DeafSpace Contributes to Universal Design
For each of the following:
Who else could benefit from this design or accommodation?
With whom might there be competing access needs?
Wide automatically opening double doors and wide hallways
Ramps instead of stairs with room for two people walking side by side
Obstacles (e.g., sandwich boards, poles, plants) moved out of pathways
Extensive use of glass, e.g. in doors, windows, elevators, and walls
Directories at entrances and ample directional and rooms signs
Open rooms with furniture mounted on wheels to rearrange easily
Single row of classroom tables and chairs arranged in open U-shape
Use of reflective surfaces to help detect movement from behind
Use of indirect daylight or diffused lighting, avoiding glare or shadows
Simple uncluttered walls and backgrounds painted blue or green
Clear lines of sight from a variety of positions, distances, perspectives
Seating options with one’s back at the wall and full view of room
Sound dampening features to limit reverberation and background noise
Flashing strobe lights in addition to horn for fire alarms
Captioning for all media including announcements
Routine amplification use by speakers and all participants
Each person identifies themself before they begin to sign or speak in a group
Use of agendas, printed transcripts, flip charts/white boards, notetakers
Audio elements are accompanied by meaningful visual elements
*References:
https://infoguides.rit.edu/deafspace/principles
https://gallaudet.edu/campus-design-facilities/campus-design-and-planning/deafspace/
Compiled 07/24 by Deaconess Lynn Swedberg