1.png)
2.png)
TOWARDS AN INTERIOR ARCHITECTURE SIGN LANGUAGE LEXICON FOR ENHANCED VISUAL LITERACY FOR THE DEAF IN HIGHER EDUCATION
Abstract
The biggest challenge for the Deaf community in the field of interior architecture is the lack of a standardized technical sign language vocabulary. The absence of a shared vocabulary for complex spatial concepts often leads to poor communication between designers, educators, and Deaf stakeholders, resulting in the use of ad hoc signs that can undermine design accuracy and professional confidence. The research aims to address the gap by developing a participatory lexicon of interior architecture sign language for the Deaf in higher education. The objective is to standardize the terminology of the technical lexicon, to improve visual literacy, and to strengthen the communicative competence of blind architects and designers in the future. This study applies a qualitative participatory design method with a group of eleven key informants, including students, practicing architects, and Tuli designers. Data were collected using participatory focus group discussions (FGD), in-depth interviews, and field observation notes. Co-creation and contextual validation of 60 core technical gestures in Indonesian Sign Language (BISINDO) through iterative thematic analysis and member checking. The results of the study demonstrated that this co-constructed lexicon successfully linked linguistic expressions and design thinking through consistent, context-based visual language. Participants reported increased spatial conceptualization, increased confidence in studio presentations, and decreased reliance on snap interpretations. In general, this lexicon is a valuable educational resource; it promotes educational equality and facilitates the implementation of inclusive higher education policies. The lexicon offers a common technical lexicon for the Deaf community, allowing them to participate on equal terms in education and architectural practices, and paving the way towards more inclusive and accessible public environments.
Keywords
References
Aliyah, S. (2024). Implementation of Law Number 8 of 2016 Regarding Legal Protection and Fulfillment of the Rights of Persons with Disabilities in Indonesia, Jurnal Ilmu Sosial dan Pendidikan, Vol 8 (3):2062, DOI:10.58258/jisip.v8i3.7226
Aurelius, A., Rachmayanti, I., and Fajarwati, A.A.S. (2024). Application of Deaf Space in the Interior of Creativity and Art Center for the Deaf, Journal of Aesthetics, Creatuvity and Art Management, vo. 3, No 2, DOI: https://doi.org/10.59997/jacam.v3i2.3736
Connix, J. L. (1982). Audiometric classification of hearing impairment. Texas Speech-Language-Hearing Association.
Hutter, I. and Fenenga, C. (2026). Blending a Participatory Approach Into Qualitative Research: Principles and Implementation Steps, JPRM, ISSN. 2688-0261, vol 7, issue. 5, DOI: https://doi.org/10.35844/001c.167252
Harahap, R. M., Widajanti, A., & Suriastuti, M. Z. (2026). Co-designing neuro-inclusive public interiors: a mixed-methods study on non-visible disabilities in Indonesia. SINERGI, 30(3), 815–826. https://doi.org/10.22441/sinergi.2026.3.010
Harahap, R.M. (2025) Ruang dan Disabilitas Pendengaran. Proxy Media, ISBN ISBN 978-634-96246-2-6 1, 55 page. Harahap, R. M and Lelo, L. (2020). Pengalaman Mahasiswa Tuli di Ruang Komunal Universitas Mercu Buana, Inklusi Journal, vol 7, No. 2, pp. 167-206, December, 2020, https://doi.org/10.14421/ijds.070201
Harahap, R.M.et, al. (2021) Deaf Space pada Penataan Ruang Kuliah Untuk Meningkatkan Kemandirian Belajar Mahasiswa Penyandang Disabilitas Pendengaran, Disertasi Doktoral Ilmu Seni Rupa dan Desain ITB, Bandung.
Harahap, R. M., et., al. (2017). Inovasi akses assistive technology untuk mahasiswa disabilitas pendengaran dengan pendekatan prinsip universal design, Seminar Nasional Seni dan Desain, Prosiding Nasional, pp. 372-379, October 2017, https://media.neliti.com/media/publications/196104-inovasi-akses-assistive-technology-untuk-77ca0202.pdf
Harahap, R.M., Lelo, L. (2020). Implementasi Elemen Desain Ruang Fisik bagi Mahasiswa Tuli di Perguruan Tinggi Jakarta, Jurnal Desain, Vol. 8, No. 1, pp 1-16, September 2020, http://dx.doi.org/10.30998/jd.v8i1.6388
Lemke, U. and Scherpiet, S. (2015). Oral communication in individuals with hearing impairment—considerations regarding attentional, cognitive and social resources, Psychol, vol 6,pp 998, Doi: 10.3389/fpsyg.2015.00998
Miles, M.B., Huberman, A.M. and Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Sage, London.
Muir, L. (2005). Perception of Sign Language and Its Application to Visual Communications for Deaf People, Journal of Deaf Studies and Deaf Education, vol 10 (4), pp. 390-401, DOI:10.1093/deafed/eni037
Nagel, G.F. (2011). A possible curriculum change for language practice students of the Tshwane University of Technology. Thesis, Magister Technologiae, Tshwane University of Technology.
National Association of the Deaf. (2020). Position statement on language access for deaf and hard-of-hearing students. https://www.nad.org/resources/education/language-access/
Omland, M., Hontvedt, M., Siddiq, F. et al. (2025) Co-creation in higher education: a conceptual systematic review. High Educ 90, 1017–1047 (2025). https://doi.org/10.1007/s10734-024-01364-1
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage Publications.
Prinzi, L. M. (2024). The interpreter’s role and deaf students’ autonomy in mainstream classrooms. Journal of Deaf Studies and Deaf Education, vol. 29 (3), DOI: https://doi.org/10.1093/deafed/enae009
Republik Indonesia. (2016). Undang-Undang Nomor 8 Tahun 2016 tentang Penyandang Disabilitas. Lembaran Negara Republik Indonesia Tahun 2016 Nomor 69. Jakarta: Sekretariat Negara.
Tonelli, A., Brayda, L., and Gori, M. (2015). Task-dependent calibration of auditory spatial perception through environmental visual observation, Frointiers Sysyt. Neurosci, vol 9, https://doi.org/10.3389/fnsys.2015.00084
Tubbs, C., & Moss, S. (1994). Human communication: Foundations and contexts. McGraw-Hill Education.
World Federation of the Deaf. (2023). Position paper on sign language rights in education. https://wfdeaf.org/resources/publications/
DOI: https://doi.org/10.20961/jod.v6i2.123211
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Rachmita Maun Harahap
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
