Student Engagement in Assessment of Universal Access of University Buildings

Ceresnova, Zuzana

doi:10.1007/978-3-319-05095-9_13

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…These developments range from exercises or courses (e.g., [39,87,88,76]) to complete dedicated postgraduate programs [89]. Promising in this respect is also the growing amount of research on inclusive design in relation to the built environment, which is expected to find its way into researchbased curricula.…”

Section: Discussionmentioning

confidence: 99%

Ten questions concerning inclusive design of the built environment

Heylighen

linden

Steenwinkel

2017

Building and Environment

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In recent years, the design community has witnessed the development of several design approaches aimed at taking into account the diversity of human abilities and conditions during design. One of these approaches is inclusive design, used here as an umbrella term to cover also universal design and design for all. This article addresses some of the common questions that arise when inclusive design is considered in relation to the built environment. It discusses how inclusive design is defined and interpreted, what its relevance, implications and challenges are in relation to the built environment, how it relates to other significant design issues, and how it can be fostered in the future. This introduction to the idea of inclusive design is of interest to built environment professionals and researchers seeking a more holistic approach to the built environment. Foregrounding the diversity in human interactions with the built environment supports reflection on the human impact of design decisions. By offering diverse spatial qualities and use opportunities, inclusive design has the potential to help addressing the challenges of our diverse and ageing society in a sustainable way.

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Section: Discussionmentioning

confidence: 99%

Ten questions concerning inclusive design of the built environment

Heylighen

linden

Steenwinkel

2017

Building and Environment

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“…Each user/expert visited the building at stake accompanied by two architecture students (or an architecture student and a researcher). Unlike in some of the initiatives mentioned above [18,19] no simulation was used during the building visits. Although we did work with blindfolding in the past [21], we decided not to include simulation exercises in this course because they have been found to fail in simulating impairment correctly, as they address neither the coping strategies nor the skills disabled people develop in living with an impairment [22].…”

Section: A Analysis Reportsmentioning

confidence: 99%

“…Similarly, Zuzana Ceresnova [19] engaged architecture students at the Slovak University of Technology in Bratislava in assessing the universal access of university buildings from the position of disabled people, through on-site observations and role-play/simulation activities. Students were allowed to choose the type of impairment for the simulation exercises.…”

Section: B Disability Experience In Architectural Educationmentioning

confidence: 99%

Mobilizing disability experience to inform architectural education lessons learned from a field experiment

Heylighen

Vermeersch

2015

2015 Conference on Raising Awareness for the Societal and Environmental Role of Engineering and (Re)Training Engineers for Part

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Abstract-Through their bodily interaction with the designed environment, disabled people are able to appreciate qualities designers may not be attuned to. In architectural practice, however disability experience is hardly acknowledged as a valuable resource for design. Since attitudes developed in the educational settings are carried into people's professional careers, this paper examines the added value of mobilizing disability experience to inform architectural education. To this end it analyses the course work of 29 architecture students who attended a course on inclusive design and, in this context, analysed a building in interaction with disabled people. Findings suggest that this interaction contributed to raising students' awareness about the built environment's impact, human variability, and the limits of empathy. In addition, it fostered students' insight into accessibility issues beyond the legal standards, and enriched their understanding of space. This awareness and insight in turn triggered a change in students' attitude towards disabled people. Further research is needed to examine the sustainability of these effects after students have graduated and gained experience in architectural practice.

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