Inclusive design: developing students' knowledge and attitude through empathic modelling

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dc.citation.epage217en_US
dc.citation.issueNumber2en_US
dc.citation.spage196en_US
dc.citation.volumeNumber18en_US
dc.contributor.authorAltay, Burçaken_US
dc.contributor.authorDemirkan, Halimeen_US
dc.date.accessioned2015-07-28T11:57:38Z
dc.date.available2015-07-28T11:57:38Z
dc.date.issued2014-06-26en_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.description.abstractTo 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.en_US
dc.description.provenanceMade available in DSpace on 2015-07-28T11:57:38Z (GMT). No. of bitstreams: 1 10.1080-13603116.2013.764933.pdf: 659181 bytes, checksum: 3f1af40c72d4d9b8365e5c3488d1ba86 (MD5)en
dc.identifier.doi10.1080/13603116.2013.764933en_US
dc.identifier.eissn1464-5173
dc.identifier.issn1360-3116
dc.identifier.urihttp://hdl.handle.net/11693/11421
dc.language.isoEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttps://doi.org/10.1080/13603116.2013.764933en_US
dc.source.titleInternational Journal of Inclusive Educationen_US
dc.subjectEmpathic Designen_US
dc.subjectKnowledgeen_US
dc.subjectAttitudeen_US
dc.subjectDesign Educationen_US
dc.subjectInclusive Designen_US
dc.subjectEducational Objectivesen_US
dc.subjectUniversal Product Designen_US
dc.subjectPlanning Educationen_US
dc.subjectDisabilityen_US
dc.subjectFrameworken_US
dc.titleInclusive design: developing students' knowledge and attitude through empathic modellingen_US
dc.typeArticleen_US

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