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For this thesis, I engage in a comprehensive study of Deaf culture by learning American Sign Language (ASL) and immersing myself within the Deaf community. My objective is to gain insights into their unique modes of interaction, daily lives, and spatial preferences. The research is motivated by the aspiration to apply this profound understanding to the design of a deaf-friendly academic building on Gallaudet University's campus. It is also motivated by the multi-sensory experience of architecture and it's impact on the users experiencing the space. Situated prominently in front of the historic Union Market, which serves as a gathering point for people from all corners of Washington, D.C., the envisioned building aims to bridge the gap between Gallaudet University's enclosed campus and the bustling city. Through an innovative design approach, it seeks to impart a new identity to the campus, fostering inclusivity and connectivity. The design process involves a meticulous analysis of the campus site across three distinct scales: city/campus, building, and user. Each scale informs different design moves of the proposed academic building through the exploration of the relationship between: the user and the building, the building and the campus, and the campus and the city. This approach ensures a holistic integration of new information, resulting in a structure that not only embraces DeafSpace principles but also addresses the broader context of the urban environment. Beyond architectural aesthetics, the proposed structure will play a pivotal role in revitalizing the neglected part of the campus. By integrating Hansel Bauman's DeafSpace principles, it will serve as an example of how architecture can be enabling rather than disabling through discovering what accessibility means to the Deaf community, creating a vibrant hub that harmonizes with the existing environment and brings new life into the overlooked area. This research not only contributes to a deeper understanding of Deaf culture but also showcases the potential of architectural design to facilitate meaningful connections, foster inclusivity, and rejuvenate neglected spaces within educational institutions. / Master of Architecture / For this thesis, I explore Deaf culture by learning American Sign Language (ASL) and engaging with the Deaf community. My goal is to understand their unique ways of communicating and living, which will inform the design of a new academic building at Gallaudet University, a school for the Deaf. This research is inspired by the idea that architecture can deeply affect how people experience spaces. The proposed academic building will be located near the historic Union Market in Washington, D.C., creating a connection between the university's campus and the city. This design aims to give the campus additional space that fosters inclusivity, connectivity, and accessibility. To create this design, I carefully studied the campus from three perspectives: the city and the campus, the building itself, and the individual user. This supports an understanding of how the new building interacts with its surrounding urban environment and its users. The design will incorporate DeafSpace principles, developed by architect Hansel Bauman, which focus on the specific needs of the Deaf community. The new building is intended to make the campus more accessible and welcoming, transforming an underused part of the university into a vibrant, engaging space. This project highlights how understanding Deaf culture can lead to better architectural designs that foster inclusion and revitalization within educational environments.

This study employs qualitative methods to explore the tensions experienced by deaf young people with hearing parents, hearing parents with little or no experience of deafness prior to the birth of their deaf children and language teachers with a lack of skills and knowledge of deafness in the implementation of an inclusive education system in Brunei Darussalam. The empirical evidence I used to develop and support my thesis involves data I have generated using a variety of data collection tools, and includes analysis of documents, interviews with 12 deaf people age 18-25 years old, 4 hearing parents and 4 teachers together with 8 hours of classroom observations. A thematic analysis was conducted to identify prevalent similarities in the participant’s responses. Underachievement among young deaf people was due to undeveloped language. Undeveloped language for communication is the major theme identified. This study argues that while certain barriers to participation in hearing inclusive classrooms and hearing environments may be being removed, perceptions of the deaf as being unable to communicate remain embedded in dominant disability discourse (Lang, 2001). The study’s conclusions are drawn within the context of proposing a framework for a holistic, integrated, community based educational support structure for Brunei Darussalam that meets the support requirements of deaf young people (DYP), parents and teachers within inclusive schools.

Made available in DSpace on 2015-03-04T19:59:49Z (GMT). No. of bitstreams: 0 Previous issue date: 7 / Nenhuma / A presente dissertação, “Para além do Silêncio; Outros olhares sobre a surdez e a educação de surdos”, traz para à discussão algumas recorrências enunciativas possíveis de serem lidas nas produções de um dos grupos de pesquisadores que marcou a história da educação de surdos no Estado do Rio Grande do Sul. O grupo formou o Núcleo de Pesquisa em Políticas Educacionais para Surdos (NUPPES) e, através de tal Núcleo, fez parcerias com a Secretaria de Educação do Estado, assumindo a partir daí a elaboração dos currículos, bem como a formação de professores nos cursos oferecidos pelo Estado. Além disso, o NUPPES também fez distintos movimentos para que a comunidade surda começasse a ter expressão na academia através da entrada de surdos na Universidade. A partir da produção intelectual e da inserção dos pesquisadores nas comunidades surdas, escolares e acadêmicas, podemos dizer que há muitas rupturas nas formas de ver e fazer a história surda acontecer. Considerando a grande contribuição acadêmica do grupo, materia / The present dissertation, “Para além do silêncio;Outros olhares sobre a surdez e a educação de surdos” (“Over the silence;Other views about deafness and the education of deaf people”), makes possible the quarrel of some existing enunciative recurrences in the productions of one of the groups of researchers that marked the history of the education of deaf people in the Rio Grande do Sul Brazilian state. This group was formed the “Núcleo de Pesquisa em Políticas Educacionais para Surdos” (NUPPES – Nucleus of Research in Educational Politics for Deaf People) which made partnerships with the State Secretariat of Education, assuming the elaboration of the curriculums, as well as the formation of professors in the courses offered for the State. Moreover, the NUPPES made distinct movements so that the deaf community started to have academic expression by the entrance of deaf people in the university. From the intellectual production and the insertion of the researchers in the deaf, education and academic communities

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The communicative interchanges of a congenitally deaf child who received a cochlear implant at 24 months of age were videotaped in fifteen hourly sessions over a nine month period while she participated in auditory-verbal therapy prior to and following implantation. The present study examined selected early communicative behaviors. Using Tait's (1993) protocol for charting communicative adult-child interaction, gestures, eye-gaze, and sound uttered either by the child or an adult during communicative interchanges were transcribed from the videotapes. Results corresponded with Tait's, revealing growth in the child's communicative interaction across sessions. In less than three months following implantation phonemic measures rose dramatically. Almost all phonemic measure correlations were significant, high, and positive.

A dissertation submitted in fulfilment of the requirements for the degree of Master of Arts in Audiology in the Faculty of Humanities, University of the Witwatersrand, Johannesburg March 2016. / Only a small number of Deaf school-leavers in South Africa enter higher education institutions (DeafSA, 2009). There does not seem to be an incentive to encourage Deaf school-leavers to enter higher education which contributes to the 90% unemployment rate of Deaf adults in South Africa (DeafSA, 2009). Deaf learners do not always seem to have opportunities for further study due to poor literacy skills. Deaf school leavers appear inadequately prepared for further education and employment when they leave high school and experience difficulty with communication and socio-emotional adjustment in the hearing world. This study explored the preparedness of young deaf adults for further education and employment within the Western Cape by describing the reflections of Deaf school-leavers regarding their transition from school to higher education and vocation. Focus group interviews and in-depth individual interviews were conducted with 19 Deaf participants between the ages of 21 and 25 who use SASL as their primary mode of communication and have attended a signing school for the Deaf in the Western Cape. The services of two SASL interpreters were used and the data collected were analysed using a thematic analysis. The findings of this study point to possible strategies that may facilitate the transition of the Deaf school leaver to higher education and vocation in the Western Cape. The data obtained in this study indicated a need for improved academic preparation of Deaf learners; an increase in educators of the Deaf that are fluent in SASL; an increase in SASL interpreters at higher education institutions and stronger transition programs at schools for the Deaf in the Western Cape. Moreover, participants in this study indicated a need for financial assistance for Deaf students to further their education and expressed the need for Deaf awareness and sensitization training of employers, employees, lecturers and fellow students of the Deaf in the Western Cape. Furthermore, the findings of this study suggested assistance from job placement officers with regard to integration and socialization of deaf employees in the workplace. / GR 2017