Analyzing the Architectural Status of Educational Centers for Children With Hearing Impairment

Hearing impairment in infants is among the main concerns of the health and educational systems worldwide, leading to long–term issues in education and language learning in the affected individuals. Hearing–Impairment often leads to isolation and distraction due to problems with communication between hearing and deaf individuals. Individuals with hearing impairment are highly dependent on the senses of sight and touch. Their contact with the environment is through sign language; thus, they have a different spatial perception and require various environmental qualities. Therefore, the present study aimed to analyze the status of the educational centers of children with hearing impairment in Yazd City, Iran, based on the spatial standards extracted in this paper.

This descriptive–analytical research used Galoudet University and American Law on the Disabled and Building 93 Bulletin studies. First, the influential factors on designing suitable educational spaces for the mentioned population and the components of each element were extracted, and a checklist was prepared. Then, to study the current architectural status of the Deaf and Hard of Hearing Primary School in Yazd, two schools (there are only two schools for Sadrieh (boys) and Baghcheban (girls) for the deaf in this city) were included as the study population. Researchers visited these primary schools to compare the current situation with the collected standards using the observation method.

The obtained data revealed that these schools did not have the same access for hearing–impaired individuals in one city concerning the location factor and school location. Concerning the visibility/transparency aspect, none of the two schools used automatic gates and elevators; however, both schools had clear fencing. Respecting individual and classroom technology, no school was equipped with an advanced audio field system in classes or infrared technology. In terms of outdoor space design, both schools lacked a good status. In both cases, light and light–emitting light had a good light intensity. Regarding color, the classes of both schools were used in soft colors, which, in contrast to the skin color, were inappropriate for the deaf learning environment. Both schools lacked a siren equipped with a flashing light and only contained fire extinguishers. Regarding the safety of internal spaces, enclosures, and corridors, field research indicated no trace or obstacle in the hall and paths of the courses and halls on the path to the campus and the school's space; however, there were such issues in the schoolyard. Despite covering with carpets, it was a severe danger to students.

Considering the present study findings and the inappropriateness of schools for hearing–impaired children to address the needs of these students and ignoring the global standards in the design of these schools, attention to these points is recommended to authorities.