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Deaf-First Architectual An Education...
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University of Washington.
Deaf-First Architectual An Educational Design Framework for Deaf and Hard of Hearing.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Deaf-First Architectual An Educational Design Framework for Deaf and Hard of Hearing./
作者:
Hauan, Travis.
面頁冊數:
1 online resource (109 pages)
附註:
Source: Masters Abstracts International, Volume: 56-06.
Contained By:
Masters Abstracts International56-06(E).
標題:
Architecture. -
電子資源:
click for full text (PQDT)
ISBN:
9780355124996
Deaf-First Architectual An Educational Design Framework for Deaf and Hard of Hearing.
Hauan, Travis.
Deaf-First Architectual An Educational Design Framework for Deaf and Hard of Hearing.
- 1 online resource (109 pages)
Source: Masters Abstracts International, Volume: 56-06.
Thesis (Master's)
Includes bibliographical references
The Deaf culture is one of, if not the only, people group with a culture and language that does not have a recognized building vernacular. Architecture has yet to respond to the needs of the deaf in a meaningful way. This thesis was built from over a dozen interviews with members of Deaf culture, instructors and students of deaf education. In exploring modified space, a framework emerged that can inform the designer of priorities and strategies when designing for the deaf. These principals were applied to a new pre-k--12th grade day school for the deaf located in Seattle's Capitol Hill neighborhood. In approaching school design for the deaf student first, a vernacular emerges that evokes high quality spaces that benefits all students.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780355124996Subjects--Topical Terms:
555123
Architecture.
Index Terms--Genre/Form:
554714
Electronic books.
Deaf-First Architectual An Educational Design Framework for Deaf and Hard of Hearing.
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The Deaf culture is one of, if not the only, people group with a culture and language that does not have a recognized building vernacular. Architecture has yet to respond to the needs of the deaf in a meaningful way. This thesis was built from over a dozen interviews with members of Deaf culture, instructors and students of deaf education. In exploring modified space, a framework emerged that can inform the designer of priorities and strategies when designing for the deaf. These principals were applied to a new pre-k--12th grade day school for the deaf located in Seattle's Capitol Hill neighborhood. In approaching school design for the deaf student first, a vernacular emerges that evokes high quality spaces that benefits all students.
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click for full text (PQDT)
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