Barriers to Deaf Participation in BIM Documentation: Insights from a Malaysian Sign Language Preservation Project
Summary of Findings
This study explored factors influencing Deaf individuals’ participation in a BIM-related project. Five key themes emerged: attention, availability, commitment, interest, and confidence.
Project Background and Objectives
This project aimed to compile a comprehensive catalogue of BIM sords in Malaysia, categorised by handshape, to support future research, archiving, and educational initiatives. The goal was to document and preserve BIM vocabulary while inspiring contributions from the Deaf community.
The project successfully gathered 43 videos from approximately 20 participants, each featuring a selection of BIM sords, enriching the documentation of the language’s visual structure. By collecting data on 50 unique BIM sords per handshape, the project contributes to a more systematic understanding of the language’s formation.
Key Details:
- Duration: January – August 2021
- Team Members: Jessica Mak, Ho Koon Wei, Dr. Anthony Chong, and Amanda
- Participants: 20 contributors
- Collected Data: 43 videos covering 50 unique BIM sords per handshape
Despite the project’s success in gathering data, recruitment challenges revealed deeper issues within the Deaf community’s engagement with BIM development.
1. Attention: Lack of Response to the Call
Many candidates ignored direct messages about the project despite clear explanations and video links. Some read the messages but did not respond, suggesting a lack of interest in BIM development. Even though the messages explicitly mentioned BIM, they failed to attract attention. This raises concerns about awareness and engagement with BIM-related initiatives.
2. Availability: Declining Due to Time Constraints
Some candidates responded but declined participation, citing personal commitments such as family responsibilities or work. While valid, these reasons were surprising given the minimal time commitment required. One individual openly admitted to being “too lazy,” suggesting that motivation and personal priorities played a role.
3. Commitment: Initial Interest Without Follow-Through
Several candidates initially agreed to participate, asked questions, and even started working on it but failed to complete their tasks. Despite follow-ups, many became unresponsive. Some expressed confusion about expectations, while others lost motivation over time, highlighting a lack of strong commitment to BIM development.
4. Interest: Limited Motivation to Engage
A number of candidates explicitly stated they were not interested in participating, even if offered payment. Some preferred to “watch and support” rather than actively contribute, while others questioned how the project would benefit them personally. This suggests a passive attitude towards BIM development, even among those who use BIM daily.
5. Confidence: Doubts About Their Own BIM Proficiency
Many candidates lacked self-confidence in their BIM skills. Some felt unqualified to contribute, while others feared making mistakes. A few admitted unfamiliarity with linguistic aspects such as handshapes. Notably, some Deaf educators who teach BIM also lacked confidence, raising concerns about the level of expertise among BIM instructors.
Discussion: Contradictions in Attitudes Toward BIM
The findings highlight a disconnect between stated support for BIM and actual engagement. Many individuals claim to advocate for BIM but hesitate to contribute to its development. Even among those involved in BIM instruction, many struggle with their own understanding of the language, which may impact the quality of BIM education.
Conclusion: Addressing Attitudes Towards BIM
Although BIM is not legally recognised as an official language, it is acknowledged as a communication tool under the Persons with Disabilities Act 2008 (Act 685). Despite this, many Deaf individuals still perceive BIM as “signed Malay” or a mix of different sign languages rather than a fully-fledged language. This misunderstanding is largely influenced by past educational experiences where artificial sign systems were used instead of natural BIM.
To address these issues, sign language attitude planning is necessary to:
- Educate the Deaf community on BIM as a distinct language.
- Increase confidence in using and teaching BIM.
- Encourage greater participation in BIM-related projects.
While this project successfully documented many BIM sords, the reluctance to develop BIM suggests that deeper structural and educational changes are needed. Without active community involvement, BIM risks stagnation, and its recognition may not translate into meaningful progress for the Deaf community.
Note: All 43 videos previously available on YouTube in the BIM Sord Collection have now been moved to the BIM Corpus for further analysis.