Inclusive Design empowers the people who use products, buildings and communities by taking their perspective and making it the central focus of the design process. Rooted in a critique of designer-centric practice and embracing an ethic of social responsibility, this new paradigm focuses on developing form from function to increase the usefulness and responsiveness of our physical world for a diverse range of people. Students selected a group of individuals currently excluded from the environment and prepared a literature review. Students then conducted a focused interview with a person currently excluded from the environment. Based on the interview, students identified a design need and developed a preliminary schematic plan and/or design proposal.

Creating environments which all people can experience in an inclusive and positive manner is important.  The previous course in this sequence (ARC 620 : Space and Behavior) explored behavioral issues related to different environmental settings. This course explored the methods by which we can learn about people’s responses to the designed environment. Learning about these techniques is critical to get evidence-based user information for future design & planning work. Information gathering methods explored during this course included both qualitative and quantitative approaches : archival methods, trace measures, spatial syntax analysis, observational techniques (both indirect and direct), focus group methods, interviews and surveys.

This course provided experience in the implementation of universal design and introduced key methods in the practice of universal design to the students. Four major topical areas were explored : learning spaces, wayfinding, accessibility, and stair safety. The methods introduced included representing people in places, knowledge translation, evaluation in use, systematic audits and recommendations, diagnostic evaluation. Case studies from design practice, research and service activities conducted at the IDEA Center over the last 20 years were presented to the class. 

Inclusive Design empowers the people who use products, buildings and communities by taking their perspective and making it the central focus of the design process. Rooted in a critique of designer-centric practice and embracing an ethic of social responsibility, this new paradigm focuses on developing form from function to increase the usefulness and responsiveness of our physical world for a diverse range of people. Students selected a group of individuals currently excluded from the environment and prepared a literature review. Students then conducted a focused interview with a person currently excluded from the environment. Based on the interview, students identified a design need and developed a preliminary schematic plan and/or design proposal.

Architects and other designers/planners have a responsibility for being knowledgeable about how their designs affect the people who use them. When people’s needs are adequately addressed, there can be many positive results. Health care recipients can experience less stress and recover more quickly. Student learning in schools and classrooms can be enhanced; office workers may have higher levels of performance and job satisfaction (and fewer work related illnesses), etc. Thus, it is critical to learn how to design humane, useful, and enriching places and spaces.

This course helped the students examine the many ways in which humans respond to (and often modify) both private and public space. Human responses to the environment, including behavioral, emotional, perceptual, and cognitive reactions, issues such as privacy, safety, usability, way-finding, satisfaction, wellness, comfort, etc. were examined in various environmental settings (e.g., residential, healthcare, educational, work, entertainment, etc.). 

Inclusive Design empowers the people who use products, buildings and communities by taking their perspective and making it the central focus of the design process. Rooted in a critique of designer-centric practice and embracing an ethic of social responsibility, this new paradigm focuses on developing form from function to increase the usefulness and responsiveness of our physical world for a diverse range of people. Students selected a group of individuals currently excluded from the environment and prepared a literature review. Students then conducted a focused interview with a person currently excluded from the environment. Based on the interview, students identified a design need and developed a preliminary schematic plan and/or design proposal.

Inclusive Design empowers the people who use products, buildings and communities by taking their perspective and making it the central focus of the design process. Rooted in a critique of designer-centric practice and embracing an ethic of social responsibility, this new paradigm focuses on developing form from function to increase the usefulness and responsiveness of our physical world for a diverse range of people. Students selected a group of individuals currently excluded from the environment and prepared a literature review. Students then conducted a focused interview with a person currently excluded from the environment. Based on the interview, students identified a design need and developed a preliminary schematic plan and/or design proposal.

Inclusive Design empowers the people who use products, buildings and communities by taking their perspective and making it the central focus of the design process. Rooted in a critique of designer-centric practice and embracing an ethic of social responsibility, this new paradigm focuses on developing form from function to increase the usefulness and responsiveness of our physical world for a diverse range of people. Students selected a group of individuals currently excluded from the environment and prepared a literature review. Students then conducted a focused interview with a person currently excluded from the environment. Based on the interview, students identified a design need and developed a preliminary schematic plan and/or design proposal.

Inclusive Design empowers the people who use products, buildings and communities by taking their perspective and making it the central focus of the design process. Rooted in a critique of designer-centric practice and embracing an ethic of social responsibility, this new paradigm focuses on developing form from function to increase the usefulness and responsiveness of our physical world for a diverse range of people. Students selected a group of individuals currently excluded from the environment and prepared a literature review. Students then conducted a focused interview with a person currently excluded from the environment. Based on the interview, students identified a design need and developed a preliminary schematic plan and/or design proposal.