The American Society of Civil Engineers has acknowledged that they have work to do on diversity and inclusion within their ranks and the people for whom they design solutions. While the focus of the Special Collection Announcement publication is about educating engineers, it is interesting to see that they are taking the matter seriously and introducing a new section to their Code of Ethics. At the end of the Announcement they lament that there were no articles submitted about disability or socio-economic status and that this needs to be addressed in the future so that all aspects of diversity are discussed. You can see all abstracts to papers in this collection by going to the journal’s library link.
The attitudes of architecture students to universal design is the focus of a Deakin University study. It builds on previous work (Design 4 Diversity) in 2010 on inter-professional learning for architecture and occupational therapy students. The findings of this latest study show that while architecture students viewed access to public environments favourably, there was a mixed response in relation to private homes.
Reasons not to include universal design features in homes included cost, client desires and restrictions on creativity. For example, “Over-designing for the sake of making the residence accessible in the future, just in case, is an unnecessary cost”; “Private homes should be designed to the individual”; and “Legislation restricts design, resulting in negative impacts the ‘requirements’ did not intend”. (Ed Note: These phrases have been used many times by practicing architects and designers as followers of UD are aware.)
The study used a quantitative approach and applied statistical techniques to the data. The first part of the document covers the history of universal design (as all such studies do) and there is an extended section on methods and statistics. For followers of UD, the Discussion section might be of most interest.
The authors of Students’ Attitudes to Universal Design in Architecture Education, are Helen Larkin, Kelsey Dell, and Danielle Hitch. It was published in the Journal of Social Inclusion, 2016.
See also previous work by Larkin et al, on this topic, and the 2016 UD Conference presentation by Nicholas Loder and Lisa Stafford, “Moving from the Margins: Embedding inclusive thinking in design education”