Kerry Mulligan1, Allyson Calder2, Hilda Mulligan3. 1. Ara Institute of Canterbury, Department of Engineering and Architectural Studies, 130 Madras Street, Christchurch, New Zealand. Electronic address: kerry.mulligan@ara.ac.nz. 2. Centre for Health, Activity, and Rehabilitation Research, School of Physiotherapy Christchurch, University of Otago, PO Box 4345, Christchurch Mail Centre, 8140, New Zealand. Electronic address: ally.calder@otago.ac.nz. 3. Centre for Health, Activity, and Rehabilitation Research, School of Physiotherapy Christchurch, University of Otago, PO Box 4345, Christchurch Mail Centre, 8140, New Zealand. Electronic address: hilda.mulligan@otago.ac.nz.
Abstract
BACKGROUND: The built environment can facilitate or impede an individual's ability to participate in society. This is particularly so for people with disability. Architects are well placed to be advocates for design that enhances societal equality. OBJECTIVE: This qualitative study explored architectural design students' perceptions of inclusive design, their reflections resulting from an experiential learning module and the subsequent influence of these on their design practice. METHODS: Twenty four architectural design students participated in focus groups or individual interviews. Data were analyzed thematically. RESULTS: Three themes were evident: 1) Inclusive design was perceived as challenging, 2) Appreciation for the opportunity to learn about the perspectives of people with disabilities, and 3) Change of attitude toward inclusive design. Experiential learning had fostered reflection, changes in attitude and the realization that inclusive design, should begin at the start of the design process. CONCLUSIONS: For equitable access for all people to become reality, experiential learning, coupled with positive examples of inclusive design should be embedded in architectural education.
BACKGROUND: The built environment can facilitate or impede an individual's ability to participate in society. This is particularly so for people with disability. Architects are well placed to be advocates for design that enhances societal equality. OBJECTIVE: This qualitative study explored architectural design students' perceptions of inclusive design, their reflections resulting from an experiential learning module and the subsequent influence of these on their design practice. METHODS: Twenty four architectural design students participated in focus groups or individual interviews. Data were analyzed thematically. RESULTS: Three themes were evident: 1) Inclusive design was perceived as challenging, 2) Appreciation for the opportunity to learn about the perspectives of people with disabilities, and 3) Change of attitude toward inclusive design. Experiential learning had fostered reflection, changes in attitude and the realization that inclusive design, should begin at the start of the design process. CONCLUSIONS: For equitable access for all people to become reality, experiential learning, coupled with positive examples of inclusive design should be embedded in architectural education.
Authors: María Luisa Toro-Hernandez; Laura Villa-Torres; Mónica Alejandra Mondragón-Barrera; Wendy Camelo-Castillo Journal: BMC Public Health Date: 2020-02-04 Impact factor: 3.295
Authors: Jordan C Koone; Chad M Dashnaw; Emily A Alonzo; Miguel A Iglesias; Kelly-Shaye Patero; Juan J Lopez; Ao Yun Zhang; Bernd Zechmann; Noah E Cook; Mona S Minkara; Cary A Supalo; Hoby B Wedler; Matthew J Guberman-Pfeffer; Bryan F Shaw Journal: Sci Adv Date: 2022-08-17 Impact factor: 14.957