Ergonomics and design for all

Abstract

The paper deals with research areas and actions thanks to which the theoretical and methodological content of the "Ergonomics in Design" project can give a concrete contribution to the "Design for All" project, in particular with regards to the assessment and design of environments, the design of everyday products.

Inclusive Signs: A Teaching and Learning Toolkit to Generate Inclusive Meta‐Design Concepts

“…2. Consistent with Steffan & Tosi (2012), and the previous objective, the toolkit promotes the development of a new culture on Social Inclusion through active learning processes. It can help students to overcome cultural biases and misconceptions about inclusive design processes.…”

“…Specifically, Inclusive Signs helps to achieve three main objectives: In relation to simplifying the design process, the toolkit helps students to frame complex design issues related to Social Inclusion. Consistent with Braga (2017), it can support the translation of societal goals into design‐oriented learning practices, fostering the finding of focused design insights that otherwise will be too complex to be identified in the meta‐design stages. Consistent with Steffan & Tosi (2012), and the previous objective, the toolkit promotes the development of a new culture on Social Inclusion through active learning processes. It can help students to overcome cultural biases and misconceptions about inclusive design processes.…”

“…Inspiring students enrolled in Design programmes to create inclusive artefacts means instructing them to not just create solutions for disabled people (inferred by Rossi & Barcarolo 2019), though they often design for weakest groups of users like disabled people (Steffan & Tosi 2012). Instead, a correct training on Design for Social Inclusion stimulates students to develop solutions that address important societal issues like social wellbeing and human rights (Reed & Monk 2006).…”