Inclusive design: developing students' knowledge and attitude through empathic modelling
International Journal of Inclusive Education
Altay, B., & Demirkan, H. (2014). Inclusive design: developing students' knowledge and attitude through empathic modelling. International Journal of Inclusive Education, 18(2), 196-217.
Please cite this item using this persistent URLhttp://hdl.handle.net/11693/11421
To enhance the function and quality of built environments, designers should consider all possible users in their design projects. Therefore, it is essential to incorporate inclusive design in the education of the design student. This study focuses on the educational objectives of and related learning activities in a course where inclusive design is one of the main subjects. Through empathic modelling, students' engagement with the course was enhanced. Within the course, students simulated disabled users while they experienced the campus environment using wheelchairs, crutches or blindfolds. Their experiences were reflected through descriptive texts and poster designs. Descriptive texts were analysed through developing themes and codes whereas posters were analysed through a content analysis method. Our findings showed that students developed their knowledge of inclusive design concerning the physical environment, the self and the social environment. They also developed immediate emotional responses and a positive attitude towards diversity and inclusion. Thus, empathic modelling supported the development of cognitive and affective learning domains of the novice designer, supporting inclusive design education.
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