Students’ Attitudes to Universal Design in Architecture Education

Larkin, Helen; Dell, Kelsey; Hitch, Danielle

doi:10.36251/josi.109

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…According to Larkin et al (2016), "the implementation of universal design teaching into Architecture and Design curriculum has been recognised as an important step in facilitating and enhancing the uptake of universal design during the design process" (p. 1). Nevertheless, the present study points to various gaps identified in different countries, suggesting a need for developing training tools and materials on D4All Dantas, Louceiro, Dias, Rodrigues, Moreira, Kotradyova, Čerešňová, Kacej, Filová, Šimková, Sánchez, Voľanská, Lutherová, Lipovac, Sašek, Šarabon and Podrekar, 2023 throughout Europe.…”

Section: Discussionmentioning

confidence: 99%

Design For All

Dantas,

Louceiro,

Dias

et al. 2023

IPBE

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The average age of the European population has been increasing and this fact leads to the need of adapting the physical spaces, so that older adults may stay independent for as long as possible. To that aim, building constructors, furnishing designers but also social care and health sectors need to be aware of the difficulties that older adults face in their homes and in public spaces. Design for All, Universal Design and Smart Healthy Age-Friendly Environments are approaches that build and promote more inclusive spaces to everyone, regardless of their gender, age, ethnicity or functional limitations. The present study aims to identify the needs and gaps in different educational levels, concerning D4All and Universal Design, in four European countries (Portugal, Slovenia, Slovakia and Spain), as well as survey the needs of stakeholders. With that purpose, desk research, interviews and workshop sessions were conducted, allowing to build a Matrix of Gaps, comparing the approach to these topics in four educational fields: Architecture, Design, Health, and Social care. Results show differences among the countries, but also that these topics are not sufficiently addressed in formal curricula, highlighting the need for this to be changed in the near future.

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Section: Discussionmentioning

confidence: 99%

Design For All

Dantas,

Louceiro,

Dias

et al. 2023

IPBE

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Evaluating the Effectiveness of Universal Design Principles in Architecture Design Studio

Mansoori,

Gulnaz,

Khan

2024

ShodhKosh J. Vis. Per. Arts

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Universal design, also known as inclusive design, accessible design, and barrier-free design, is a worldwide concept aimed at making everyone feel comfortable in their surroundings. Making advantage of this notion would aid in the removal of current social and environmental barriers that some individuals face, such as disabled people, women, children, the elderly, and the sick. The study highlights accessible layout, visible information or guidance, suitable size and space to accommodate all users within a safe and hazard-free setting as major characteristics of an inclusive built environment. This research talks about to implement Universal design principles (UDPs) in architecture education. This research aims to develop the design studio framework for B.Arch. 3rd year to include the universal design principles. A comparative analysis study has been carried out with the undergraduate students of a third-year design studio in Jamia Millia Islamia between the pre and post-design exercise about universal design principles to analyze the difference if universal design principles are implemented in the course curriculum.

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State of practice in accessible instructional material policy in public post-secondary settings

McGowan¹

2019

AIJ

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For many students, easy access to instructional materials is an expectation of course enrollment. However, for students with disabilities, obtaining instructional materials may involve hurdles such as transcription, captioning, and requesting a braille or large-print version. In order to explore themes related to accessibility and services for students with disabilities, the goal of this study was to examine the similarities and differences between publicly communicated policies related to accessible instructional materials in public post-secondary educational settings. To that end, this study consists of website-provided accessible instructional materials policy of 60 higher educational institutions, representing five American geographic areas and four institutional types in order to discover common themes in the presentation of findings. While high resource institutions presented the largest breadth of findings, duplication of purposes meant that some institutions with lower resource levels presented materials in a more comprehensive grouping manner. In addition, evidence exists that institutions are presenting an incomplete picture of accessibility requirements and despite the prevalence of resources, service regarding accessible instructional materials is uneven across institutional types and locations.

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Students’ Attitudes to Universal Design in Architecture Education

Cited by 3 publications

References 16 publications

Design For All

Design For All

Evaluating the Effectiveness of Universal Design Principles in Architecture Design Studio

State of practice in accessible instructional material policy in public post-secondary settings

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