Disability Studies in the Universal Design University

Powell, Justin J W; Pfahl, Lisa

doi:10.1007/978-3-319-70175-2_8

Cited by 12 publications

(11 citation statements)

References 18 publications

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“…As Olivera (2006), Scott et al (2003) and Watchorn et al (2013) explained, spaces would also be inclusive if these do not segregate or exclude a person due to his or her disability, but rather, these environments become, in the words of Kitchin (2001), 'inclusive landscapes' . In keeping with Pliner and Johnson (2004) and Powell (2013), adopting this focus for higher education means that the principles of universal design would have to be followed: equitable use, flexibility of use, simple and intuitive design, perceptible information, low physical and technical effort and tolerance regarding errors or mistakes.…”

Section: Introductionmentioning

confidence: 99%

University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities

Moriña

Camacho

2016

Journal of Further and Higher Education

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The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain's Ministry of Economy and Competition. A biographical-narrative methodology was used for this study. The results presented have been classified based on one of five barrier types: urban (barriers that are outside the actual university campus), transport (public transportation and personal vehicles), building (obstacles inside university buildings), environmental (those elements within the classroom, including furniture, excessive noise or inadequate temperatures) and communication (these are divided into signposting and barriers when accessing information). Lastly, a variety of questions are considered in the conclusions which indicate that universities still need a certain degree of adaptation and readjustment to really be accessible and inclusive, in keeping with the principles of universal design.

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Section: Introductionmentioning

confidence: 99%

University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities

Moriña

Camacho

2016

Journal of Further and Higher Education

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“…One of the most promising methods for managing diversity in the classroom and for education in universities is the UDL (Powell & Pfahl, 2018). This concept developed in the US can provide orientation in the planning and implementation of inclusive and difference-sensitive teaching.…”

Section: Universal Design For Learning As a Methods For Difference-sensitive Higher Educationmentioning

confidence: 99%

Diversity is not the Enemy: Promoting Encounters between University Students and Newcomers

Bartz

Kleina

2021

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In today’s globalized world with dynamic processes of political, social, and societal change (Mergner et al., 2019) the university should be a place of encounter between people with different (cultural) backgrounds. The learning arrangement presented here therefore initiates intercultural exchange and aims to help students see diversity as an asset rather than a challenge (Roos, 2019). To this end, an intercultural project was initiated at TU Dortmund in Germany in 2017. In the context of different learning environments future teachers were invited to have encounters with young newcomers through a nearly completely self‐managed learning arrangement. The students were prepared for the encounters in focused courses dealing with theoretical backgrounds and didactic concepts. They would then prepare the lessons with the newcomers. In the context of this learning arrangement the following questions were important: What did the university students expect with regard to the encounter with newcomer students from schools? How did they prepare the lessons? What did students and newcomers think about the encounters later? What have they learned? And what do these reflections mean for inclusive and intercultural teacher education at universities? In the project we could observe that the didactic approach supports the students’ level of sensitivity towards differences and encourages future teachers to train the education of newcomers in a non‐judgmental framework (Bartz & Bartz, 2018). Based on a selection of qualitative empirical findings (ethnographic approach during six lessons in a period of two years and 147 interviews including the students’ and newcomers’ points of view about their learning encounters at TU Dortmund), this article discusses opportunities to create more innovative spaces for inclusive practices and cultures under the restricted terms of a mass university.

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“…Universal design extends beyond accessibility to encompass all individuals, which it achieves by encouraging incorporated and standardised commodities, environmental aspects, and services [27]. Powell and Pfahl [28], alludes that the goal must be moved from subjects of admittance to ones of spatial expertise as this is further motivating and resound healthier with designers.…”

Section: Context Of All-inclusive Design Environmentmentioning

confidence: 99%

Effectiveness of Inclusive Design for Children with Disabilities in Nigerian Education Buildings

Ahmed,

Isiaka,

Tauheed

2024

International Journal of Architecture and Urbanism

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The United Nations Educational, Scientific, and Cultural Organisation (UNESCO) report that twenty million Nigerian children lack access to basic school education. This is due to inadequate support for children with unique educational needs and impairments in primary school buildings. This study aims to assess how inclusive design ideas have been applied in Abuja public primary school buildings to accommodate children with unusual academic needs, including disabilities, in Nigeria. A descriptive study design with a survey technique was employed as the methodology. A standardised questionnaire with a five-point Likert scale was used to collect information and was delivered to a sample size of 133 people. According to the data, physically challenged pupils and older staff were more concerned with the proportions of overall desires and security, skills, and perception. Additionally, no ramps were installed in the school buildings, prohibiting disabled students from moving vertically, and students with impairments have difficulty reaching areas of conveniences. These findings indicate that inclusive design ideas have not been included into the architectural designs of Federal Capital Territory Administration (FCTA) community primary academic buildings. The findings suggest the need for strong legislation to create an inclusive design special unit to ensure all architectural designs meet FCTA institutional standards for primary school building delivery

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Disability Studies in the Universal Design University

Cited by 12 publications

References 18 publications

University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities

University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities

Diversity is not the Enemy: Promoting Encounters between University Students and Newcomers

Effectiveness of Inclusive Design for Children with Disabilities in Nigerian Education Buildings

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