deafspace at Gallaudet University of the Deaf.
Source: Architects Hansel Bauman –DSDG 2010.

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2.5.1 Light and colour
In Kenya there are no comprehensive design regulations for learning space for the deaf provided.
Administrators are required to rely on the Department of Education and Skills, Building units for
design consideration which stipulates:
1. Natural day lighting should be exploited when designing classrooms, to minimise the
dependence on artificial lighting. Glare must be avoided. Windows for teaching spaces
should have a horizontal vista.
2. A good quality daylight distribution is required in each room with the average daylighting
factor for each room to be in the range of 4.5 to 5.5% with the emphasis on an even light
distribution throughout the space. A schedule of all rooms and associated daylight factor is
to be provided.
The phenomenology of Deaf existence, joy and sense of dwelling inside the place are enhanced by
the powerful connection with the outside environment that can be realized when natural light is
present (Fig 2.19). However, daylighting should be designed such that it evokes feelings of comfort
and satisfaction with the visual environment. Consequently daylighting as a science in architecture
should not become more important than the architectural quality resulting from the visually inspiring
daylighting design (Steemers,1994). Since vision is the most developed of deaf senses, it is important
to ensure visual comfort by controlling glare and ensuring appropriate patterns of contrast (Yin,
2011).
The pendulum of lighting design in architecture is swung towards sustainability (Fig 2.20).
Sustainable daylighting in the tropics is achieved by strategic design that eliminates direct sunlight
that is likely to cause overheating and glare in buildings. Good practice of daylighting techniques
help reduce building energy use and provide a stable and comfortable indoor environment for the
Fig. 2.19. A classroom in Machakos School for the Deaf
(2015)
Source. http://www.dfocuscommunication.co.ke
Fig. 2.20. Illustration of Daylighting strategies
Source. http://www.birddogdistributing.com

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people. Lighting must fulfil the purpose for which it exist in a space (Lee, Di Bartolomeo, & Selkowitz
1998). i.e. physically, physiologically and psychologically satisfaction.
The performance of a task is limited by visibility (Fig 2.21). Effective signing and reading is
determined by the stimuli present in the system, and therefore lighting design for the deaf is of
paramount importance. Bearing in mind, the deaf community primarily depend on visual- kinetic
mode of communication, poor lighting conditions results to glare, undesirable shadow patterns
and backlighting that can cause eye strains and fatigue. This can lead to loss of concentration and
physical exhaustion.
We are born of light. The seasons are felt through light. We only know the world as it is evoked by light.- Louis Kahn-
The principle of light is tied to colour. Colour has three integral parts namely hue, value and Chroma
which influence properties of light such as absorption and reflection (Table 2.5.1 & Fig 2.22). Hue
describes a dimension on colour we experience when we look at colour, value refers to lightness or
darkness while Chroma describes saturation. Light value tend to reflect more while dark value
absorb more light. If the intensity of light is kept constant, an increase in colour value of a surface
results to more reflection. If this reflected light rays converge at one point on a working surface they
cause glare. On the other hand dark colours absorb a lot of light and increase the surface temperature
of a material.
Colour pigments are selective absorbers, their colour resulting from a subtractive process.
Pigment Reflected absorbed
Yellow blue; reflects red, yellow, green
Blue red and yellow blue, green
Yellow/Blue 3 colours above; reflects only green
Fig 2.21. Illustration of poor lighting conditions
resulting to glare and undesirable shadow patterns
source: Autodesk Sustainability Workshop.
Fig 2.22. Illustration of colour as selective absorber
and reflector.
Source: Author
Table 2.5.1. Absorptive and Reflective properties of colour

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A mix of all kinds of pigments results in black, as it absorbs all
wavelengths. Whereas no mixture of pigments can result in white as
there will always be some absorption (Fig 2.23).
Colour filters can produce coloured light by a subtractive process
involving materials with high but selective transmittance of light.
They reflect and absorb most of the other wavelengths transmitting
only the specified narrow band.
Coloured lights from different sources can be mixed to give a
resultant colour whose wavelength is the sum of the wavelength
ranges of the individual components. This is an additive process.
Complimentary colours add up to form white light. E.g. Red/Green;
Yellow and Blue.
Certain colours, especially muted blues and greens, contrast well with
a variety of skin tones, making them easy on signers’ eyes. Gallaudet
University College of the deaf does rigorous colour-testing on new
and refurbished interiors to ensure ideal colour and lighting
conditions. (Fig 2.24) In the university, lighting is done such that soft
and diffuse illumination avoiding dimness, backlighting, glare, and
abrupt changes in illumination levels is achieved. This provides an
ideal condition for lighting design for the deaf of Gallaudet
University.
Fig 2.23. Infor chart on Colour filters and selective transmittance of light.
Source: Bangkok Patana School https://www.google.com
Fig 2.24. Gallaudet University College of the deaf colour-testing interiors that ensure ideal
colour and lighting conditions. Source: Gallaudet University College

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2.5.2 Sensory reach
Apparently, most people think that the hearing impaired can comfortably occupy a room, say an
ordinary classroom. However the deaf inhabit a sensory world that is different from that of the
hearing. Hearing impaired persons need to spatially orient themselves in a space and have visual
awareness of the activities in their surroundings at the same time. The fact that, Deaf people are
highly attuned to visual and tactile cues such as shadows and vibrations means they can read their
surroundings environment and various activities in ways that hearing people do not. The Built
environments can be designed so as to provide visual and tactile reach in 360 degrees, extending
Deaf people's awareness and making spatial orientation easier. For example, installing windows in
walls that divide rooms or building such walls to waist-height can allow Deaf people to see what is
happening in other areas (Fig 2.25).
2.5.3 Space and proximity
A visual-spatial language such as The American sign language, which the Kenya sign language is
adopted, necessitates that signers maintain enough distance to accommodate each other’s signing
space when conversing. This space is typically greater than that maintained by people holding a
spoken conversation, i.e the demand for clear sightlines between them mean there is less shared
space. As more signers join the conversation, the space between them grows so that all participants
can access the communication.
In an architectural approach the layout of furniture and rooms takes into account these characteristics
of signed communication. For example, movable chairs without armrests make it possible to adjust
the size of a "conversation circle" and permit signers the full use of their signing space.Fig 2.25. Illustration on how to extend Deaf people's
awareness and making spatial orientation easier.
Source: Architect hansel Bauman, Gallaudet

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2.5.4 Mobility and proximity
There is urgency to design circulation spaces that enable signers to maintain visual connection while
maintaining direction. When walking and conversing at the same time, signers usually maintain a
wide space between them in order to facilitate clear visual communication. If one signer moves
towards the other, the other responds by moving away to maintain the signers distance. They will
also scan the surroundings to check for hazards and to navigate, adjusting their path when necessary.
Landscapes, buildings, pathways, and rooms can be designed so that signers can move through space
unimpeded (Fig 2.27). For example, the design of Gallaudet University is centred on creating wider
hallways that can allow signers to hold conversations while walking without feeling cramped.
Fig 2.26. Illustrations of Deaf People mobility in the built
environment.
Source: Clear line of sight by metropolis magazine.
www.Metropolismag.com.
Fig 2.27.Sign communication in transit zones
Source: Clear line of sight by metropolis magazine. www.Metropolismag.com.

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2.5.5 Acoustics
Architectural acoustics is defined as the science and engineering of achieving good sound levels in
a space (Morfey Christopher 2001) is concerned with speech intelligibility. Speech Intelligibility is
greatly dictated by background noise levels and reverberation effects (Fig 2.28) A lot of effort has
been put up in theatres, classrooms and transport terminal buildings to suppress noise level to
pleasant levels that make this space liveable (BS 8233, 2014 a Guidance on sound insulation and
noise levels reduction for buildings).
Sound wave in a space tends to be broken up as it is bounced back and forth among the reflecting
surfaces. This creates an effect known as reverberation (Fig 2.29). The reverberant quality of any
space, whether enclosed or not, helps to define the way in which it is perceived. Although it may
not be realized consciously, reverberation is one of many cues used by a listener for orientation,
depth and distance in a given space.
Reverberation has direct effect on ambient noise level and apparent loudness of sounds within a
space. This is an important factor to consider in the acoustic design of deafspace. Architectural
acousticians’ emphasise on early reflections (within 80 Ms) which reinforce the direct sound.
However, the angle of reflection must not be wide. Reflections arriving after 80 Ms add reverberant
energy which can be distracting to the human ear. The acoustic design of such spaces usually
involves creating a balance between clarity and definition on one hand, and spaciousness on the
other. Listeners often have different preferences as to this balance regardless of their hearing ability.
Hearing impaired persons experience different degree of hearing loss. Considering that this group
of people has heighted sense to vibrations, uncontrolled background sounds can be distractive.
Figure 2.28: THE RELATIONSHIP BETWEEN
SPEECH INTELLIGIBILITY, RT AND
BACKGROUND NOISE
Achieving speech intelligibility in classrooms. The target
of good speech intelligibility requires attention to both
background noise levels AND reverberation time.
Source: Author 2017
Fig 2.29. Illustration of Early and late reflection in a small
room
Source. Unknown Author, Google Image Search.

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Deafspace concept seeks to design spaces that eliminate reverberation and other sources of
background noise in order to have higher signal to Noise Ratio.
Speech Intelligibility is negatively impacted by higher background noise and longer
reverberation (Fig 2.30). The relationship between sound and noise levels is generally described
in terms of a signal-to-noise ratio. With a masking noise level between 35 and 100 dB, the threshold
for 100% intelligibility is usually a signal-to-noise ratio of 12 dB (Fig 2.31). (Robinson, G. S., and
Casali, J. G. (2003). Speech communication and signal detection in noise. In E. H. Berger, L. H.
Royster, J. D. Royster, D. P. Driscoll, and M. Layne (Eds.), The noise manual (5th ed.) (pp. 567-
600). Fairfax, VA: American Industrial Hygiene Association.)
The design of Gallaudet University considered Hearing aids devices which capture distracting
ambient noise, such as foot traffic, chairs scraping along a hard floor, and echoes. The design team
modelled acoustic ceiling solutions using layered panels and cedar slats. In addition, sound control
in wide-open spaces comes from carpet tiles and bamboo partitions, which also provide seating and
work surfaces.
Fig 2.30: Sources of noise in the learning environment
Source: (Association of noise consultants, 2009
Fig 2.31 Illustration of signal-to-noise ratio of 12 dB. Source:
Author Edited 2017.Used after Robinson 2003

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2.5.6. Summary of the Deafspace Architectural Design Guidelines
Guideline Light and colour Sensory Reach Mobility and
Proximity
Space and Proximity Acoustic
Application Visual comfort and safety by
avoiding Glare and
Overheating in a space
Colour rendering and clarity of
communication
Absorption and reflection of
light
Sensory orientation
and reading the
surrounding
Maintain signing
distance while
walking together
Enhance scanning for
hazards while moving
Maintain signing
circle in group space
with clear sight lines
Acoustic insulation/
screening for Speech
Intelligibility
Acoustic Absorption
lower Reverberation
times
Calculation of Signal to
Noise ratio.
Comments Daylighting that avoids direct
sunlight and extreme light level
contrast help reduce glare and
overheating effects
Dark colours absorb more light
while bright colours reflect
more. Over lit zones causes eye
strain while dark zones can
result to fatigue
Over reflection can cause glare
on a working surface
Signers position are
such that they can
easily identify with a
person approaching
Transparency in design
increase sensory reach
Reflective surface such
as mirror can be
properly used at
strategic positions for
sensory reach
Wide pavements, and
corridors are suitable
to deaf mobility.
Smooth edges enable
deaf persons to move
without stopping to
scan.
Most deafspace are
co-centric.
Large spaces can be
terraced with
staggered sitting
arrangement to
maintain sight lines
The higher the Signal to
Noise ration the Clear the
conversation is.
Speech intelligibility is
lowered by high
background noise and
longer Reverberation
times.
Table 2.5.2. Deafspace Architectural Design Guideline Summary

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2.6 DESIGN STANDARDS RELATING TO DEAFSPACE
2.6.1 Lighting Standards.
Lighting is important for hearing impaired students, e.g, a teacher's face and hands need to
be well lit so students with hearing impairments can get more from facial expressions.
During the day there are a number of different visual tasks in a classroom. In order to get a
good lighting concept, knowledge of the different tasks in classrooms is important. Each task
needs its own light conditions but at the same time energy efficiency should not be neglected.
The standards reviewed here in will include:
1. Building Bulletin 93. Lighting design for schools
2. The European norm EN 12464-1 which gives requirements for the illuminances in
learning institution (see table 2.6.1)
Building Bulletin 93. Lighting design for schools
The best school environments gives an impression of liveness, with attractive space and
general of pleasantness. The environment should be appropriate for particular task to enable
students and staffs to carry out the various activities easily and comfortably without
compromising the aspects of architectural integration, efficiency, cost, maintenance and
visual amenities. The CIBSE- Chartered Institution of Building Services Engineers- codes
for interior lighting 1994, section 2.6.4.4, public and educational buildings provide the
standards as tabulated below (Table 2.6.0)
Fig 3.32. Illustration of different daylighting techniques.
Source: Building Bulletin 93. Lighting design for schools

45. ARCHITECTURE FOR THE DEAF Deafspace Design Guidelines in Learning Institution 2016/2017
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Space Standard Maintained
Illuminance in Lux
Uniformity
Ratio
Limiting
Glare Index
General teaching involving reading and writing 300 0.8 19
Teaching space with close and detailed work. 500 0.8 19
Circulation Spaces: corridors, stairs
entrance halls, lobbies &waiting areas
reception areas
80 - 120
175 - 250
250 – 350
-
-
-
19
19
19
Atria 400 19
Table 2.6.0. Illuminance, Uniformity Ratio and Limiting Glare Index for schools. The CIBSE- Chartered
Institution of Building Services Engineers
The European norm EN 12464-1 requirements for the illuminances in learning institution.
Task The teacher The student
Illuminance
In
classroom
In general
1 Writing on the board Reading on board 500lux
(vertical)
200lux
2 Talking to the students Paying attention to the teacher 300lux 300lux
3 Showing a presentation (slides,
PowerPoint, television.)
Looking on the screen 300lux 10lux
4 Paying attention to working
students
Writing, reading drawing, etc. 300lux 300lux
5 Coaching computer activities Looking to the computer
screen and the paper
50lux 300 lux above
the computer
6 Preparing lessons Not present 300lux 50lux
Fig 3.33. Illustration of different daylighting techniques.
Source: Building Bulletin 93. Lighting design for schools Table 2.6.1 Overview of tasks in a classroom together with the requirements for the illuminances. The European
norm EN 12464-1

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Lighting in teaching spaces for students with special education needs
___________________________________________________________________
Avoid:
• All aspects of glare
• Strong lighting contrasts
• Direct sunlight (Fig 2.33)
___________________________________________________________________
Avoid highly reflective finishes • reflections on walls, and particularly on floors
___________________________________________________________________
Ensure signs, display areas and blackboards are well lit
Accommodate students in the part of the room that best suits their impairment and
make adjustments to improve their comfort
Adjustments may include:
 special task lighting
 fitting blinds to nearby windows or roof lights causing glare
 shielding general lighting causing glare
 a suitably coloured work top
Fig 2.34. A and B. Illustration of different daylighting techniques. Source:
Gelfand Partners Architects - Duveneck Elementary School.

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2.6.2 Proxemics Rule.
Proxemics is defined as "the study of the use of space by human beings in a particular culture." (Fig
2.36, Edward T. Hall). Hall described the interpersonal distances of man (the relative distances
between people) in four zones: intimate space, personal space, social space, and public space.
Interpersonal distance Close range Far range
Intimate space  Close phase – less than 6
inches (15 cm)
 Far phase – 6 to 18
inches (15 to 46 cm)
Personal space  Close phase – 1.5 to 2.5
feet (46 to 76 cm)
 Far phase – 2.5 to 4 feet
(76 to 122 cm)
Social space  Close phase – 4 to 7 feet
(1.2 to 2.1 m)
 Far phase – 7 to 12 feet
(2.1 to 3.7 m)
Public space  Close phase – 12 to 25
feet (3.7 to 7.6 m)
 Far phase – 25 feet
(7.6 m) or more.
Table 2.6.2. Proxemics
Fig 2.36. Study of the use of space by human beings
Source: Edward T. Hall
Fig 2.35. Interrelation of various theories on
human culture
Source: Edward T. Hall

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2.6.3. Acoustic standards
In Kenya, no comprehensive design regulations on learning space have been developed for either
the hearing or the hearing impaired.
Administrators are required to rely on the Commission for Higher Education’s guidelines for
location of school physical facilities. Designers however only rely on basic knowledge of acoustics
to design these spaces. At times, these are not factored in at the preliminary design stage and this
causes very poor acoustic performance as Identified in chapter four.
The UNESCO Division of Educational Policy and Planning (1985), in a document titled ‘Norms and
Standards of Educational Facilities’, outlined guidelines for educational planning, administration
and facilities. In these guidelines, acoustics among other factors such as thermal comfort and lighting
design are listed as essential elements to be considered when designing ergonomic facilities.
Implementation of these guidelines, being an optional requirement, has not been very strictly
adhered to. There is therefore need to develop enforceable standards to create conducive learning
spaces.
The British Association of Teachers of the Deaf (BATOD)
Building Bulletin 93, 'Acoustic design of schools' is a powerful document and dictates, in law, the
acoustic conditions for new school buildings. Further, it is used as a 'best practice' document for
existing premises. This is the reference point for the acoustic conditions of the school buildings
adopted by British Association of Teachers of the deaf.
Fig 2.37. Student in a classroom at Isinya School for
the deaf.
Source: Author2017
Fig 2.38. A lecture room Nottingham University
Source: Nottingham University. 2017

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The acoustic design of all special schools attached to mainstream schools for pupils with special
hearing and communication needs, should always involve an audiologist, as well as the school client
body as illustrated by Gallaudet. Pupils with special educational needs are more sensitive to the
acoustic environment than others. Consequently, required reverberation times are shorter, sound
insulation between adjacent spaces is higher and indoor ambient noise levels lower than in
environments for other pupils.
The required acoustic conditions will depend on a pupil’s individual special needs and may be
accommodated by a specialist provision (e.g a quiet room for private study and communication, or
an assisted listening device( Fig 2.37) for participation in general teaching), or by improving the
general acoustic conditions of teaching and learning spaces. Advice from a specialist acoustic
consultant should be sought to allow the school client body to make an informed decision on the
appropriate provision for the school’s intended use. The acoustic criteria for these types of
accommodation should be signed off by the school client body in the same way as alternative
performance standards (APS) as the particular needs of the pupils and the activities they take part in
may vary widely from one school to another and within the same school.
The Alternative Performance Standard (APS) states:
‘Each room or other space in a school building shall be designed and constructed in such a way
that it has the acoustic conditions and the insulation against disturbance by noise appropriate to its
intended use.’
Fig 2.39. Hearing aid device used by one of the deaf students
in a local school.
Source: Author2017
Fig 2.40.An acoustic Wall treatment that can reduce
reverberation time. Source: Moses Collins 2016

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The BATOD Standards limits sound levels of background noise at 35dBs and reverberation time of 0.4s in unoccupied furnished learning space
Type of room
Room classification for the purpose of airborne
sound insulation
Upper limit for the indoor
ambient noise level
RT60 (S)
Activity noise
(Source room)
Noise tolerance (Receiving
room)
New Refurbishment New and refurbishment
Nursery school rooms Primary
school: classroom, class base,
general teaching area, small group
room
Secondary school: classroom,
general teaching area, seminar
room, tutorial room, language
laboratory
Average Medium 35dB 40dB ≤ 0.8
Teaching space intended
specifically for students with
special hearing and
communication needs
Average Low 35dB 35dB ≤0.4 second across the
frequency range 125Hz to
4000Hz
Table 2.6.3 Acoustic Limits on A- weighted sound levels of background noise and reverberation times in unoccupied furnished learning spaces. Source: Building bulletin 93 table 1
The American Speech Language Hearing Association
In the United States of America, acoustic performance standards are named ANSI S12.60-2002,
Acoustical Performance Criteria, Design Requirements and Guidelines for Schools standard
(American Speech-Language-Hearing Association, 2012). The standards are supported by The
American Academy of Audiology which advocate of acoustical properties of America’s classrooms
in order that all students may better hear their teachers (direct instruction) and peers (indirect
instruction).
Fig 2.41: Image of the logo of the American
Speech Language Hearing Association. Source: ASLHA

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In order to address the issue of improving classroom acoustics, the classroom acoustics standard of the American National Standards Institute (ANSI
S12.60-2002, Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools) was approved in 2002. ANSI S12.60 recommended
maximum noise and reverberation times for all new and significantly renovated school construction.
The standard specify that noise levels in core learning spaces should not exceed 35 dB A throughout each classroom (unoccupied). The 35 dBA
maximum noise level ensured that the level of direct instruction (which would be approximately 50-65 dB A depending on the location of the student
and teacher) would achieve the appropriate sound level required by students to hear their teachers and peers with minimal difficulty. The standard also
specify that reverberation times should not exceed 0.6 seconds (unoccupied). This would improve speech intelligibility for students by maintaining
the temporal integrity of the source signal.
Fig 2.42: A conceptual illustration of an ideal classroom space of the future incorporating design for good indoor environmental quality, ergonomics proper space planning and
information technology equipment.
Source: http://digitalcommons.calpoly.edu/mkt_fac/22.After Moses Collins 2016

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ANSI S12.60-2002 was revised, and is now ANSI S12.60-2010, Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools,
Part 1: Permanent Schools. The core parameters of the standard were unchanged with the exception of a requirement that primary learning spaces be
readily adaptable to reverberation times as short as 0.4 seconds.
The American Academy of Audiology endorses both the ANSI S12.60-2010, Part 1 standard, and the ANSI S12.60- 2009, Part 2 standard, and
recommends adoption of these standards by all schools to ensure
1. All students require an appropriate acoustical environment in order to learn effectively.
2. Students with hearing loss are especially in need of appropriate acoustical environments
3. Bilingual students and students with other communicative challenges require an optimal acoustical environment to maximize learning.
The Signal to Noise Ratio should be equal or greater than 15dB to ensure clarity of communication where students use hearing aid Devices. Clarity of
speech help to minimise Ear strains hence prevent the worsening of impairment.
2.6.3. Summary of Acoustic standards
Building bulletin 93. Acoustic performance for school Guide
Acoustic Parameter British Association of Teachers of the Deaf American Speech Language Hearing
Association
Unoccupied Noise Levels 35dB(A) 30-35dB(A)
Reverberation Time(Unoccupied) 0.4s across 125 to 4 kHz 0.4s
Signal to Noise Ratio +20 dB across Frequency range125 to 750Hz
and +15dB Across 750 to 4k Hz
>+15dB
Table 2.6.4 Summary of Acoustic Standards

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RESEARCH
METHODOLOGY

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3.0 RESEARCH METHODOLOGY
3.1 INTRODUCTION
This Chapter outlines the various means and ways undertaken to achieve the aims and objectives of
the research as outlined in Chapter one of the thesis. It seeks to form research template that will
guide the research carried out on how the data is analysed and presented.
The following overall- operational framework is adopted:
1. Theoretical Background stage
Deafspace Design Guidelines
2. Preliminary Stage
Selected precedent study- Gallaudet University
3. Fieldwork and Data Analysis stage
Case 1: Isinya School for the Deaf
Case 2: Karen Technical Training Institute
4. Conclusion Stage
Comparative analysis of the precedent and case studies
Conclusion
Recommendation
To investigate the research problem, detailed case study research are used to investigate the five
different Deafspace design guidelines (Fig 3.01) in each of the 2 identified case study i.e. Isinya
School for the deaf and Karen technical Training Institute for the Deaf.
DEAFSPACE DESIGN GUIDELINES TIED TO
HUMAN COMFORT WHICH FORM THE
BACKBONE OF THIS RESEARCH DESIGN
OBJECTIVES
Fig3.01.Infographic showing a combination
GUIDELINES involved in the research design.
Source: Author, 2017.

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3.2 RESEARCH DESIGN
The study is an exploratory case study research. According to Shields .M. Patricia and Rangarjan N.
2013, an Exploratory Research is conducted for a problem that has not been studied more clearly. It
establishes its own priorities, develops operational definitions and improve the final research design
by emphasizing on discovery and understanding of ideas and insights. The goal of this research is
to understand Deafspace design Guidelines, based on the case studies available.
Emphasis will be placed on the five major design Guidelines that were identified in the literature
review and how they affect the comfort and safety of the deaf community in space. This goal will
be attained through development of the objectives stated below and evaluating the accomplishment
of task related to the design guidelines in each project selected as a case study:
 Examine and identify the extent to which Deafspace design guidelines are
incorporated in deaf learning institutions and their importance for the deaf
community well-being, safety, and operation of the facilities
 Study and document Deafspace projects with varying degrees of design soundness
while at the same time conduct a comparative analysis to identify any patterns and
differences.
The research will also use Library research to discover and understand ideas and insights of
Deafspace architecture. This mode of research will involves the searching for evidence concerning
these complex architectural phenomenon, collecting and organizing that evidence, evaluating it and
constructing a narrative from the evidence that is holistic and believable.
Fig3.02. A Deafspace at Karen Technical Training
Institute
Source: Author, 2017.

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3.3 RESEARCH STRATEGY
The research methodology will adopt three-step approach. This will involve:
1. Finding out what exists in the field:
 Establishing the conditions of the Deafspace in the selected precedent and case studies and the
extent to which the design guidelines are used in designing these spaces.
 Critic these designs Vis-a-Vis their performances towards comfort and safety of the Deaf
community.
2. Finding out what is needed:
 Determining the architectural interventions that can be made to better the existing situation.
3. Making Recommendations:
 After a careful study and analysis of the topic, appropriate recommendations will be made. These
proposals will offer design guidelines for professionals in the building industry and stakeholders
in Deaf community.
3.4 SAMPLE DESIGN
The method of sampling used is purposive sampling. According to Ashley Crossman (2017), a
purposive sample is a non-probability sample that is selected based on the characteristic of a
population and the main objective of the study is not influenced by the size of the population. It is
used to reach to a target sample quickly, however proportionality is not a main concern. The case
Fig3.03. Ecotect analysis used to find out what exists,
what is needed and making recommendation in this
research.
Source: Author, 2017.

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study rationale is such that the cases are selected after careful analysis of their relevance in
effectively representing the subject matter and their comparability within the given context
Choice of precedent and case study.
Deaf learning institutions are selected since they present a suitable environment of studying the
culture of the deaf. According to the Royal Danish Academy of Arts, Architecture, Design and
Conservation, architecture is a cultural phenomenon with social ideologies, political, historical and
aesthetic aspects. Therefore, it defines itself as an object created for individual- including the
conception of the public as the totality of an individual-culture.
The following criteria is used for the precedent and case study selection
1) A representative of the best deaf attuned university according to America institute of
Architects- Gallaudet University (Fig 3.04 A).
2) A representative of segregated Deaf School - Isinya School for the Deaf in Kajiado County
(Fig 3.04 B).
3) A representative of integrated technical and vocational Public Deaf School- Karen Technical
Training Institute in Nairobi County. (Fig 3.04 C).
4) The institution that has an adequate documentation of information and can be accessible for
this study.
5) The institution that demonstrates strong image and successful integration of Deaf education
in Kenya.
3.5 DATA COLLECTION METHOD
Data will be collected towards illuminating the set parameters for the study within the research which
are mainly the Daylighting strategies, sensory reach, space and proximity, mobility and proximity
and acoustic design strategies used in the projects identified as case studies. All these were presumed
Fig 3.04. Selected studies
1- Gallaudet University-Source: Gallaudet
2- Isinya school-Source: Author
3- Karen technical training Institute- Source:
Author
1
2
3

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to affect deafspace within the chosen cases. As such, data will be collected through the following
methods;
1. Interviews
In line with the explorative nature of the study, the goal of the interviews is to see the research topic
from the perspective of the interviewee, and to understand why he or she has this particular
perspective.
Interviews are carried out in multiple levels (Appendix 6.1). Unstructured interviews are carried out
to the school staff and students to achieve a ‘low degree of structure imposed on the interviewer
(King 1994). The questions relied on pre-formulated sets of ideas to achieve magnified control of
topics and revolved around the user comfort of deaf community.
2. Actual measurements
This method will be used to investigate the effectiveness of daylighting and acoustic strategies.
Daylight factor calculation for available interior daylight and Glazing factor calculation for available
interior daylight will be used to investigate light as an architectural design element for Deafspace.
A light meter (Fig 3.05) will be used to record luminance levels in identified spaces. The results
obtained will be rated against the Chartered Institute of Building Service Engineers
To investigate the acoustic performance of the Deafspace this study will focus on calculation of
reverberation time in specific rooms, indoor and outdoor recording of sound level using Dayton
UMM Omnidirectional microphone (Fig 3.05). Data obtained will be used to rate the performance
of the case study against American National Standards Acoustical Performance criteria which are
also adopted by green star and LEED standards and the British Association of Teachers of the Deaf.
Fig.3.05. UMM-6 microphone, lux meter, balloons
notebook and a laptop used to do actual measurement
on site.
Source: author, 2017
Fig.3.06. 30M tape measure used to do actual
measurement on site.
Source: author, 2017

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3. Observation
The primary data collection methods include observations made in the study area through use of
sketches, photographs and measured drawings. The major strength of direct observation is that it is
unobtrusive and does not require direct interaction with participants (Adler and Adler 1994).
Observation supplements other methods and illuminates the discrepancies between what people said
in the interviews and casual conversations and what they actually do (Pettigrew, 1990).
The research employed both structured and unstructured observation techniques. The structured
observation method ensured that the study is able to answer the research questions while the
unstructured one was to make sure any other relevant information found in the field is not left out
purely because it was not covered in the predefined observation list.
Information gathered with the observation method were the physical attributes of the typologies,
including their measurements and context towards gauging the site planning and unit planning
occurrences of the case studies. Observation was also used to determine the user comfort levels
through gauging the patterns and behaviours of the occupants towards their environment. Sketches,
Measured drawings and Photographs were used to capture the observations made.
 Sketches and Measured Drawings-In this research sketches and measured drawings were
given the major role in recording of finding and observation in the course of the field work and
analysis. They offered a wide variety and flexibility of presenting the findings of the research.
Plans, sections and elevations of the typologies were sketched out to communicate information
on areas and general layouts. (Fig 3.08)
Fig 3.07 Architectural drawings used in recording of
findings and observation in the course of the field
work
Source: author 2017

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 Photography-All the subjects of study were captured in photographs and analysed in sketches
and computer generated models. Photographs were the major tool in capturing the existing
situation in the area of study. Images of both the exterior, interior and the context of the
typologies were taken to give a clear understanding of the same. The photographs were later
used to support text in the analysis of the information obtained from the field.
4. Questionnaire
A questionnaire is developed for this architectural thesis to catch a glimpse into to the architectural
design of spaces meant for use by the hearing impaired. The collected responses will be analysed
and used in architectural thesis for information and decision making. Obtained data will be shared
with stakeholders in the built environment, but only the students aggregate analytical findings will
be incorporated in the final thesis (Appendices 6.1-6.5).
3.6 DATA PRESENTATION METHOD
1. Tabulation
Tables are used in presenting collected data and enable comparison among the cases identified to
give overview of the qualities of the spaces within the learning spaces for the deaf. (Fig 3.08).
2. Graphs
Graphs are mainly used to compare scientific data collected in the selected case studies. This
involves illuminance and sound pressure for lighting design and acoustic comfort. Graphs helped to
simplify the data towards making it presentable and easy to interpret and compare cases with each
other. (Fig 3.09).
Fig.3.08 A tabulation of the daylight factors recorded
in the field.
Source: Author 2017
Fig.3.09 A comparative info graph of the various RT60
recorded.
Source: Author 2017

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3. Photographs
Photography has been the most widely used mode of communication in this study towards capturing and documenting parameters of the study such as
the building form, space organisation and veranda/pavement elements. Each element studied had its variables corresponding to the standard parameters
recorded. It aided in presenting the physical conditions of the cases.
4. Image Visualization and modified 3-Dimensional images
This method of presentation is used to present the computer generated models of the two cases to analyse form and layout of the learning unit planning.
The author uses these models with additional software i.e. Autodesk Ecotect Analysis and Velux towards simulating building performance towards
daylighting.
5. Sketches and Architectural Drawings
Measured replicated sketches including plans, sections and elevations are used to present the findings of the study to ensure easy interpretation of the
findings found in area of the study. The plans show the orientation of the buildings, the location of the projects, the layout available in the various spaces
and the position of windows towards views and positioning for clear sight lines. Plans also provided opportunities for analysing major noise causing
departments. The section shows the importance of the different vertical spaces and how they aid in deafspace design. They also play an important role
in the understanding of the room heights and solar shading of both the indoor and outdoor spaces. The elevations provided analysis towards form making
and window ratio for daylighting.
6. Notes
Note taking is used to help record information captured from other undocumented sources such as an oral discussion at a meeting and lecture in which
the notes may be the only record of the event. Note taking is a form of self-discipline used by the author to refresh the mind.

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3.7 DATA ANALYSIS
Quantitative and qualitative data collected will be analysed, interpreted and presented using various research tools discussed. As posited by Yin (2003),
case descriptions, rival explanations and theoretical propositions are the general analytical strategies for which priorities for what to analyse and the basis
for analysis will employ. The data analysis technique will be carried out through contextual, descriptive and comparative analysis.
1. Contextual analysis
Analysis of the context in which the selected deaf learning institution is part of the historical setting. The location, site conditions and the general site
neighbourhood will be analysed. The aim of this analysis will be to gain insights as to the impact of site conditions on the expression of the built deafspace
environment. This will be illustrated through the use of site plans, photographs, descriptions and satellite maps.
2. Descriptive analysis
Descriptive study of each Deafspace project will focus on deafspace architectural design guidelines. The Parameters will include: light and colour,
sensory reach, space and proximity, mobility and proximity and acoustics.
3. Comparative analysis.
The aim of the comparative study will be to demonstrate the way in which architectural design guidelines have been expressed in different selected case
studies.

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3.8 SUMMARY OF THE METHODOLOGY
Data Analysis
Data Presentation
Data Collection
Interviews, Actual Measurement, Observation( Sketch, Photographs And Measured
Drawings) And Questionnaire
Tabulation, Graphs, Photography, Image Visualization, Sketches And Drawings, Notes
Contextual, Descriptive And Comparative Analysis

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PRECEDENT AND CASE
STUDY
ANALYSIS

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4.1 INTRODUCTION
The main goal of this research is to identify and verify Deafspace design Guidelines used in learning
Institution design. The Guidelines considered crucial have been identified through a critical analysis
of the literature review.
An emphasis is given to five selected Architectural Design guidelines elements (light and colour,
Sensory reach, Space and proximity, Mobility and proximity and Acoustic) and how they are
incorporated in institutional design. The following parameters of the built environment are used for
analysis purposes;
1. Site Planning; Choice of site, Unit layouts, Spacing of units and Vegetation/Plants.
2. Building Plan; Orientation, Access, inter-unit connection, group spaces and private spaces.
3. Unit Plan; Unit size and shape, Verandas, Unit floor, walls and Ceiling design, unit type of
openings, location of opening.
This research is exploratory in nature, and therefore a case and precedent study approach has been
identified as the main research strategy. The approach provides the best opportunity of comparing
and contrasting similarities and differences among the three institution used for the purpose of this
research and towards supporting the well-being of the deaf community.
The three learning institution are;
1. Gallaudet University for the deaf;
2. Isinya school for the Deaf and
3. Karen Technical Training Institute for the deaf.
Fig. 4.1.01 Analysis parameters
Source. Author, 2017
Site Planning
Building Planning
Unit planning

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4.2 PRECEDENT STUDY- GALLAUDET UNIVERSITY FOR THE DEAF
4.2.1 Background Information
Gallaudet University is a federal-chartered private university dedicated in educating the Deaf and
hard of hearing community (Fig 4.2.1.) It’s located in Washington, D.C., on a 99 acres (0.40 km2)
campus. 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 centre exclusive for the deaf and hard of
hearing in the world. Today, it remains the only institution of higher education with all programs
and services tailored to accommodate deaf and hard of hearing students.
Today, Gallaudet University is officially bilingual University, with American Sign Language (ASL)
and English used for instruction and by the college community.
4.2.2 Gallaudet University Design (Fig 4.2.2.)
1. Site planning
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 in this paper.
Fig 4.2.1. Logo of Gallaudet University
Source: Gallaudet University's
Fig 4.2.2. Images of Gallaudet University, a
federally-chartered private university for the deaf
Source: Gallaudet University's

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The planning of the University is guided by the
principles of building a visually contiguous
campus; academic, residential, and recreational
zones that support a one-zone model campus for
the Deaf community members so as to lent
purpose of Gallaudet.( Fig: 4.2.3). The following
guiding issues formed the direction and
development of the Master Plan:
1. Adopt the role of a caretaker, to respect
the special culture of the deaf community
in the Gallaudet University campus;
2. Give special consideration to buildings
and their relationship to the historic,
academic, residential, and pre-college
areas while maintaining building/open
space relationships at an appropriate scale
and density (Fig: 4.2.5.);
3. Provide facilities for Sign Language and
Communication programs like residence
halls and family housing for deaf students
that meet evolving needs;
Fig: 4.2.3. Site plan of Gallaudet University- 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
Source: Setty and Associates Gallaudet University. Campus Resource Master Plan:

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Fig: 4.2.4. Historical Gallaudet University.
Source. Google search
Fig: 4.2.5. University Historical, Educational,
Residential and Cleric zones. Source: Gallaudet
University
Fig .4.2.6. Main Parks in the University that
links to the Building. Source. Author Edited
Fig: 4.2.7. Noise screening foliage area. Source: author
Edited
4. Develop and enhance pedestrian
networks to increase accessibility
and safety of the deaf community
within the campus and improve the
quality of the campus
neighbourhood edges.
The Thoughtful stewardship and
campus development was
implemented through innovative
partnerships of the campus and
community stakeholders with the
assistance of respected design and
construction professionals. A full
range of design and planning
services as well as campus design
standards (Fig 4.2.6 & 4.2.7) were
provided to the Gallaudet
community to ensure the needs of
the deaf community are addressed
effectively

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2. Building Plan
As a liberal arts university of the deaf and hard-of-hearing individuals, Gallaudet has exemplary
buildings tailored for the deaf, cognitive, linguistic and cultural ways-of-being. The Designers
worked closely with representatives of the school to incorporate the challenges and opportunities of
Deafspace design principles.
Living and Learning Residence Hall
This a five-storey, 60,000-square-foot building that represents the first full-fledged experiment in
Deafspace design, a concept developed at Gallaudet through years of research into how buildings
and interiors impede communication for people who don’t hear. The residence hall represents a
holistic example of best practices involving optimum space, better light, adequate proximity,
calibrated colour, and good acoustic factors that matter a great deal to the deaf.
Deafspace is about awareness and sensitivity. Architect Hansel Bauman says. “It’s about creating
empathy between the individual and the building.” By design, no corridor extends more than half
the length of the building, or about 90 feet. This help in focusing visual dimension (Fig 2.2.8).
A- Fig.4.2.8.Vertical building plan of the
Gallaudet Residence hall
B- Fig4.2.9.Ground floor plan showing clear lines
of sight.
Source. Metropolis magazine. Author Edited
B
A

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3. Unit Plan
Unit Image/ sketch Analysis
Typical room
Fig.4.2.10 PLANS OF TYPICAL OFFICES AND CLASSROOM SPACE.
Source. Dangermond Keane, 2008
A typical room is designed with doors inset by 600mm
(Fig 4.2.10) on either side of the room to carve out
gathering spaces. In-built seats are then Designed
outside each door to encourage groups to form
Inside each room a flash light system is used to announce
a visitor arrival while doors are either made of clear glass
or have a glass window through which communication
can easily take place.
The central living
room
Fig.4.2.11 IMAGE OF CENTRAL LIVING ROOM. Source: Gallaudet
University Photo Gallery
It is designed to descend along the gentle sloping contour
of the site. The living room has staggered platforms
which absorbs the change in gradient while providing
intimate spaces (Fig 4.2.11).
The living room serves as an auditorium for formal
lectures, however the staggered and terraced layout
maintains intimate space and provides clear-lines of
sight.

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Lobbies and Staircases
Fig4.2.12 Image showing staircase and the Main lobby in the
Building
The lobby in the residential hall floor has banished blind
intersections in favour of glass walled corners to prevent
surprise encounters(Fig 4.2.12)
The staircase are designed wide with huge landings to
help people to step out of traffic and converse without
impending on each other.
Table 4.2.2. Unit plans at Gallaudet University
3.2.3 Deafspace Design Guidelines
Deafspace design guidelines were first drawn up at Gallaudet University, department of deaf studies. The concept won the international association of
universal design in 2016. (How Gallaudet University’s Architects Are Redefining Deaf Space Curbed) 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.
1. Light and Colour
Gallaudet University uses the concept of Light and colour to facilitate visual wayfinding. The main university buildings in the department of Deaf studies
are designed for daylighting. The design is such that it eliminates all instances of direct sun light, Discomfort and disability glare. In the design stage,
glare and direct sun light were identified as main cause of eye strain and fatigue. (Architect Hansel Bauman, 2005).
Use of expansive glass allows convectional daylighting while at the same time increase sensory reach. However, expansive glass designs are likely to
admit a lot of direct sunlight. To avoid this, the university building is designed with wide covered corridors and deep revel windows as architectural
element to control direct sunlight.

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In the interior space, wall colours range from deep blue, bright green and maple-leaf red to enhance
contrast between a backdrop and skin tones (Fig 4.2.13). The colours used are such that they are
neither too bright to cause eye strain nor too dark to cause eye fatigue. At the same time, the light
reflectance ratio of the walls due to colour is maintained below 50% hence avoiding cases of glare
due to reflection.
The ceiling in the Living Center of the university is made of slated timber which not only fulfil the
acoustic purpose but contributes in rendering diffused light. In an interior space, ceilings tend to have
the highest reflectance ratio and therefore introduction of diffusing elements was a good idea in trying
to eliminate glare on the working surface.
The furniture are made of bamboo which help eliminate reflection on working surface. Fixtures are
easily accessible so a person can turn on the light as soon as they enter an unlit space to orient and
make sense of their surroundings immediately.
All these factors combined constitute to appropriate lighting which is an important safety element for
Deaf space. Use of lighting, in Gallaudet, is part of an alert system (visual alarm within the building.)
2. Sensory reach
An effective Deafspace requires that a person relying on their vision can adequately view their
surroundings. The ability to see movement such as slight variations in bodily and facial expression of
others is important. Gallaudet university building is able to extend sensory reach for its deaf community
by:
1. Use of open plan layout providing clear lines of sight. (Fig 4.2.14).
2. All rooms have open access i.e. Clear glass doors or a window where the door is solid core.
Fig 4.2.13: Illustration of light colour concept
used by Gallaudet University
Source: Clear Line of sight Magazine
Fig 4.2.14: Extended Sensory reach at Gallaudet
University
Source: Clear Line of sight Magazine

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3. The furniture are arranged such that the users are oriented towards the major circulation routes.
This makes it easy to identify with approaching persons.
4. Lobbies are designed open to the floors above or below to increase sensory reach beyond one
floor.
According to Hansel Bauman The goal of Sensory Reach in the university building is to create the
surrounding “360 degrees” of spatial awareness (2008). This did not mean that all spaces are required
to have fully open concept, but the rooms should have open access, so that the space is easily accessible
through line of sight.
As much as there was great need to heighten sensory reach, the privacy of sign communication was
maintained where necessary by creating inset doors along the corridors, private rooms and have
partitions which favoured sitting signers from visual interference.
The landscape aspect of the university is designed with short shrubs that extends the sensory reach from
on building to another across a landscaped field. There are sculpture parks within the university to
identify with and help in self-orientation
3. Space and Proximity
This concept as earlier identified illustrates the importance of the physical area that people using sign
language keep in relation to one another. During the design stage of the university building at
Gallaudet University proxemics studies were carried out to ensure that the final design made provision
for the same. The product of which was adequate space for signers to move their arms and hands and
enough distance to view the other person’s signs comfortably without obstruction (Fig 4.2.15:
Bauman, 2008).
Fig 4.2.15: Illustration of deafspace and
proximity at Gallaudet University
Source: Clear Line of sight Magazine

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It was important that the university was designed in a way that visual communicators have space to
touch each other as part of their communication style. Deaf and hard of hearing people are kinetic;
they touch each other often as means of notification, greeting or as a manner of expressing emphasis
in sign language
Broad hallways and circular seating arrangements in the university building provide relaxing
environments for signers. For instance, the living room is designed to descend along the gentle sloping
contour of the site with staggered circular platforms which absorbs the change in gradient while
providing intimate spaces
The living room serves as an auditorium for formal lectures, however the staggered and terraced
layout maintains intimate space and provides clear-lines of sight.
4. Mobility and Proximity
Walking and talking at the same time for deaf, hard of hearing or any two or more people using ASL
to communicate, can be challenging in a non-visual-centric environment. Gallaudet University
provides an ideal environment for walking signers by incorporating wide pavements and rounded
corners. This ensures that signers can transit within a space without stopping to scan for hazards
(HBBM Architecture, 2008. Robert Sirvage & Rebecca Sheir, 2012).
Gallaudet is a Visual-centric mobility design in that it uses automatic doorways and visual signifiers
that can alert walkers to changes in their walking paths. Rounded corners also help prevent two
walking signers from running into a sharp corner as they focus on their conversation.
Fig 4.2.16: Illustration of mobility concept used
by Gallaudet University
Source: Clear Line of sight Magazine

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5. Acoustics
The University is located along a major traffic route, measures had to be taken to shield high
noise levels learning spaces. There is a solid boundary wall along Florida Street. Landscape
elements also play a major role in noise reduction at site planning level.
Playgrounds were also identified as major sources of noise. At planning stage they were isolated from
learning space while at the same time ensuring that they were properly integrated within the campus
master plan. Acoustic isolation of large space can be quite expensive, the Master plan therefore plays
an integral role in ensuring that noise levels within learning space is maintained at lower levels.
The Centre for deaf studies Building is designed to reduce reverberation time. Initially the
Reverberation time in learning spaces were maintained at 0.6sec. However, with the new building it
is maintained at 0.3 sec. this is successful achieved through:
1. Use of timber slats on the ceiling that diffuse sound waves other than reflect in a unidirectional
mode (Fig 4.2.18).
2. The floor is isolated from the main structural system and is finished using carpet tiles
3. The furniture and fitting are mainly bamboo or clothed surface to help in absorption of sound
other than reflect
Noise ingression in learning spaces from outside and other learning spaces was adequately isolated
to maintain a background noise level of less than 35 dB This was mainly achieved by:
1. Using a double wall to isolate learning spaces
2. Use of massive structural wall, partitions and thick acoustic glass panels where
transparency is required. This ensured that neither acoustics nor sensory reach was
compromised.
Fig 4.2.17: Illustration of acoustic design consideration
Source: Clear Line of sight Magazine
Fig 4.2.18: A classroom at Gallaudet University
showing acoustic design consideration
Source: Clear Line of sight Magazine

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In addition, learning spaces in the university deaf centre are designed avoiding concave reflective surfaces that are likely to concentrate or focus sound
energy and cause multiple echoes. Also hard, polished and parallel surfaces are minimal to prevent, the phenomenon of multiple reflection
Summary on Gallaudet University
Guideline Light and Colour Sensory Reach Space and proximity
Description
Indirect Daylighting avoids glare
Controlled reflection on walls, ceiling and floor
Light alarm systems to alert of visitors
Deep blue, bright green and maple-leaf red to
enhance contrast between a backdrop and skin
tones
Clear lines of sight increase sensory reach
Use of clear glass wall
Atrium and mezzanines increase sensory
reach beyond one floor
Doors has window slate to increase sensory
reach to spaces outside classroom
U shaped classroom layouts enable group
communication
Staggered yet terraced layout of the living
room enable intimate conversation in a
group space
Comment
Daylighting increase concentration span.
Light colour rendering enhance clarity.
Increased sensory reach reduce Privacy
Movement outside classroom can cause
interference with learning inside due to
increased sensory reach
There is no privacy of communication with
this layout.
Clear lines of sight enhance group
communication
Clarity of visual communication require u-
layout
Image/ sketch

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Deafspace Design Guideline Mobility and proximity Acoustic
Description
Wide staircase. ramp, corridors and pavements
Curving edges enhance smooth mobility
Use of slated timber on ceiling diffuse sound
Acoustic isolating glass and double walls used
Isolated Carpet floor reduce vibrations
Foliage, Landscape elements and Boundary wall screening
RT of 0.3-0.6 and noise level of 35 dB maintained
Comment
Wide corridors, ramps and pavement meets other mobility
challenges of universal design.
Curved edges can minimise accident and enable scanning of
hazards.
Speech intelligibility is affected signal to noise ratio. It is
achieved by short RTs and low background noise levels.
Short Reverberation time enhance clarity
Image/ sketch
Table 4.2.3. Deafspace Architectural Design Guidelines the Gallaudet University

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4.3 CASE STUDY 1- ISINYA BOARDING SCHOOL FOR THE DEAF
4.3.1 Background Information
Isinya School for the Deaf is a primary boarding school for the deaf that is located in Isinya,
Kajiado County; off Nairobi – Namanga Road. It was opened in 2015. The school is a Non-
profit Institution managed by a Norwegian Non-governmental Organisation that focuses on
providing quality education to hearing impaired children with admissions from class one (1)
to class seven (7).
The school currently has a total of 11 staff members who work tirelessly to ensure that the
school’s objective of providing quality education in a tranquil environment is achieved. All
the support staff have basic knowledge of Kenya Sign Language.
The architectural design of the school is unique with a circular shape and a huge roof top that
illuminates the entire building with natural light. The master plan is designed with provision
for Future development to meet the ever changing need of the deaf students.
The extra curriculum activities offered at the school include music and dance classes,
acrobatics, art lessons and athletic games. The school has a playground with a football field,
kids play houses, swings and balances and merry-go-round. Swimming lessons are yet to
begin as they are sourcing for the best child-friendly and deaf-appropriate environment for
the activity.
Fig. 4.3.1 An Album of images in the archives at Isinya
School for the deaf:
Source: author 2017

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4.3.2 Isinya School Planning and Design
1. Site planning
The entire school is planned on 8.4 acre (33910 SQM) of land. Out of these 5.6 Acre (22643 SQM) is designated for future development while the
existing primary school sits on 2.8acres (11267 SQM). Currently the school has seven classrooms, a dining hall, accommodation facilities and children
play area. However, there are plans to construct a large administration block and a library with the aim of expanding the school capacity. The school is
planned on a linear plan which creates clear lines of sight. However, the individual buildings are planned in a circular style with a lobby at the middle.
Learning areas are isolated from playgrounds. This creates a clear line of sight from the gate to the major building on site.
The existing primary school has a 3 metre high masonry boundary wall. During the planning of the school, the wall was designed for security purpose
but the author identified it as a sound Screen from the traffic along Nairobi- Namanga road.
Fig 4.3.3 Sound and Noise wall barrier.
Source: google search.
The pavement on site were planned to be
more than 2.4 metres wide but most of
them were built 1.2 to 1.5 metres wide
Fig 4.3.2. Site plan of Isinya School
Source. Author Drawing

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The school is designed such that
there is no clear distinction between
pedestrian footpath and vehicular
driveways. Deafspace and universal
design concepts demands that the
two are distinct with crossing points
properly marked to enable
individuals to scan for hazards
while transiting from one point to
the other.
Foliage is important for noise
reduction from the source to the
receiver, however there is more
hardscaping in the school than soft
landscape a phenomenon that
would contribute to high noise
levels in the classrooms
Pedestrian path range from 1M to 1.8M
wide. These is very narrow for signers
to walk together and communicate at
the same time. If communication has to
take place one signer must step out of
the pavement. Universal Public footpath
should > 2.4M according to Neufert
Ernst and Peter architects handbook
Fig.4.3.4 Image showing a 1M wide foot path
within the school. Source Author 2017
The foot path are designed with sharp
edges (most of which right angled) there
are no turning radius a phenomena that
breaks smooth transition from one point
to another for signers.
Fig.4.3.5 Site plan of the existing school showing built forms against Pedestrian
paths, Driveways and clear lines of sight
Source. Useku Design and Builders. Author Edited

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2. Building plan The building plan for the typical classrooms is an octagon on the
ground floor (Fig 4.3.6) with a lobby of approximately 55Sq metres
at the middle. Seven sides of the octagon form seven classroom while
the other one is articulated for the entrance. On either side of the
entrance there are washrooms and staircase leading to the floor above
which serves a dormitory.
The entrance corridor is very narrow at 1.1M. This is not adequate for
a public building. According to Neufert Ernst and Peter Architect
handbook a standard hallway in a school should be 1.5M while the
proxemics rules stipulates atleast 1.2 to 2.5M personal space at close
phase and 2.5 to 4M at far phase. The lobby at the middle is lit from
the top (Recording 1200lux at the time of measurement).
The lobby has a circular group bench at the middle radiating outwards.
This is a misrepresentation of a concept since according to Architect
Hansel Bauman of Gallaudet University, a group space should radiate
inward so that every person has visual access to the other.
Each of the seven classrooms opens into the lobby and is lit from the
periphery by two windows each 1.5M by 1.2M which is a possible
cause of glare due to direct lighting.
Fig.4.3.6 Plan a Typical Classroom building at Isinya School for the Deaf
Source: Useku Designer and Builders

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Fig:4.3.8 Image showing the elevation of the
building as designed and as built as marked
Source: Useko, Author Edited
Fig: 4.3.9 Image showing the elevation of the
building as built.
Source: author, 2017
Fig: 4.3.10 Lines of Sight within the built and Possible views from the building
Source: Useku Designers and builder 2012, Author Edited 2017
Fig: 4.3.7 A Sketch on site for the Building Section. Internal wall of the
lobby are painted White on upper level resulting to internal reflection of
light.
Source: Author 2017

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The upper level of the building is divided into two sections, the boys’ and the girls’ dormitory. Each
section has three (3) cubicles. Two cubicles have twelve (12) beds each while the third has 10 beds
(Fig 4.3.11). The extreme end of the dormitory has washrooms. At the centre is the atrium, however
it does not open to these floor. This creates a sense of privacy between the boys and the girls.
The closed atrium at the first level makes the corridors very dark which can cause eye strain when
the doors are not opened to let in light. This can also cause mobility hazard to the students.
The lobby is also poorly ventilated as the only openings exist at the extreme edge of the staircase.
This is the likely source of discomfort and insecurity for the deaf student considering that they
primarily depend on sight for sensory orientation.
Like the classrooms, the dormitory is lit from the peripheral. Shading elements were not designed
to avoid direct sunlight. Evidence of glare were captured (Fig 4.3.12).
Fig: 4.3.11 Plan of the Dormitory floor. Source: Useku
Designers and Builders
Fig: 4.3.12 Images taken from the Dormitory showing
evidence of Glare (right) and visual access through the
door (left) Source: Author 2017

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3. Unit Planning
Unit Layout images Analysis
classroom
Fig.4.3.13 Furniture layout in s classroom
Source: Useku 2012, author Edited 2017
Fig.4.3.14 Images of the classroom
Source: author Edited 2017
Each classroom has the shape of a trapezium.
The shorter side of the two parallel length is
used as the board and has a door adjacent to it.
The upper half of the door has a clear panel
which creates visual access.
The white board is fitted 1.5M from the ground
creating clear sight line for every seated student.
However, this might make it difficult for shorter
students to write on the board when needed.
Each class has an approximate area of 26Sq.
metre and seats a maximum of 12 students. The
layout is organised in a con-centric pattern to
facilitate visual access.
The classrooms are lit from the back. This is
likely to cause shadow drops on the working
surface leading to eye strains and loss of
concentration for deaf students.
Table 4.3.1. Deafspace Architectural Design Guidelines the Gallaudet University

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Dormitory
cubicle
Fig.4.3.15 Floor plan the dormitory at Isinya school.
Source: Useku Builders and Designers 2012
Fig.4.3.16 Images of the dormitory
at Isinya school.
Source: author Edited 2017
A typical cubicle has the shape of a trapezium.
I.e. it resembles the plan of the classroom below.
The windows and the door are on either side of
the two parallel edges. However, the shorter side
is poorly ventilated into a non-ventilated
corridor hence there is high light contrast which
amounts to glare.
Between the beds, a reading table is fixed.
Students sitting on the table far from the window
are likely to suffer eye strain due to low light
levels and backdrop shadows from other
students.
The corridor provided is very narrow. This does
not allow two signers to walk together and make
communication at the same time. Scanning for
hazard on this corridor is also compromised
The staircase leading to this floor are narrow
(1.2M) hence not suitable in a public building
Table 4.3.1. Deafspace Architectural Design Guidelines the Gallaudet University

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4.3.3. Deafspace Architectural Design Guidelines- Isinya School for the Deaf.
1. Light and Colour
The school buildings were designed for Daylighting. However, an analysis of the typical Educational building in the school shows Design challenges
were not adequately solved for daylighting. Atleast there is a façade exposed to direct sunlight at either time of the day. Ecotect Analysis for solar
exposure reveals the same throughout the seasons of the year as illustrated below.
Time/season 23rd
March 22nd
June 22nd
September 23rd
December
11.00 am
3.30 pm
Table 4.3.2. Ecotect Analysis for building solar exposure at Isinya School for the deaf
Source: author, 2017

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Classroom Description
Unit plan Unit Section Image
Fig 4.3.17. Source, author, 2017 Fig 4.3.18. Source, author, 2017 Fig 4.3.19. Source, author, 2017
The Classroom is trapezium shaped with floor
area of 26sqm.
The Floor finish-11 Deco white Ceramic tiles.
Two windows at the back each 1.8 by 1.5M with
black steel casement and glass infill panels
Internal surfaces are white except one wall with
key joint.
The classroom has a 100mm high skirting of
white Deco ceramic tile.
The shortest wall of the classroom has a board
2M by 1.5M fitted
Ceiling- Modelled concrete slab plastered and
painted white
Walls- Back, One side and front Plastered and
painted white while the other side masonry wall
with keying
The walls are painted white except one with key
joint
Table 4.3.3. Description of the classroom at Isinya School for the deaf
Source: author, 2017

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Light Levels and Corresponding Daylight Factor.
A grid of one metre is used to record the illuminance levels (EI) in the classroom. The
corresponding Daylight Factors (DF) are calculated and used to generate light contours in
the space
(DF = EI / EO x 100%) where EO is the illuminance record at unobstructed point outside the
building.
Points on
Working
Surface
A AA B BB C CC D DD E EE F FF
0 215 6.35 - - - - - - - - - -
1 - - 850 25.11 500 14.77 - - - - - -
2 - - 880 25.99 550 16.24 325 9.60 300 8.86
3 - - 860 25.40 535 15.80 300 8.86 285 8.41 230 6.79
4 - - 720 21.27 425 12.55 265 7.82 270 7.97 185 5.46
5 - - 815 24.07 495 14.62 295 8.71 260 7.68 155 4.57
6 - - 855 25.25 525 15.50 305 9.01 255 7.53 - -
7 - - 705 20.82 485 14.32 - - - - - -
00 150 4.43 - - - - - - - - - -
Eo=3385
Where AA is the Daylight factor at point A and is given by A/EoX100%.
215/3385*100=6.35
Table4.3.4. Light Levels and Corresponding Daylight Factor
Source: Author, 2017
Fig 4.3.20. Plan illustrating overall distribution of
daylight in classroom 5 at Isinya School for the deaf.
Source: Author, 2017

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Most of the zones approximately one metre from the window have illuminance levels of
800lux which is 25% of the illuminance level of unobstructed point outside. As you move
away from the windows the levels decreases drastically to an extent that 5 metres from the
wall luminance levels as low as 150lux (DF 0f 5%).
This reduction in lighting levels is contributed mainly by the sky component. Away from the
window, considerable sphere of sky component is obstructed by the adjacent boundary wall
hence most of the light reaching a point is from reflected light. Introducing a light shelf on
the window would reflect more light to this points hence increase the luminance levels at the
same time act as a shading device from direct sun light. The light shelves would therefore,
lower the illuminance levels from 800lux near the windows and increase the levels deep in
the space.
Comparative Ecotect analysis
Lighting analysis with Autodesk Ecotect Analysis 2010 results produces almost the same
finding as recorded in the classroom. The daylight factors range from 1% to 30% compared
to the finding 4.7% to 25.99%. The small differences in the finding is contributed by the
following factors:
 The materials used for Ecotect analysis were not 100% representation of the building
material on sites. However efforts were put in place to make them as close as possible.
 Fine details like key joints and skirting were not modelled for Ecotect analysis.
 Factors such as occupancy, sky luminance and external reflection were kept constant
for Ecotect analysis while the same was not an ideal situation during the time of data
collection in the field.
Fig 4.3.21. Comparative Ecotect analysis and corresponding
daylight factors recorded in classroom 5 at Isinya.
Source: author 2017

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Comparative Analysis against Reviewed Lighting Standards
The standards reviewed requires that lighting in teaching spaces for students with special education needs should avoid:
• All aspects of glare • Strong lighting contrasts • Direct sunlight
The classroom has Discomfort glare evident, this is a possible cause of eye strain to the deaf students. Disability Glare was not observed throughout the
study period (May 2017). However, Ecotect Analysis shows Direct Sunlight during the South West Sun. (between December and March) which may be
a possible cause of disability glare.
Activity Standards Case Study
Bulletin 93 EN 12464-1 Classroom 5 at Isinya
Writing and reading 300lux 300lux Some reading and writing zones have up to 800lux while
others has as low as 200lux
Teaching space with close and detailed work
(e.g, art and craft rooms)
- 500lux Most of the Activities in the class are in zones with 500
lux(Unoccupied) but the levels drop drastically once there
are students in class due to Backdrop shadows
Working on Computers, Showing a
presentation (slides, PowerPoint, television
program, etc.)
300/10 lux 50 lux The classroom has higher illuminance levels than
recommended. There are no light control equipment’s such
as blinds and curtain to reduce the levels when needed.
Table 4.3.5. Comparative Analysis against Reviewed Lighting Standard
Source: Authors, 2017

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Comparative Ecotect Analysis of design strategies for sun shading
Daylighting Strategies Plan/Section Ecotect Analysis Finding
Horizontal sun shade on
the upper 1/3 of the
window
Fig 4.3.22. Section Showing
Horizontal sun shade. Source Author
Fig 4.3.23. Ecotect Analysis for horizontal
sun shade. Source Author
horizontal sun shades reduces the
luminance levels near the window from
by about 300lux and Acts as a light
shelf to illuminate the deep zones from
150 lux to over 250lux
Vertical Sun shade
across the full length of
the window spaced by
600mm
Fig 4.3.24. Plan showing vertical
sun shade. Source Author
Fig 4.3.25. Ecotect Analysis for vertical
sun shade. Source Author
Vertical sun shade reduces the
luminance levels near the window but
not as effective as horizontal
sunshades. This may be due to the
orientation of the window from the East
west axis. Vertical shades reflect a
south and north west sun into the space
Table 4.3.6. Comparative Ecotect Analysis of design strategies for sun shading in classroom 5 at Isinya School. Source: Authors, 2017

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Colour-Case study Isinya
Most of the classroom surfaces are painted white on a plaster surface. The ceiling and the floor as
well has hue of white (Fig 4.3.26) hence Colour reflectance ratio is above 50%. White is the colour
the human visual system senses when the incoming light to the eye stimulates all three types of
colour sensitive cone cells in the eye in nearly equal amounts. Materials that do not emit light
themselves appear white if their surfaces reflect back most of the light that strikes them in a diffuse
way. For deaf students white does not form a good background due to low contrast with the signers.
However white in classroom 5 at Isinya School plays a major role by enhancing internal reflection
ensuring that the deep ends receives considerable amount of light.
In the interior space, introducing colour range say from deep blue, bright green and maple-leaf red
to enhance contrast between a backdrop and skin tones while at the same time ensuring there is
enough reflective surface would make the class more comfortable for the deaf. Majority of the
students felt that the colour was too monotonous. However, the light reflectance ratio of the walls
due to colour should be maintained below 50% hence avoiding cases of glare due to reflection.
23 March 22 June 23 September 22 December
Table 4.3.8. Simulated 3D illumination levels of classroom 5 at Isinya School for the Deaf for the Seasons of the year.
Source: Author, 2017
Fig 4.3.26. Image illustrating the Interior
colours of classroom 5 at Isinya School for
the Deaf.
Source: Author, 2017

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2. Sensory Reach
The site is planned such that from the gate one has extended visual link to all the building on site.
There exists clear sight lines from every building to the gate and the field. Any one approaching the
school buildings from the gate will be easily identified. This is critically important for the safety and
comfort of the deaf community. It creates a sense that they are not continuously watched but instead
they have the responsibility to watch themselves.
The classroom building has an atrium open to the sky at the lobby, however it is not open to the
first floor. This restricts visual sensory reach to one floor, a phenomenon that would not assist the
deaf community to scan for hazard or communicate between different levels. However, a
conversation with the Administration revealed that if the atrium was open the building would have
more aesthetic value in their eyes, however they feared that noise from the dormitory would
transgress into classroom. From an Architectural point of view, use of glass panes would extend
sensory reach beyond one level while acoustically isolating the two function.
Fig.4.3.27 A sketch section showing the atrium in the
building. Note, it is not open to first floor hence restricted
visual reach.
Source: author 2017
Fig. 4.4.28. Section of Kimbrel Art Museum by
Renzo Piano showing the role that an atrium would
play towards extended sensory reach.
Source. Renzo Piano

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The shape of the classroom (a trapezium with the shortest side being the front) is such that the teacher
has an extended visual sensory reach to all the students. This help the teacher to quickly sense any
movement made by the students. The class layout help extend to sensory reach of the students to the
teacher and also to every student in the class.
All the classroom has their windows from the back. If any person stands outside behind the
classroom he will definitely drop a shadow into the space. Deaf people have heighted sense to
shadow movement hence his/her presence will be noted in the classroom. However, for a classroom
back lighting may not be the best option especially where students are using computer because
reflection on their screen would cause discomfort glare to the eyes.
All doors are fitted with a clear window on the upper half. According to Benjamin J. Bahan a
professor of ASL and Deaf Studies at Gallaudet University. “Door is to hearing as window is to
deaf. “This means deaf persons have communication access through window. If the door is closed
deaf persons always try to find a window to communicate. The designing of the building with such
doors has helped increase the sensory reach of the community beyond the classroom.
The building windows are built of steel casement windows with clear glass infill panels at a height
of 1M from the floor level. Apart from being an important strategy for day lighting there is extended
sensory reach through the window.
The furniture are built using brown veneer boards. This absolute contrasting colour with the
background classroom walls and the signers skin tone which help in clarity of communication. The
clarity of a communication can help increase sensory reach of fine details.
Fig. 4.3.29. Classroom layout showing the teacher’s
sensory reach. Source Author 2017
Fig.4.3.30 Image showing the classroom layout at Isinya
School.
Source: author 2017

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Mirror reflection is critical for increasing sensory reach around corners and within small spaces. Deaf people fix mirrors in their space to extend sensory
reach behind them and scan for approaching person around a corner. There was no mirror captured in the school building except in the washrooms. This
might be contributing to reducing sensory reach for the community. However, there are reflective and partially bright walls in the classrooms and the
dormitory that would receive shadows hence increasing Awareness.
Elements used to increase sensory reach in the Building-Isinya school for the Deaf
Element Image Comment
Doors and Windows
Clear Openings extends
sensory reach outside as
space. However, if not well
designed they can be
possible causes of glare
Colour and Texture Bright colours and Mirrors
reflect increasing sensory
reach behind a deaf person
Furniture Layouts Layouts determines the
extent to which one has
visual access to the
surrounding
Table: 4.3.9. Highlighting the main Design elements used to increase sensory reach in the building. ………………………………….…………………………………………………
Image source Author 2017

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3. Space and Proximity.
A class in Isinya School has an approximate area of 26Sq. metre with a maximum capacity of 12
students and a teacher. This result to an approximate area of 2Sq. metre per person occupying the
room when the class is fully utilised. This means that each person has a radius of 0.8M to 1.6M
distance from the space of the next one. From proxemics rule, the community in the classroom
therefore inhabit in the interpersonal and social space which range from 0.4M to 1.2M and 1.2M to
3.7M respectively.
The provision in the design derived in the paragraph above ensures the deaf have adequate space to
move their arms and hands and enough distance to view the other person’s signs comfortably without
obstruction in Isinya school classroom. It is important that visual communicators have space to touch
each other as part of their communication style. (H. Bauman, 2008). Deaf and hard of hearing people
are kinetic; they touch each other often as means of notification, greeting or as a manner of
expressing emphasis in sign language.
12 students per class is an optimum utilisation of space in the classroom. An increase in the number
of students per class would overstretch the resources and compromise the standards of learning by
reducing signing space or force a different layout. Reducing signing distance beyond interpersonal
space to intimate space can contribute to loss of clarity of kinetic mode of communication.
Fig.4.3.31 Image illustration the space created by
furniture layout in classroom 5 at Isinya School.
Source: author 2017
Fig.4.3.32 The space outside core learning spaces at
Isinya School.
Source: author 2017

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4. Mobility and Proximity
Mobility and proximity in this case revolves around the classroom, office and the dormitory
since they form the bulk of deafspace within the school. The classrooms are the core space
(Fig 4.3.33). Major circulation paths resonates around the classrooms, dormitory and offices
with the playground forming the major spill over space.
The ability of two signers to move within a space and communicate at the same time is
determined by the width and the edges of the circulation path. (Architects Hansel Bauman
and Dangermood Keane). Most paths in Isinya School for the deaf are 1M to 1.5M in width.
This means for two signers to move while making a conversation one of them has to step out
of the path to maintain the signing distance.
Overlapping and intercepted mobility directly affect the effectiveness of a sign language
communication. This is because it involves a lot of break which may result to mis-
connecting. The only wide path in the school is 3M width leading to and from the classroom
to the assembly.
In interior spaces, circulation paths are organised such that no student cross the line of sight
between the signer and the students. The classrooms are small with an approximate area of
26Sq. metre with the longest length measuring 7.35M. The minimum distance between the
wall and furniture is 600mm while the maximum is 1200mm. This is sufficient to discourage
sign communication while moving in the classrooms hence helps to maintain order in
classroom even in absence of the teacher.
Fig 4.3.33. Site plan of Isinya School for the Deaf
Source: Author Drawing

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The lobby has an average 2M wide circulation path. This conveniently allows for sign language
communication while walking. However, the corridor leading to the lobby from outside is 1.1M.
One of the two signers will be forced to step back while walking along this corridor. The staircase
has a flight width of 1M which is insufficient for a sign language. According to Gallaudet University
Design (The first ever Deafspace Project carried out used the Deafspace Design Guidelines
circulation paths were designed wide ranging from 1.5M in the building to 3.0M outdoor).
Fig. 4.3.34 Plan showing the mobility path in the
Lobby and within the classroom
Source: Useku Designers and Builders 2012,
Author modified 2017 A- 4.3.35 Site Footpath (1.2M width)
B- 4.3.36 Interior lobby (2M)
Source: Author 2017

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5. Acoustic
Site planning and Noise Sources
The major Noise levels in order of Severity includes.
 Traffic Noise along Nairobi- Namanga Road. Atleast 4 Vehicles were
counted every minute between 9.00am and 10.00am on the 30th
May, 2017
 Noise from the school Playground which cause higher exterior noise levels
during break time(11.00-11.30am), lunch hours (12.40-2.00pm)and games
time(3.10-4.00pm)
 Noise from Pedestrian Access road on the North- West side of the school.
Learning Space Case study
For recording of background noise levels and Reverberation times in classroom is
selected. The selection criteria is such that the class selected best represents a typical
room in the school learning spaces.
Fig. 4.3.38. Image of classroom 5 in Isinya School for the deaf. The class was selected for carrying
out acoustic tests.
Source: Author 2017
Fig. 4.3.37. A site plan of the school showing major sources of noise and
existing infrastructures.
Source: Author Edited, 2017

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Description of the classroom
The classroom has a trapezium floor shape. The rear and the front walls are parallel while the side walls converge from the front. The floor area is 26Sqm
and a volume of 78cubic metre.
Fig. 4.3.39. Plan and Sectional Description of the classroom selected for carrying out noise level and Reverberation tests…………………………………
Source. Author Edited 2017

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Schedule of Materials and Finishes in the selected classroom.
Element Description Area in Sq. M Image
Floor Floor finished with 11 Deco white Ceramic tiles 26
Fig. 4.3.40. Image of the classroom showing floor finish, walls,
Ceiling and white board.
Source: Author 2017
Walls
Wall 1-plasterd and painted white 16.2
Wall 2- plastered and painted
-2 Steel casement windows with glass
16.8
4.42
Wall 3-Rendered Masonry with key joints 16.2
Wall 4-plastered and painted
-Whiteboard
-Timber panel door
-Glass window
6.8
2.4
1.9
0.24
Ceiling Modelled Concrete slab -
Skirting 100mm high 11 Deco white Ceramic tiles all around
the room
-
Furniture All the furniture are made using veneer boards with
metallic stands
Table 4.3.10. Schedule of Materials and Finishes in the selected classroom 5 at Isinya School.

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Acoustic Performance- Isinya School for the Deaf
Reverberation time test report
Reverberation time was measured with considerable efforts
put in place to conform to the international standard (ISO
3383-1997). The ISO standard requires measurement to be
done while adhering to a set of procedures and equipment
standards. The tests are also presented in this section in the
format specified in the standard.
The average reverberation time within the critical octave
bands (500Hz to 2 kHz) is 1.143 seconds. Considering that this
room is specifically intended for Kenya sign Language
communication and learning, this reverberation time are
longer and should be shortened by introduction of absorbent
materials strategically within the space to control echoes and
lower reverberation time.
Considering the room volume (78cubic metre), this is not
within the requirements for Deafspace learning spaces in all
the standards reviewed. Variable equipment such as acoustic
mats should be introduced to enable reducing of the RT to 0.4
seconds maximum
Fig 4.3.41: A comparative info graph of the various RT60 recorded.
Source: Author 2017
Test Name Octave Band
125 250 500 1000 2000 4000
balloon 1 2.19 1.52 1.43 1.63 1.46 1.23
Balloon2 2.31 1.38 1.37 1.35 1.12 0.96
balloon 3 2.06 1.62 1.08 1.09 0.79 0.68
balloon 4 1.68 1.77 1.43 1.3 0.95 0.71
balloon 5 invalid* 1.21 1.11 1.17 1.09 0.91
Average RT60 1.648 1.5 1.284 1.308 1.082 0.898
Humidity= 42% Temperature=24 0
C
Average RT60 Between 500Hz and 2kHz = 1.143
Table.4.3.11 Reveberation time Test Report
Invalid * entries for balloon 5 may have occurred due to measured RT exceeded 10 seconds or was below
0.1 seconds, Occupancy state during measurement or due to balloon inflation during the test
0
0.5
1
1.5
2
2.5
ballon 1 ballon2 ballon 3 ballon 4 ballon 5
125 250 500 1000 2000 4000 Column1

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Interior Background noise levels- Classroom 5 at Isinya School for the Deaf
Background noise levels were measured in accordance with the criteria specified by the
association of noise consultants in Building bulletin 93, the British acoustic performance
standard for learning spaces. This section presents the findings on the interior background
noise levels measured in Classroom 5 at Isinya School for the deaf.
Background noise levels in the classroom are 47.9625dB. This is higher than the
recommended levels of 35dB by 12.9625dB. This is in part due to the activities in the spaces
around it, the material finishes and reverberation time.
The background noise levels are also dependent on time of the day. Students using the lobby
area as a group space are the major source of noise in the classroom. Other sources include,
among others, vehicular noise from the surrounding and internally generated noise.
With such high interior background noise levels, this room is unsuitable for learning as using
Kenya sign Language due to associated ear pain that the students may encounter in the space.
The Least Background noise levels were recorded during tea Break (36.8dB) and lunch
time (38.7dB) when the student moved to the dining hall for meals. During which there were
minimal activities in the lobby and the playground.
Fig 4.3.42: Graph of background noise levels measured in classroom 5 at Isinya School for the deaf.
Source: Author 2017
2 day Interior Background noise Average
Time Lmin Interior LAeq Lmax
8.00am-9.00am 48.1 52.4 64.7
9.00am-10.00am 43.5 56.7 81.6
10.00am-11.00am 26.6 50.7 75.5
11.00am-12.00pm 22 36.8 57.1
12.00pm-1.00pm 37 46.8 61.2
1.00pm-2.00pm 23.4 38.7 57.7
2.00pm-3.00pm 36.2 53.2 71.4
3.00pm- 4.00pm 35.2 48.4 76.5
Average 34 47.9625 68.2125
Average 47.96dB
Table 4.3.12: Figures for background noise levels measured
in classroom 5 at Isinya School for the deaf. Source: Author,
2017
8.00
am-
9.00
am
9.00
am-
10.0
0am
10.0
0am
-
11.0
0am
11.0
0am
-
12.0
0pm
12.0
0pm
-
1.00
pm
1.00
pm-
2.00
pm
2.00
pm-
3.00
pm
3.00
pm-
4.00
pm
Aver
age
Lmin 48.1 43.5 26.6 22 37 23.4 36.2 35.2 34
InteriorLaeq 15 52.4 56.7 50.7 36.8 46.8 38.7 53.2 48.4 47.96
Lmax 64.7 81.6 75.5 57.1 61.2 57.7 71.4 76.5 68.21
0
10
20
30
40
50
60
70
80
90
LevelsindB

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Environmental Noise Reaching the Façade.
There is extremely high environmental noise level reaching the facade noise (71.66dB). This
is caused by Traffic Noise along Nairobi-Namanga Road, the Lobby Area and Internally
generated noise
Fig 4.3.43: An Info graph of exterior background noise levels measured at the Isinya School for the deaf.
Source: Author 2017
Average Exterior LAeq 15 Maximum Allowable
Interior Nose Levels
Façade Insulation Required
71.66dB 35dB 36.66dB
Table 4.3.14. Computation of the Façade insulation required for classroom5 at Isinya School for the Deaf.
Source Author 2017
8.00am-
9.00am
9.00am-
10.00am
10.00am
-
11.00am
11.00am
-
12.00pm
12.00pm
-1.00pm
1.00pm-
2.00pm
2.00pm-
3.00pm
3.00pm-
4.00pm
Average
Lmin 39.7 43.1 44 67.9 44.8 53.2 45.6 51.7 48.75
Exterior Laeq 15 67.9 72.3 73.2 77.1 68.7 73.6 65.8 74.7 71.6625
Lmax 76.6 83.4 79.7 82.1 79.8 82.1 75.1 81.5 80.0375
0
10
20
30
40
50
60
70
80
90
LevelsindB
2 day Exterior noise Level Average
Time Lmin Exterior
LAeq
Lmax
8.00am-9.00am 39.7 67.9 76.6
9.00am-10.00am 43.1 72.3 83.4
10.00am-11.00am 44 73.2 79.7
11.00am-12.00pm 67.9 77.1 82.1
12.00pm-1.00pm 44.8 68.7 79.8
1.00pm-2.00pm 53.2 73.6 82.1
2.00pm-3.00pm 45.6 65.8 75.1
3.00pm- 4.00pm 51.7 74.7 81.5
Average 48.75 71.66 80.04
Table 4.3.13: Figures for exterior background noise levels measured
at The Isinya School for the deaf
Source: Author 2017

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Comparison of Interior and Exterior noise levels at Isinya School
Fig 4.3.44: Graph of interior and exterior background noise levels measured at
Isinya School for the deaf. Source: author 2017.
There is a significant difference between interior and environmental
noise levels at Isinya School for the deaf. This findings, maybe are
largely contributed by facade insulation the thick masonry walls prevent
some noise from reaching the interior. However, the openings on window
allow significant levels of break-in sound. Total façade insulation
required for optimal performance is 36.66 dBs’.
Fig 4.3.45. Images showing permanent ventilation on window which allows
break in Noise. Source Author 2017.
Traffic Noise Reduction Due to Distance and Screening
Fig 4.3.46. A section illustrating Noise reduction as recorded at Isinya School
for the deaf
There is significant Noise reduction from Nairobi Namanga road to the
Classroom Façade. 80.59dB to 71.66
8.00-
9.00a
m
9.00-
10.00
am
10.00
-
11.00
am
11.00
-
12.00
pm
12.00
-
1.00p
m
1.00-
2.00p
m
2.00-
3.00p
m
3.00-
4.00p
m
InteriorLaeq 15 52.4 56.7 50.7 36.8 46.8 38.7 53.2 48.4
Exterior Laeq 15 67.9 72.3 73.2 77.1 68.7 73.6 65.8 74.7
0
10
20
30
40
50
60
70
80
90LevelsindB

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Time Exterior LAeq Traffic Noise Along Nairobi-
Namanga Road
8.00am-9.00am 67.9 78.3
9.00am-10.00am 72.3 77.8
10.00am-11.00am 73.2 79.7
11.00am-12.00pm 77.1 82.1
12.00pm-1.00pm 68.7 79.8
1.00pm-2.00pm 73.6 82.1
2.00pm-3.00pm 65.8 83.4
3.00pm- 4.00pm 74.7 81.5
Average 71.6625 80.5875
Table 4.3.15: Figures for exterior background noise levels and corresponding Traffic
Noise measured at Along Nairobi Namanga Road at the Isinya School for the deaf
Source: Author 2017
Speech Intelligibility Index Calculation
Fig 4.3.47. A graph of the Sound pressure level in 1/3 octave band recorded in
classroom 5 at Isinya School for the Deaf
The Sound pressure levels for the lower frequency are extremely high.
As result the Speech Intelligibility Index (SII) is very low (averaging
below 0.1) in classroom 5 at Isinya School for the Deaf. The required SII
Calculation should be atleast 0.7 for a speech language. Using absorbent
materials and diffusers to reduce sound pressure levels in the classroom
will help raise the intelligibility levels (Appendix 6.5).

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4.3.4. Summary on Isinya School
Design
Guideline
Light and colour Sensory Reach Space and Proximity
Findings Areas close to the window have illuminance levels of
up to 800lux while the front of the classroom has as low
as 150 lux
Backlighting creates Backdrop shadows which
consequently reduce lighting levels toward the front of
the class.
Evident Glare From direct sunlight in the classroom.
White colour causes a lot of reflection surfaces close to
the windows
Upper half of the Door designed with a glass panel
increases sensory reach beyond the classroom.
Expansive windows increase sensory reach.
The building has no direct visual access visual access
beyond one floor which limits sensory reach
building on site are visually accessible hence creates a
sense of safety and comfort
Con-centric Layout Enhance sign Language
conversation.
Limiting the number of students in a class to 12
ensures optimum space utilisation without
compromising the use of Sign Language
Images
Source:
Author
2017
Fig 4.3.48. Evident Glare From direct sunlight in
the classroom 5 at Isinya School.
Source: Author,2017
Fig 4.3.49. Expansive glass walls used to extend
sensory reach at Isinya School.
Source: Author,2017
Fig 4.3.50. relationship between classroom
shape and layout at Isinya School
Source: Author 2017
Table 4.3.17.Summary on Isinya School

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Design
Guideline
Mobility and Proximity Acoustic
Findings Narrow Pavements limits signers to communicate while walking
Narrow Corridors limit conversation while walking
Sharp edges cuts flow of sign Language conversation to allow Deaf to scan
for hazards
Higher Background Noise levels averaging 46.9 dB
Long Reverberation times of 1.143sec
Using a Modelled Ceiling reduces reverberation time. However this is not
sufficient.
Metal stands for furniture are possible causes of unwanted noise hence should
be fitted with rubber tips
Images
Source: Author
2017
Fig 4.3.51. A narrow corridor at Isinya school for the Deaf. Such do
not enhance mobility and communication at the same time.
Source: Author 2017
Fig 4.3.52. Empty Classroom 5 used for acoustic Analysis at Isinya
school
Source: Author 2017
Table 4.3.18.Summary on Isinya School

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4.4 CASE STUDY 2- KAREN TECHNICAL TRAINING INSTITUTE FOR THE DEAF
4.4.1 Background Information
Karen Technical Training Institute for the Deaf is an integrated public learning institute for
the deaf. (It admits both hearing impaired and hearing students in a ratio 4:1 respectively)
the school is located in Karen, Nairobi County-Kenya. It was started in 1990 as an initiative
of the Kenya society for the Deaf children admitting Deaf students only. However in 2015
20 % of the school was open for hearing student.
In line with the school vision “to be a centre of excellence in integrated technical and
vocational education training for the deaf and hearing”, the school offers 9 diploma courses.
This includes diploma in catering and accommodation, electrical and electronic engineering,
fashion design, food and beverage production, information communication technology,
agriculture, auto and locomotive, building technology and community development. Despite
the limited resources, the school remains dedicated to provision of technical and vocational
education using modern technology and innovations guided by the values of commitment,
hardwork, integrity and team work while upholding professionalism at all times.
Like many deaf institutions, the school management consists of hearing individuals who
have an understanding of the Kenya sign language. It can therefore be drawn that, there lacks
a well articulation of deaf experience at the top management of the school. The designing
and organisation of the built environment within the school is based on a theoretical
understanding of the deaf culture other than deaf experience.
Fig: 4.4.1. The logo of Karen technical training
institute for the deaf encrypted with Sign Language
Source: http://kttideaf.ac.ke
Fig: 4.4.2. The Entrance leading to Karen technical
training institute for the deaf
Source: Author, 2017

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4.4.2 Karen Technical Training Institute for the Deaf Planning Design.
Site planning.
The school has a vast site, however Major Developments are
concentrated on approx.10, 700Sqm. (2.5 acres) of relatively flat land.
The stewardship for development of Karen technical training institute
by the Kenya Society for the Deaf children in 1990 does not show
considerable deafspace design guideline. As a matter of fact some of
the school building are just shelters against weather elements.
However, few strong elements of site planning can be associated with
deaf space. Such includes:
1. The court yard design- creates a strong visual link
2. Linear plans- ensures extends clear line of sight
3. A prominent Entrance-gives a clear way finding towards the
main school facilities and dictates hierarchy of space.
4. Orientation- majority of the building are designed in the East-
West orientation avoiding direct sunlight and exposure to traffic
noise in learning spaces.
5. Clustering. The workshops are isolated from other quiet learning
space.
Fig: 4.4.3. AN IMAGE SHOWING THE SITE PLAN AT KAREN TECHNICAL TRAINING
INSTITUTE FOR THE DEAF- The site plan is develop around a series of courts that visually connects
the classrooms and the workshops. Workshops and learning spaces are designed together under same
roof.
Source: Google Earth JICA- Author Edited, 2017.
Fig 4.4.4. Building forming a claster at Karen technical training institute.
Source: Author 2017

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The school adopts a compact planning approach to the departments with all buildings between 2m and 6m to each other in a single cluster. Whilst this
has made maximum use of the small site, adequate open spaces are provided.
The compact nature of the buildings, especially the learning, administration and Accommodation department, contributes to high noise levels in terms
of human traffic within them and a lot of sky component for daylighting obstruction.
Building Planning
Building Plan Images Description
Administration
The location of the administration block directly
facing the main entrance supports the deafhood
theme which advocate for clear approach towards
orientation. New user of the school can therefore
orient themselves through its administrative
approach. The block has a passage that direct users
to the rest of the school.
Classroom
and
Workshops
Most workshops designed with corresponding
department office. In terms of distance, proximity
and sensory reach this is a good idea. However, the
workshops are modified with partitions to
accommodate classes within. As a result there is
high background noise levels and poor daylighting.
Table 4.4.1. Building Design at Karen Technical Training Institute for the Deaf

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Unit Planning
Offices/Administ
ration
Cluster
Fig. 4.4.5. Sketch plan of the Office of
the Deputy Principal-Kttid.
Source: Author 2017
Fig. 4.4.6. Image of the Staff room at Kttid.
The boardroom layout is suitable for sign
language communication.
Source: Author, 2017
Fig. 4.4.7. Sketch layout of an office within a
classroom at Kttid. There is extended visual
reach into learning space and beyond.
Source: Author, 2017
Learning and
Resource
Clusters
Fig. 4.4.8. Sketch layout of a workshop
at Kttid, incorporating offices and study
area.
Source: Author, 2017
Fig. 4.4.9. Image of the ICT centre at Kttid
installed with internal shading devices to
control possibilities of screen glare.
Source: Author, 2017
Fig. 4.4.10. Sketch layout of Hair Dressing &
Beauty therapy department at Kttid.
Source: Author, 2017
Table 4.4.2. Unit Design at Karen Technical Training Institute for the Deaf

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4.4.3. Deafspace Architectural Design Guidelines- Karen Technical Training Institute for the Deaf.
1. Light and Colour- Tuition room 1 at Kttid.
To determine interior Lighting levels at Karen Technical Training institute for Deaf, Tuition room 1 was selected. A grid of 1 metre is used to record
illuminance level on a working surface and the corresponding daylight factors calculated. The Data collected is then used to plot Daylighting contours
and conclusion drawn from the findings obtained.
Classroom Description.
Unit plan Unit Section Image
Fig 4.4.11. Source, author, 2017 Fig 4.4.12. Source, author, 2017 Fig 4.4.13. Source, author, 2017
The Classroom has a rectangular floor
plan 35sqm
The Floor finish-Sand cement screed.
The front side has 2 windows each 600mm by 1800mm,
a solid core door. The back wall has 3 windows each
1500by 1800mm
Ceiling- Gypsum board painted white
Walls- lower half painted corn silk white while
upper half is painted floral white
2.88sqm blackboard on the front wall and white
particle board at the back.
Table 4.4.3. Tuition Room 1 space description at Karen Technical Training Institute for the Deaf.

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Light Levels and Corresponding Daylight Factor.
A (Ei in
lux)
AA( DF) B (Ei in
lux)
BB( DF) C (Ei in
lux)
CC( DF) D (Ei in
lux)
DD( DF)
1 255 11.30820399 280 12.41685 310 13.74723 320 14.19069
2 220 9.756097561 280 12.41685 305 13.5255 305 13.5255
3 255 11.30820399 250 11.08647 300 13.30377 320 14.19069
4 260 11.52993348 260 11.52993 305 13.5255 330 14.63415
5 265 11.75166297 265 11.75166 305 13.5255 320 14.19069
6 288 12.77161863 270 11.97339 300 13.30377 315 13.96896
Eo=2255lux
Where AA is the Daylight factor at point A and is given by A/EoX100%.
Table 4.4.4. Illuminance levels recorded in tuition room 1 at Kttid and the corresponding daylight factors (Ei/Eo*100).
Source: Author 2017
There is uniform illumination in the space with daylight factors ranging between 9% and 14%. This
is contributed by orientation, eaves and external obstruction from direct sunlight. There is no glare
aspects recorded in the space
March 23 June 22 Sep 23 Dec 22
Table 4.4.5. Illuminance levels Simulation at tuition room 1 at Kttid
Fig. 4.4.14. Plan illustrating overall distribution of
daylight in Tuition classroom 1 at Kttid
Source: Author, 2017

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2. Sensory Reach
The school is organised around courts. This ensures a 360o
sensory orientation within a cluster.
However, each cluster is isolated from the other one creating a group of clusters with different
activities. The various clusters are connected by straight lines of sight hence increased inter-cluster
sensory orientation.
All buildings within the school are designed with glass window panes for daylighting and
ventilation. However, it also increases sensory reach to other spaces outside the core space. All the
spaces are designed with solid core doors. According to Benjamin J. Bahan a professor of ASL and
Deaf Studies at Gallaudet University. “Door is to hearing as window is to deaf. “This means deaf
persons do not have communication access through a door, but can have communication access
through a window. Therefore, there is limited sensory reach due to this door design.
3. Space and proximity
A typical classroom at Karen technical training institute for the deaf has a linear furniture layout. A
visual-spatial language such as Kenya sign language necessitates that signers maintain enough
distance to accommodate each other’s' signing space when conversing. This space is typically
circular and greater than that maintained by people holding a spoken conversation. At Karen,
Students with hearing impairment are required to sit closer to the teacher in order to communicate
without obstruction. However, this does not support student to student communication in a
proceeding class.
Fig. 4.4.15. Visual Access window in a hair dressing
classroom at Kttid
Source: Author, 2017
Fig. 4.4.16. A concentric space created by student at kttid
Source: Author, 2017

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4. Mobility and proximity
The lobby in the administration block is 2.4M wide. This is adequate for signers to communicate
while walking across the lobby. However, the lobby is also used as waiting area and furnished with
a seat causing tight spaces that do not facilitate sign language communication while transiting.
The corridors and pavements width in the school range between 1.8M and 2.4M. This is sufficient
to enhance communication while moving in the spaces for deaf signers.
In 2015 the school started admitting hearing students. The facility has since then been overstretched
to host more students. According to the School’s Deputy Principal Mr. Stephen Thuo, Important
Deafspace concepts that were initially used such as concentric layouts were abandoned. Mobility in
learning spaces has consequently transformed from smooth circular pattern to linear and grid pattern.
Fig 4.4.19. Mapping of pedestrian and vehicular circulation patterns at Kttid
Source: Author 2017.
Fig 4.4.17. The passage at Kttid Adminstration block that
has been converted to a waiting Area
Source: Author, 2017
Fig 4.4.18. Inter-cluster pavement at Kttid
Source: Author, 2017

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5. Acoustics
Site planning and Noise Sources
The major Noise levels in order of Severity include.
 Traffic Noise along Karen Road.
 Noise from the footpath and corridors.
 Noise from the generator room and electrical
fitting.
For recording of background noise levels and
Reverberation time, Tuition Room 1 at KTTD is
selected.
Description of the classroom
The classroom has a rectilinear plan. The floor area is
35Sqm and a volume of 94.5cubic metre. (See Figure
to the left)
Schedule of Material
Material Area
Floor- Sand cement screed 35sqm
Walls-plaster and paint 40.74sqm
Gypsum Ceiling 35sqm
White Particle board 5.88sqm
Black board 2.88sqm
Glass window 10.26sqm
Timber panel door 2.16sqm
Volume=94.5cubic Metre
Fig 4.4.20. Description of tuition room on site showing major sources of noise.
Source Author, 2017

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Acoustic Performance- Tuition Room 1-KTTID
Reverberation time test report
The average reverberation time within the
critical octave bands (500Hz to 2 kHz) is
0.946667seconds. Considering that this room is
specifically intended for integrated deaf
community which uses Kenya sign Language
and speech communication for learning, this
reverberation time exceeds the maximum
allowable of 0.4seconds.
This long reverberation time should be
shortened by introduction of absorbent
materials and Sound Diffusers strategically
within the space to control echoes and lower
reverberation time.
Test Name Octave Band
Octave band 125 250 500 1000 2000 4000
ballon 1 1.05 0.91 0.83 1.01 1.03 0.95
ballon2 1.14 0.93 0.84 1.03 1.03 0.9
ballon 3 1.1 0.95 0.84 0.96 0.99 0.91
Bal lon 4 1.2 0.9 0.78 0.94 1.09 0.9
ballon 5 1.07 0.88 0.84 0.96 1.03 0.95
average RT60 1.112 0.914 0.826 0.98 1.034 0.922
Humidity= 51% Temperature=19 0
C
Average RT60 Between 500Hz and 2kHz = 0.946667
Table.4.4.5 Reveberation time Test Report
Fig. 4.4.20. Reverberation times recorded in tuition room 1 at Kttid.
Source: author, 2017
0
0.2
0.4
0.6
0.8
1
1.2
1.4
ballon 1 ballon2 ballon 3 ballon 4 ballon 5
Fig. 4.4.21 Reverberation time test for Tuition Rm 1 at Karen
125 250 500 1000 2000 4000

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[Page | 104 ]
Interior Background noise Levels-Tuition Rm 1 Kttid
Time Lmin Interior LAeq Lmax
8.00am-9.00am 30.5 47 64.7
9.00am-10.00am 31.6 52.2 75.6
10.00am-11.00am 17.8 36.7 56.5
11.00am-12.00pm 31.2 43.8 52.1
12.00pm-1.00pm 25.9 40.8 61.2
1.00pm-2.00pm 41.1 49.7 60.7
2.00pm-3.00pm 31 42.2 62.4
3.00pm- 4.00pm 28.4 37.4 59.5
4.00pm-5.00pm 29.3 43.3 60.1
Average 29.64444 43.67777778 61.42222
Table 4.4.6: Table of background noise levels measured in Tuition room 1 at Karen Technical
Training Institute for the deaf.
This section presents the findings on the interior background noise levels
measured in Tuition Room 1 at Karen Technical Training Institute for
the deaf. Background noise levels in the classroom are 43.67dB. This is
higher than recommended levels of 35dB by 8.67dB.
Fig 4.4.23. Tuition room 1 at Karen
Technical Training Institute for the deaf.
Source: author, 2017
Fig 4.4.24. A corridor outside Tuition
room 1 at Karen Technical Training
Institute for the deaf.
Source: author, 2017
The High background noise levels are mainly caused by internally
generated noise, movement along the corridors and traffic noise from
Karen road due to Poor façade insulation and Openings.
With such high interior background noise levels, this room is unsuitable
for learning using Speech Language and Kenya sign Language due to
associated ear pain that the students may encounter in the space.
8-9am 9-10am
10-
11am
11-
12pm
12-1pm 1-2pm 2-3pm 3-4pm 4-5pm
Lmin 30.5 31.6 17.8 31.2 25.9 41.1 31 28.4 29.3
InteriorLaeq 47 52.2 36.7 43.8 40.8 49.7 42.2 37.4 43.3
Lmax 64.7 75.6 56.5 52.1 61.2 60.7 62.4 59.5 60.1
0
10
20
30
40
50
60
70
80
LevelsIndB
Fig 4.4.22: Graph of background noise levels measured in Tuition room 1 at Karen
Technical Training Institute for the deaf.

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[Page | 105 ]
Environmental Noise Reaching the Façade- Tuition Rm 1 at Kttid
Environmental Noise Reaching the Façade
Time Lmin Exterior LAeq Lmax
8.00am-9.00am 50.5 56.3 69.7
9.00am-10.00am 64.6 67.5 81.6
10.00am-11.00am 40.8 48.2 62.5
11.00am-12.00pm 35.2 45.6 59.1
12.00pm-1.00pm 35.9 56.7 75.2
1.00pm-2.00pm 39.1 50.7 68.7
2.00pm-3.00pm 32.5 50.9 72.4
3.00pm- 4.00pm 34.4 52.4 70.5
4.00pm-5.00pm 35.3 55.7 74.1
Average 40.922 53.777 70.422
Table 4.4.7: Table of Environmental Noise Reaching the Façade of Tuition room 1 at
Karen Technical Training Institute for the deaf.
Fig 4.4.25: Environmental Noise Reaching the Façade of Tuition. Source: author, 2017
The environmental noise level reaching the facade noise is 53.77dB. This
is contributed by Traffic Noise along Karen Road, the Movements along
the corridors, Generators and vehicles driving into the school compound.
Comparison of Interior and Exterior noise levels.
Fig 4.4.26: Comparison of Interior and Exterior noise levels.
There is a slight difference between the interior and exterior noise levels
at the learning Space. This can be attributed to the fact that most interior
background noise is internally generated and the level difference
between interior and exterior levels is less than 15 dB hence break-in
sound is very little.
8-9am 9-10am
10-
11am
11-
12pm
12-1pm 1-2pm 2-3pm 3-4pm 4-5pm
Lmin 50.5 64.6 40.8 35.2 35.9 39.1 32.5 34.4 35.3
Exterior Laeq 56.3 67.5 48.2 45.6 56.7 50.7 50.9 52.4 55.7
Lmax 69.7 81.6 62.5 59.1 75.2 68.7 72.4 70.5 74.1
0
10
20
30
40
50
60
70
80
90
LevelsindB
8-9am
9-
10am
10-
11am
11-
12pm
12-
1pm
1-2pm 2-3pm 3-4pm 4-5pm
InteriorLaeq 47 52.2 36.7 43.8 40.8 49.7 42.2 37.4 43.3
Exterior Laeq 56.3 67.5 48.2 45.6 56.7 50.7 50.9 52.4 55.7
0
10
20
30
40
50
60
70
80
levelsindB

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Noise Reduction Due to Distance and Screening along Karen Road
Fig.4.4.27. a Site section Showing the effect of screening on exterior noise levels reaching the façade. Source: Author 2017
Time
Traffic Noise Along
Karen Road
Environmental Noise
Reaching the Façade
Lmin Traffic
LAeq
Lmax Lmin Exterior
LAeq
Lmax
8.00am-9.00am 54.4 68.8 88.3 50.5 56.3 69.7
9.00am-10.00am 55.3 74.7 81.6 64.6 67.5 81.6
10.00am-11.00am 56.7 69.2 89.1 40.8 48.2 62.5
11.00am-12.00pm 48.3 67.5 88.1 35.2 45.6 59.1
12.00pm-1.00pm 42.9 70.7 86.1 35.9 56.7 75.2
1.00pm-2.00pm 49.6 69.7 80.4 39.1 50.7 68.7
2.00pm-3.00pm 51.1 66.9 82 32.5 50.9 72.4
3.00pm- 4.00pm 44.4 72.4 85.5 34.4 52.4 70.5
4.00pm-5.00pm 57.3 75.7 87.1 35.3 55.7 74.1
Average 51.11 70.62 85.35 40.92 53.77 70.42
Fig 4.4.8: Table of Traffic noise levels measured in along Karen Road. Source:
Author, 2017
The environmental Noise level reaching the façade is 53 dB in
spite of high traffic noise. This is contributed significantly by:
1. Noise attenuation due to distance from the road- the
assumption is in free field situation, sound level
reduces by 4 dB each time distance from a linear
source is doubled.
2. Zoning where classrooms are placed far from the road
3. Screening along Karen Road- the boundary wall assists
by diffusing and reflection of the Noise from the road

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4.3.4. Summary on Karen Technical Training Institute for the Deaf
Guideline Light and colour Sensory Reach Space and Proximity Distance and Mobility Acoustics
Findings There are uniform
lighting levels in
Tuition room 1 at Kttid
contributed by placing
windows on atleast two
opposite walls
There limited sensory
reach by solid core
doors and tall Hedges
Densely Compact
clusters extends
sensory reach beyond
a single activity area.
The class do not embrace
visual concentric layouts
due to high number of
students. However the
learning spaces are
clustered close to each
other.
Pavements and corridors
are sufficient wide for
signers to communicate
while walking. However
untrimmed planting
narrows the paths.
Tuition Room 1 has high
Background Noise levels
(43.67dB) and Longer
Reverberation Time
(0.9s).
Image
comments
The building is
appropriately oriented
and Window to floor
ratio is optimum. This
should be maintained
as such and no
permanent shading
should be placed on the
windows
There is urgency to
extend sensory reach
in most spaces by
introducing windows
on the solid core doors.
There is need to adopt a
circular layout in
classrooms to create
clear lines of sight for
deaf students.
Limit the number of
students in class to 1 for
every 2Sqm.
Maintain the width of
corridors and pavements
but provide clear signage
and varying material
textures to mark
transition from one space
to another.
Need to increase façade
insulation and provide
noise barriers at the noise
source.
Urgency to Shorten
reverberation time by
introducing absorbent
materials
Table 4.4.9. Summary on Karen Technical Training Institute for the Deaf.

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CONCLUSIONS
&
RECOMMENDATION

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5.0 INTRODUCTION
The study was undertaken to investigate the unique challenges and opportunities associated with Deafspace architecture,
examine the aspect of Architecture and deaf culture and identify proper Architectural elements that can be applied in design
and best practice in learning institutions for the Deaf. Having conducted the study into the various aspect of built
environment, there are optimum design considerations and standards that can be adopted towards enhancing and promoting
deaf learning.
A sample of local case studies within the country that represent the different conditions of Deaf learning spaces were
selected (Isinya school for the deaf to represent a segregated institution and Karen technical Training Institute to represent
an integrated institution) for comparative analysis and to check if Deafspace Design Guidelines have been considered. The
objectives and research questions posed in the introductory chapter of the thesis were used as guides to the case study
analysis. From the findings, it is clear that Deafspace has not been a great concern when designing Deaf learning spaces in
Kenya.
There are major problems arising within learning Deafspace due to poor Daylighting, Sensory orientation, proxemics and
acoustic performance. This section of the study gives a brief analysis and suggestions on ways to improve in these cases
or new projects. The section focuses on recommendations that should be adopted for learning institution for the Deaf under
the guidelines on Sensory reach, Light and colour, mobility and proxemics, space and proxemics and acoustic in the built
environment.

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5.1 CONCLUSIONS AND RECOMMENDATIONS ON LITERATURE AND STANDARDS REVIEW
Deaf children in Kenya certainly need our support for food, medicine, clothes and a decent place to sleep but what they need most is
our commitment to provide them with quality knowledge that can be a miracle to promote the gospel of a more inclusive society
Jean Claude Adzalla- CEO Deaf Aid Kenya
From the literature and standards reviewed, there is urgent need to develop Deafspace Architectural Design Guidelines and
come up with a comprehensive enforcing strategy. The following conclusions can be made:
1. Lack of Deafspace Design Guidelines in Kenya has been a major cause of poor Architectural Design in deaf learning
spaces. Professionals are sometimes ignorant of the need for developing these standards or where there is critical need,
they are forced to rely on basic knowledge on deafspace or to import model designs from developed countries-which is
seldom done in the context of these study. Development of comprehensive standards to guide development of physical
facilities for deaf people in learning institutions shall help in the creation of learning spaces that are supportive of activities
therein.
2. Learning spaces should be designed for the best possible indoor environmental quality. As seen in previous studies, good
indoor environmental quality boosts productivity. The same applies to Deafspace learning Environment. Extended Sensory
reach, good Lighting and colour rendering, eased mobility and proxemics, proper space layouts and proxemics and acoustic
performance contribute to better learning, memory and comfort among other things. It is therefore important that significant
focus is put on deafspace from the early stages of project development.
3. The most significant determinants of clarity in learning space for deaf students are as follows;
 Diffused Lighting- Glare can cause either Discomfort or disability which strains the eyes

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 Sign Language and Speech intelligibility which is influenced by: Background noise, Reverberation
time and echoes, Signal to noise ratio Acoustic design strategies include noise barriers, noise
isolation, reduction at source, building envelope treatment with insulating and absorbent materials,
reducing mechanical Noise, using absorbent materials to reduce reverberation and proper site
planning considering acoustic zoning.
 Enhanced transparency to increase sensory reach.
 Large turning radius on paths to facilitate smooth transition within a space without stopping to scan
for hazards and minimise collisions.
 Proximity in a space. Such many include small classrooms with U-shaped layout to enhance clarity
to all its members.
5.2. CONCLUSIONS ON PRECEDENT STUDY
The precedent study (Gallaudet University for the Deaf) is a very good example of how to use Deafspace
Design Guidelines to design enhanced learning spaces for the deaf that support the activities undertaken
therein. Best practices on site planning, Building Design and unit planning for proper lighting, room
acoustics, sensory reach, proximity and transparency have been utilised to create a campus conducive for
learning (Fig 5.2.1)
Fig 5.2.1. A deaf space at Gallaudet University
Source: Dangermood Keane, Gallaudet

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5.3. CONCLUSIONS AND RECOMMENDATION ON SELECTED CASES.
The table below represent the recommendation at site plan, building Design and Unit plan in Isinya School and new design to enhance Deafspace.
Isinya School
for the Deaf
Planning Level Finding Recommendation
site plan
The school is planned on a liner plan which creates
clear lines of sight with Learning areas are physically
isolated from playgrounds.
The pavement on site are narrow at 1.2 to 1.5 metres.
The recommended minimal width is 2.4M.
Maintain clear lines of site but introduce
landscape elements such as shrubs and lawn
to Acoustically isolate the learning space
from the playground
Widen the pavements to atleast 2.4 metres
and introduce curving edges to enhance
mobility.
building Design
Windows are exposed to direct sunlight.
The building atrium is closed on the first floor.
The corridors leading to the lobby is narrow (1.1 M
width) while the minimal required width is 1.8.
The lobby is a source of background noise in learning
spaces.
Introduce shading devices on all windows to
avoid direct lighting in the space.
Open the atrium with satin glass on the upper
floor to enhance sensory reach, close
ventilation and increase the lighting levels
without compromising privacy
Acoustically isolate the learning spaces from
the lobby by using acoustic doors and vents
Introduce angle mirrors at the end of passages
to extend sensory reach beyond corners
Install light sensors alarm to alert when
visitors are approaching

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Unit plan
The Classroom is trapezium shaped with a floor area of
26sqm. The Floor is finished with 11 Deco white
Ceramic tiles.
The Ceiling in Classroom 5 is of Modelled concrete
slab plastered and painted white. However, there are
high background noise levels and long Reverberation
time.
There are 2 windows at the back each 1.8 by 1.5M with
black steel casement and glass infill panels. All walls
are painted white except one with key joint
There is evidence glare, Dark corners, over reflective
surfaces and colour monotony in classroom 5 at Isinya
school for the deaf
The Windows are exposed to direct sunlight.
Replace the floor tiles with acoustic absorbent
material to Reduce RT.
Enhance diffusive concrete ceiling with
suspended slats timber to Diffuse sound and
absorbent material to lower RT.
To reduce the background noise: Introduce
noise barriers next to sources, Use acoustic
doors, windows and fit furniture with rubber
feet
Introduce a range of colours from blue to
green on the walls while maintain light
reflectance ratio of the walls due to colour
below 50% to avoid cases of glare and
enhance contrast.
Introduce light shelves on the upper 1/3 of the
windows to light deep into the room and
avoid direct lighting.
Table 5.1. The recommendation at site plan, building Design and Unit plan at Isinya School.

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The table below represent the recommendation at site plan, building Design and Unit plan at Karen Technical Training Institute for the deaf and new
design to enhance Deafspace.
Karen
Technical
Training
Institute for the
Deaf
Planning Level Finding Recommendation
Site plan
The site plan is developed around a series of courts that
visually connects the various element of the built
environment in school. Workshops and learning spaces
integrated in the same clusters.
Isolate learning spaces from workshops due
to the different nature of activities taking
place.
Move activities requiring high speech
intelligibility away from the workshops and
acoustically isolate noise at the source.
Building Design
Most of the school building are one level with damaged
gypsum board ceiling and broken window panes which
may contribute to noise ingression.
Some buildings lacks signage while the ones with are too
small to be legible from a distance
Longer facades of the buildings are oriented away from
the East-west sun, however a few windows are exposed to
direct sunlight.
Repair damaged ceiling and replace broken
window panes to reduce break in noise in
learning spaces.
Provide buildings with signage and replace
existing ones with legible signs.
Provide sunshade devices for windows
exposed to direct sun light.
Unit plan
Most learning spaces have solid core door.
The classroom is single banked with opening on both side
ensuring uniform distribution of light. However, linear
layout are unfavourable to visual centre communication.
The choice of floral white and corn silk white in the room
ensure deep propagation of light.
Introduce clear glass pane on doors to
extend sensory reach.
Adopt con-centric layouts that are
favourable for visual communication.
Maintain colour reflective properties while
ensuring clean surface in the Interior of
Tuition classroom 1 to ensure deeper
propagation of Daylight.
Introduce adjustable Internal shading
devices to control the amount of daylight

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Tuition room 1 at Karen technical Training institute for the
deaf has high background noise levels and long
Reverberation time.
when the class is being used for visual
kinetic screen projections.
To reduce the background noise levels:
Replace broken window panes with new
ones and use acoustic sealants on windows
and doors to reduce break in noise.
Acoustically Insulate generator room to
reduce noise at the source.
To shorten Reverberation time: Replace
sand cement screed floor with isolated
rubber floor and gypsum ceiling with egg
crate acoustic forms to diffuse sound
Table 5.2. The recommendation at site plan, building Design and Unit plan in Karen Technical training Institute for the deaf.
5.4. AREAS FOR FURTHER RESEARCH
There is insufficient research on social rejection diminished psychological health and irritability due to poor architectural design in Deaf space. Designers
therefore lack sufficient resources to inform on best practices when designing deafspace in Kenya.
Apart from developing a comprehensive standard, it is recommended that more research is done on the long term impact of Deafspace concept on
learners. Enforcement policies for universal design standards should also be researched on.

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REFERENCES
Published Resources
1. Bauman, Hansel. (Speakers and Signers) Hansel Bauman: Deaf Architecture--The Resonance of Place and the Senses,” MIT Tech TV, 2009.
http://techtv.mit.edu/videos/3535-speakers-and-signers-hanselbauman-deaf-architecture----the-resonance-of-place-and-the-senses.
2. Ramsey, Claire L. Deaf Children in Public Schools: Placement, Context, and Consequences, Washington, DC: Gallaudet University Press, 1997.
3. Bauman, Hansel. “Gallaudet, Deaf/Diverse Campus Design Guide,” Gallaudet University, Washington DC, 2010.
4. AIA 2012 National Convention and Design Exposition. Deafspace: An Alternative Perspective on Architecture, the Senses, and Cultural Expression
5. Ref.: M.R. Schroeder, "Natural Sounding Artificial Reverberation," Journal of the Audio Engineering Society, vol. 10, no. 3, 1962, pp. 219-223;
John Chowning, "The Simulation of Moving Sound Sources," Journal of the Audio Engineering Society, vol. 19, no. 1, Jan. 1971, pp. 1-6.
6. Building Bulletin 93, 'Acoustic design of schools’ Chapter 6. Adopted by British Association of Teachers of the deaf.
7. Building Bulletin 93, 'Lighting design of schools.
8. Acoustical society of America. (2012). ANSI/ASA S12.60-2010/Part 1. New York: Acoustical society of America.
9. Agnesi, Consuelo. "Listen With Your Eyes. Designing for an Invisible Barrier: The Deaf." In Architectural Barriers and Sensory Barriers, by
Emanuela Zecchini and Consuelo Agnesi, edited by Consuelo Agnesi. Macerata, Italy, 2007.
10. The Constitution of the Republic of Kenya under THE PERSONS WITH DISABILITIES (AMENDMENT) BILL, 2013.
11. Understanding Deaf Culture- in search for Deafhood by paddy ladd
Unpublished Resources
1. Karina a. Tsymbal, master of architecture thesis, 2010. Deaf space and the visual world – buildings that speak: an elementary school for the deaf
2. Mose_Collins_AcousticPerformanceOfLearningAndTeachingSpaces_final_thesis. Technical University of Kenya 2016.
3. Building Lighting Design Class notes. Author. Architect Mutua Mweu
4. Building Acoustic Design class Notes. Author: Architect David Matole.
5. Articulation of Deaf and Hearing Spaces Using Deaf Space Design Guidelines: A Community Based Participatory Research with the Albuquerque
Sign Language Academy. Charlene A. Johnson

132. ARCHITECTURE FOR THE DEAF Deafspace Design Guidelines in Learning Institution 2016/2017
[Page | 120 ]
6. Designing for acoustics, hearing and aging by Samantha MacAskill, asid
7. Sangalang__jordan_-_what_is_privacy_in_deafspace_final_print_copy-libre. American Sign Language and Deaf Studies Department Gallaudet
University Washington, District of Columbia, United States of America.
8. Kimani, Cecilia W. (2012). "Teaching deaf learners in Kenyan classrooms". Diss. University of Sussex.
Internet Sources
1. Kenya National Association for the Deaf. http://www.knad.org/index.php/ksl
2. Byrd, Todd and Consoli, John T. “Deaf Space,” Gallaudet Today: the Magazine, Spring 2007. http://aaweb.gallaudet.edu/deaf_space_spring2007.xml
3. Clear line of sight by metropolis magazine. www.Metropolismag.com.
4. American Speech-Language-Hearing Association. (2012). American Speech-Language-Hearing Association. Retrieved 03 17, 2016, from American
National Standard on Classroom Acoustics:http://www.asha.org/public/hearing/American-National-Standard-on-Classroom-Acoustics

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APPENDICES
6.1 QUESTIONNAIRE
To the deaf student and teacher
1. How many students are there in your classroom?
2. At what point in life did you lose your hearing ability if you were not born hearing impaired?
3. Are you currently using any hearing aid device?
4. Are you able to use any sign language, if not, How do you communicate to other hearing impaired persons?
5. What challenges do you experience while using sign language in a classroom?
6. How do you tell if there is someone behind you?
7. What should be done in a room to help you tell better if there is somebody approaching from behind?
8. Do you think that the classrooms in your school are planned differently for other classrooms in ordinary school? If yes what makes this classrooms
different?
9. Is there anything that can be done to your classroom to make you feel saver and comfortable?
10. What challenges do you encounter when you walk in to a room where everybody except you is able to speak?
To the hearing Staff of the Deaf Community
1. What job position do you hold in this school? How long have you worked in this Deaf school?
2. How do you communicate with deaf students? What is your experience with the deaf students in this institution?
3. Have you ever worked in any other deaf organisation? If yes are there differences in the ways in which the classrooms here are planned and organised
compared to the other organisation?
4. Do you know of any deaf school that you consider better than this school? If yes, what makes you think it’s better than this school.
5. What school be done in this school to make teaching of deaf students better than it is today?
6. What difference can you tell between a classroom in this deaf school and an ordinary school you ever visited?
To a representative of the Administrator.
1. What is the number of the hearing impaired students in this school?
2. Are there hearing students in this school? If yes, how many?
3. How many hearing staffs compared to deaf staffs do you have in this school?
4. Who built this school?

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6.2 DAYLIGHT FACTORS
Daylight Factors For Classroom 5 at Isinya school for the deaf
- Ei at A AA Ei at B BB Ei at C CC Ei at D DD Ei at E EE Ei at F FF
0 215 6.351551
1 - - 850 25.11078 500 14.77105 - - - - - -
2 - - 880 25.99705 550 16.24815 325 9.601182 300 8.862629 - -
3 - - 860 25.4062 535 15.80502 300 8.862629 285 8.419498 230 6.794682
4 - - 720 21.27031 425 12.55539 265 7.828656 270 7.976366 185 5.465288
5 - - 815 24.07681 495 14.62334 295 8.714919 260 7.680945 155 4.579025
6 - - 855 25.25849 525 15.5096 305 9.01034 255 7.533235 - -
7 - - 705 20.82718 485 14.32792 - - - - - -
- 150 4.431315 - - - - - - - - - -
812.1429 23.9924 502.1429 14.83435 298 8.803545 274 8.094535 190 5.612999
Eo=3385
Daylight Factors For Tuition Room 1 at Karen technical Training institute for the deaf
- A AA B BB C CC D DD - - - -
1 255 11.3082 280 12.41685 310 13.74723 320 14.19069 - - - -
2 220 9.756098 280 12.41685 305 13.5255 305 13.5255 - - - -
3 255 11.3082 250 11.08647 300 13.30377 320 14.19069 - - - -
4 260 11.52993 260 11.52993 305 13.5255 330 14.63415 - - - -
5 265 11.75166 265 11.75166 305 13.5255 320 14.19069 - - - -
6 288 12.77162 270 11.97339 300 13.30377 315 13.96896 - - - -
Eo=2255 -
6.3 REVERBARATION TEST
Reverberation test for Classroom 5 at Isinya school Reverberation test for Tuition Room 1 at Karen technical Training institute
Entries 125 250 500 1000 2000 4000 125 250 500 1000 2000 4000
balloon 1 2.19 1.52 1.43 1.63 1.46 1.23 balloon 1 1.05 0.91 0.83 1.01 1.03 0.95
balloon 2 2.31 1.38 1.37 1.35 1.12 0.96 balloon 2 1.14 0.93 0.84 1.03 1.03 0.9
balloon 3 2.06 1.62 1.08 1.09 0.79 0.68 balloon 3 1.1 0.95 0.84 0.96 0.99 0.91
balloon 4 1.68 1.77 1.43 1.3 0.95 0.71 balloon 4 1.2 0.9 0.78 0.94 1.09 0.9
balloon 5 invalid* 1.21 1.11 1.17 1.09 0.91 balloon 5 1.07 0.88 0.84 0.96 1.03 0.95
average 1.648 1.5 1.284 1.308 1.082 0.898 average RT60 1.112 0.914 0.826 0.98 1.034 0.922

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Sample RT60 graph
for classroom5 in room eq wizard
A graph of comparing the 5 balloons SPL used for
reverberation time test
Graph showing Invalid entries for
balloon 5 may have occurred due to
measured RT exceeded 10 seconds or
was below 0.1 seconds. Source:
Author, 2017
6.4 NOISE LEVELS
2 day Background noise Average 2 day Exterior noise Level Average
Time Lmin InteriorLaeq Lmax Lmin Exterior LAeq Lmax Traffic Noise
8.00am-9.00am 48.1 52.4 64.7 39.7 67.9 76.6 78.3
9.00am-10.00am 43.5 56.7 81.6 43.1 72.3 83.4 77.8
10.00am-11.00am 26.6 50.7 75.5 44 73.2 79.7 79.7
11.00am-12.00pm 22 36.8 57.1 67.9 77.1 82.1 82.1
12.00pm-1.00pm 37 46.8 61.2 44.8 68.7 79.8 79.8
1.00pm-2.00pm 23.4 38.7 57.7 53.2 73.6 82.1 82.1
2.00pm-3.00pm 36.2 53.2 71.4 45.6 65.8 75.1 83.4
3.00pm- 4.00pm 35.2 48.4 76.5 51.7 74.7 81.5 82.5
Average 34 47.9625 68.2125 48.75 71.6625 80.0375 80.5875
Background noise Average Environmental Noise Reaching the Façade
Time Lmin InteriorLaeq Lmax Lmin Exterior LAeq Lmax Traffic Noise
8.00am-9.00am 30.5 47 64.7 50.5 56.3 69.7 68.8
9.00am-10.00am 31.6 52.2 75.6 64.6 67.5 81.6 74.7

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10.00am-11.00am 17.8 36.7 56.5 40.8 48.2 62.5 69.2
11.00am-12.00pm 31.2 43.8 52.1 35.2 45.6 59.1 67.5
12.00pm-1.00pm 25.9 40.8 61.2 35.9 56.7 75.2 70.7
1.00pm-2.00pm 41.1 49.7 60.7 39.1 50.7 68.7 69.7
2.00pm-3.00pm 31 42.2 62.4 32.5 50.9 72.4 66.9
3.00pm- 4.00pm 28.4 37.4 59.5 34.4 52.4 70.5 72.4
4.00pm-5.00pm 29.3 43.3 60.1 35.3 55.7 74.1 75.7
Average 29.64444 43.67777778 61.42222 40.92222222 53.77777778 70.42222222 70.62222
6.5 SPEECH INTELLIGIBILITY
The table below illustrates the effect on SII by reducing the sound pressure levels for the lower frequencies by shortening the RT60
Adjustment Effect
Lowers SPL to atleast 25 dB for the
lower frequencies.
SII=0.6
Lowers SPL to atleast 25 dB for the
lower frequencies.
SII=0.7
Lowers SPL to atleast 15 dB for the
lower frequencies.
SII=0.7
Table.4.3.16. SII Calculation of Speech Intelligibility

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