Deaf Spaces: How Architecture Can Be Designed Around Visual Communication

Imagine walking to class while having a conversation in American Sign Language (ASL). You need to see the other person’s hands and face, keep track of where you are going, and navigate around other students. Now imagine doing this in a narrow, crowded hallway. The design of a space can make a big difference in how easily that conversation continues. 

This is the idea behind DeafSpace, an approach to architecture shaped by Deaf experiences, culture, and visual communication. 

What is DeafSpace? 

In 2005, architect Hansel Bauman partnered with Gallaudet University, the world’s only university designed specifically for Deaf and hard of hearing students, to develop the DeafSpace Project. Their work produced more than 150 design elements organized around five areas: sensory reach, space and proximity, mobility, and proximity, light and colour and acoustics. Community, safety, and visual language are central to this approach (Gallaudet University, n.d.-a). 

Although the project began in 2005, Deaf people had already been adapting their surroundings to support communication for generations. Gallaudet’s campus reflected these needs long before the guidelines were formally developed, through features such as open spaces, natural lighting, and wide pathways (Gallaudet University, n.d.-c). 

Architecture can also carry cultural meaning. Deaf architect Jeffery Mansfield describes how Deaf schools brought students together and created opportunities for sign language and community to flourish. His perspective helps show why Deaf spaces matter beyond their physical layout. They can support connection, identity, and belonging (Mansfield, 2018). 

Making Room for Conversation 

When people communicate in ASL, they need a clear view of facial expressions and the space in which someone signs. This affects how far apart people stand and how furniture is arranged. As more people join a conversation, everyone needs enough room to see each other (Gallaudet University, n.d.-b). 

At Gallaudet, classrooms can use U-shaped or semicircular seating so students can see their classmates during discussions. Wide walkways also allow people to walk beside each other with enough room to sign. These choices make visual communication part of the building's design (Gallaudet University, n.d.-a). 

Figure 1. Curved seating and an open atrium create clear sightlines, allowing people to face one another and communicate visually, which is a key feature of DeafSpace design.

Lighting Matters More Than You Might Think 

Have you ever tried to see someone’s face when they were standing in front of a bright window? For a visual language, that difficulty can interrupt communication. Glare, shadows, and backlighting can make signing harder to follow and contribute to eye fatigue. 

DeafSpace considers soft, diffused lighting and background colours that help hands and faces stand out. Lighting becomes an important part of making a conversation comfortable and accessible (Gallaudet University, n.d.-b). 

Staying Aware of Your Surroundings 

DeafSpace also considers how people notice what is happening around them. Mirrors can reveal someone approaching from behind, while transparent or translucent doorways can make movement in nearby spaces visible. Gallaudet incorporates these features to support awareness of the surrounding environment (Gallaudet University, n.d.-a). 

Sound matters as well. Deaf and hard of hearing people have different hearing experiences, and some use hearing aids or cochlear implants. Reducing background noise and echoes can help make spaces more comfortable for people using these devices (Gallaudet University, n.d.-b). 

Looking at Our Campus Differently 

DeafSpace gives us a useful question to bring to Queen’s: how well do our spaces support visual communication? 

For a QASL meeting, we could start by arranging chairs so everyone can see each other, choosing a well-lit room and keeping sightlines clear. These are practical ways to apply the ideas discussed above. 

The next time you enter a classroom or café, look around. Can everyone see the person communicating? Is there enough room to sign? Thinking about these questions helps us recognize how architecture shapes participation and connection. 

References 

Gallaudet University. (n.d.-a). Campus design and planning. https://gallaudet.edu/about/campus-desig-planning/ 

Gallaudet University. (n.d.-a). DeafSpace. https://gallaudet.edu/about/campus-design-facilities/campus-design-and-planning/deafspace/ 

Gallaudet University. (n.d.-c) Visiting architecture students experience campus. https://gallaudet.edu/campus-design-facilities/campus-design-and-planning/visiting-architecture-students-experience-deafspace-on-the-gallaudet-campus/ 

Mansfield, J. (2018, April 13). The architecture of deafness: On the subversive and dignified architecture of the deaf school. Cooper Hewitt, Smithsonian Design Museum. https://www.cooperhewitt.org/2018/04/13/design-and-agency-architecture-of-deafness/