Breaking Barriers: Educating Design Students about Inclusive Design through an Authentic Learning Framework

Autor/inn/en	Rieger, Janice; Rolfe, Annie
Titel	Breaking Barriers: Educating Design Students about Inclusive Design through an Authentic Learning Framework
Quelle	In: International Journal of Art & Design Education, 40 (2021) 2, S.359-373 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rieger, Janice) ORCID (Rolfe, Annie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12348
Schlagwörter	Design; Teaching Methods; Authentic Learning; Architectural Education; Interior Design; Scaffolding (Teaching Technique); Spatial Ability; Universities; College Students; Student Attitudes; Disabilities; Inclusion; Holistic Approach; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Raumgestaltung; Räumliches Vorstellungsvermögen; University; Universität; Collegestudent; Schülerverhalten; Handicap; Behinderung; Inklusion; Holistischer Ansatz; Ausland; Australien
Abstract	Current studies in design education suggest that students and educators base their designs on what they already know about themselves and their peers, or on stereotypical notions of others. This article presents a critical examination of a pedagogical approach employed in several architecture and interior design studios to determine how best to develop student understanding of how to design for real users and users with abilities different from themselves. This authentic learning approach with spatial design students and teachers from the School of Design, Queensland University of Technology, Australia and with people with differing abilities, used qualitative and quantitative questionnaires, student journals and design studio projects to create a multimodal data set. While there are no simple conclusions, or easy answers to unravel the complexity in creating inclusive designs, our findings point towards enabling new engagements and knowledge processes and scaffolding these activities around authentic learning, so that design students and educators can begin to understand the differing ways of designing for/with people with disabilities. The significance of this research is that it opens up new approaches for teaching design students about inclusive design beyond fake personas, building codes and anthropometric data, and provides evidence of the need for a more holistic, authentic and scaffolded approach. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01