The deaf and hard-of-hearing live in world that, from an architectural standpoint, is designed for hearing people. Which causes a set of challenges for the deaf and hard-of-hearing.These problems have major effects at schools for the deaf and hard-of-hearing. These schools are mainly located in buildings that happened to be empty or that already had an educational function anyway. These buildings have never been specifically designed for the deaf and hard-of-hearing, which causes a problem. If a school for deaf and hard-of-hearing students was never designed for them, how can these buildings reflect and be good for them?

Throughout history the built environment has mostly been designed from an able-bodied perspective, which causes a set of challenges for people with disabilities. In the 20th century however, a growing attention for disability in architecture took place that resulted in a shift in architecture. This thesis focusses on DeafSpace design and how architecture has historically responded to the need to design for people with disabilities. This leads to the research question of this thesis: What makes design for DeafSpace so special compared to other architectural adaptations for other disabilities? By analysing three buildings that follow the DeafSpace design principles, this thesis shows what makes DeafSpace special compared to other architectural adaptations for other disabilities. DeafSpace concerns design principles that go beyond the mere application of a ramp for wheelchairs. DeafSpace creates spaces that benefit ‘every-body’, it refuses the ‘normalisation’ and ‘standardisation’ of the able-bodied perspective. It is about creating awareness and it seeks to design and improve spaces to be functional for the deaf and hard-of-hearing. In saying so, it is to be concluded that, in contrast with its name, DeafSpace and its five design principles—Space and Proximity, Mobility and Proximity, Sensory Reach, Light and Colour, and Acoustics—are beneficial to ‘every-body’.