Reimagining Sensory-Inclusive Learning Spaces: A Deaf-Centered Framework for Higher Education Campuses

Maribel Collantes Tubera

doi:10.36948/ijfmr.2026.v08i03.78420

Reimagining Sensory-Inclusive Learning Spaces: A Deaf-Centered Framework for Higher Education Campuses

Author(s)	Dr. Maribel Collantes Tubera
Country	Philippines
Abstract	Higher education institutions are increasingly challenged to create learning environments that are not only physically accessible but also sensory-inclusive for Deaf and hard-of-hearing students. While existing accessibility standards commonly emphasize mobility and physical access, limited attention has been given to visual communication, sensory accessibility, and communication-oriented spatial design that support Deaf learners within higher education campuses. This study explored the sensory and spatial experiences of Deaf students within the School of Deaf Education and Applied Studies (SDEAS) of De La Salle–College of Saint Benilde and developed a qualitative design-based framework for sensory-inclusive learning environments. Grounded in DeafSpace Theory and Universal Design, the study employed a qualitative phenomenological and design-based research approach. Data were gathered through semi-structured interviews, focus group discussions, campus observations, spatial analyses, and participatory design workshops involving Deaf students, faculty members, interpreters, accessibility advocates, and campus stakeholders. Thematic analysis revealed major barriers related to obstructed visual communication, inadequate lighting conditions, inaccessible emergency systems, spatial congestion, limited wayfinding support, and insufficient collaborative environments that support Deaf culture and social interaction. Based on the findings, the study proposed a sensory-accessibility framework emphasizing visual connectivity, adaptive lighting systems, visually accessible emergency technologies, flexible classroom layouts, sensory-responsive learning commons, and participatory campus planning strategies. The study contributes to the growing discourse on Deaf-centered architecture and sensory-inclusive campus planning by advancing practical and context-sensitive strategies for improving higher education learning environments within the Philippine context.
Keywords	Sensory Accessibility, DeafSpace Theory, Inclusive Campus Design, Universal Design, Deaf Students, Higher Education Campuses, Participatory Design, Inclusive Learning Environments.
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-14
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.78420

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Reimagining Sensory-Inclusive Learning Spaces: A Deaf-Centered Framework for Higher Education Campuses

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