Content

NB: this academic year, the course is taught completely during the first semester.

Inclusive design is more than a technique or style. It is a design approach that is stepwise constructed from empirical research and theories in architecture, ergonomics, humanities, legislation and human rights, demographic studies, design theory, etc. Central to this design approach is the notion of architecture as instrument to create enabling environments, whereby limitations and handicap are viewed as inherently woven into the human life cycle, as dynamic and environmentally related.

After a general introduction to the concept and principles of inclusive design, several aspects of this design approach are addressed in more detail in dialogue with architects/designers, researchers, user/experts, accessibility professionals, etc.

Part 0: Introduction

In a first session the aim of the course and the evaluation is explained. Subsequently the concept and principles of inclusive design are introduced.

Part 1: Inclusive design from different perspectives

In this part experts and actors from diverse domains testify about their experience and research into Inclusive Design.

• from architectural practice: architects/designers of relevant buildings;
• from policy making: local policy makers and other actors;
• from scientific research: researchers in architecture and other domains.

For these guest lectures students are expected to read the available texts (if any) in advance, and to ask questions about the applications and/or research activities.
 

Part 2: Inclusive design 'in situ'

In collaboration with user/experts (students/staff living with an impairment or on the autism spectrum, older people, …) students evaluate to what extent an existing building embodies the principles of inclusive design, and formulate suggestions for improvement.

Part 3: Inclusive design in your own design practice

In collaboration with user/experts students evaluate to what extent their own design (a building or space, designed in previous years) embodies the principles of inclusive design, and formulate suggestions for improvement.

Course material

• Book chapters and articles
• PowerPoint presentations via Toledo

Format: more information

Besides attending (guest) lectures students are expected to work on several tasks (see Content).