Category: Learning about universal design

Inclusive Design: Knowing isn’t Doing

Hands and arms reach down to a table with a drawing and coloured post it notes. Knowing about inclusive design and actually doing inclusive design are two different things. That is, industrial design students can tell you what inclusive design is and that it is important, but there is little evidence it shows up in their designs. This was one of the findings from a study of design engineering students.

Inclusive design (ID) modules are integrated in several university courses but the uptake in industry is quite low. The aim of a UK study was to find out what factors can drive better industry outcomes to move towards ID. The report of the findings has some recommendations including briefly:

– Methods and tools need to be covered in more depth
– Class exercises and case studies to demonstrate advantages and disadvantages
– User involvement requires extensive resources
– Discussion and confrontation is also needed

There is more to be gained from reading the paper which is titled, Inclusive Design Education: How to Get it Right.

Abstract: The study reported in this paper aims to understand graduate skills in relation to Inclusive Design (ID) knowledge, tools and methods and how these are related to the curriculum delivered throughout their degree programme. It focusses on students graduating from the Product Design Engineering (PDE) degree programme at the University of Strathclyde. Two research questions are addressed – What Inclusive Design skills do Product Design Engineering graduates typically possess? How might the current curriculum be reviewed to facilitate the enrichment of Inclusive Design skills? Findings report on prevalence of ID tools, methods and skills in graduating students’ project work. A comparison is drawn between evidenced application of ID methods and tools and perceived skills captured from survey results. Reflections on current curriculum and pedagogical approaches are made with discussion focusing on potential adaptations to enhance ID skills in graduates completing the PDE course. Trends including which ID tools and methods are used most/least often or collectively are reported. A comparison is drawn between evidenced application of ID methods and tools and perceived skills captured from survey results. Reflections on current curriculum and pedagogical approaches are made with discussion focusing on potential adaptations to enhance ID skills in graduate Product Design Engineer cohorts.

Emotions and Motivation in Learning

An ink illustration of a femal teenage student beside a sticky note bulletin board. The main note says, 'Make Things Happen.' This is to represent a method to harness the power of emotions and motivation in learning.
A vision board of a student’s strengths, success and goals is used to enhance student motivation. Image by Gerd Altmann from Pixabay.

There are few more powerful teaching and learning tools than working with a student’s emotions and motivation in learning. The key is setting goals that are realistic and achievable.

Checkpoint 9.1 of the Universal Design for Learning framework by CAST makes salient the goal to harness the power of emotions and motivation in learning to support our learners to self-regulate.

CAST states, “The ability to self-regulate—to strategically modulate one’s emotional reactions or states in order to be more effective at coping and engaging with the environment—is a critical aspect of human development.”

This checkpoint is about a learner setting goals that are realistically achievable. This is in addition to the learner developing positivity in their mindset that they will achieve set goals.

Teachers that promote expectations and beliefs that optimise motivation support their students in this domain. Strategies include:

    • regular opportunities for documenting strengths
    • recording goals and reflecting on progress
    • increasing on-task time and action towards the goal
    • promoting self-regulation in the face of adversity in working towards a goal
    • modelling or providing a mentor to develop strengths and mitigate challenges

Vision Boards

Guiding students in the creation of a personal vision board is a highly engaging activity that works towards this checkpoint. Similar to a mood board that captures the desired colours, textures and objects in a dream room or home, a vision board is a visual representation that captures a student’s strengths, weaknesses and goals.

Being a student-driven activity, the students themselves identify their strengths, challenges and goals. This promotes agency and ownership over their goals, potentially increasing intrinsic motivation.

First, guide students through the activity, providing a framework. For example, are the goals to be academic or social? Then brainstorm and model example strengths and challenges. Provide opportunities for exploring and identifying individual qualities. Finally, explicitly teach goal-setting processes.

Once a student completes the background work, they can express their reflections and goals visually. Using, for example, illustrations, words, magazine cut-outs, photos, and emojis, students creatively express themselves. 

Use the vision boards for regular check-ins and reflection on progress.

There are more practical suggestions on reducing barriers to learning on the CUDA website.

Architectural Design Thinking: Human-centred design

An architectural drawing with a rule and pencil.Design Thinking is about human-centred design. Empathy, ideation and experimentation are at the heart of the user-focused concept. It can be applied to management and services as well as design disciplines. The built environment consists of diverse professions – architects, engineers, drafters and construction workers. What if they all understood inclusion and human-centred design in the same way?

Architectural drafters work with architects and engineers by preparing drawings. It is a technical role and requires knowledge about the whole architectural process. While there is some progress on understanding and designing for inclusion by architects and engineers, this is not necessarily the case for drafters. What if you took a group of junior architectural drafting students and taught them the concept of Design Thinking? And what if they were hard of hearing or Deaf?

An experimental study in Turkey did just that. The study was a mix of architectural knowledge and teaching methods specific to students with hearing impairments and language difficulties. So there is an element of UDL as well. In conclusion, the author says that Design Thinking has the potential as a teaching strategy in other educational settings. The conclusions cover both successes and pitfalls.The report is lengthy and detailed. 

The title of the article is, Design Thinking to Familiarize Hearing-Impaired Architectural Drafting Students with Human-Centered Design Concept. 

From the Abstract

Developing a human-centered design understanding in built environment-related professions and enabling them to encompass diversity are crucial for the improvement of more inclusive environments. There is a growing effort to implement inclusive and universal design issues to the educational programs of design and related disciplines for about two decades. Contrary to the developments in the pedagogy of “core” design disciplines, human-centered design perspective seems not to be widespread enough in the education of so-called “peripheral” occupations of design, like architectural drafting.

Published in the International Journal of Architecture and Planning, Vol 8, No1, pp:62-87

Is design thinking about inclusive design?

A desk with a large sheet of paper and pink post it notes. A person stands with their hand resting on the table. Design Thinking is not inclusive design.
Some design thinking…

“Design thinking” will not produce inclusive design, according to an article in FastCo by Katherine Schwab. She claims it just maintains the status quo. She also claims design thinking privileges the designer above the users and limits their participation in the design process. Despite being encouraged to empathise with users, the designer is the one deciding what elements of the users’ experience are relevant. Therefore ‘Design Thinking’ is not about inclusive design.

This article has links to an essay from Harvard Business Review by Natasha Iskander who refers to a six step design process that claims to solve any problem. Iskander says that design thinking doesn’t encourage innovation. Rather, it is a strategy to preserve and defend the status quo, which means the designer remains in control. There is more on Iskander’s challenge to Design Thinkers in her essay.  

Guide for Public Interest Design

Cover of publication showing various people in design situations. Public Interest Design Guide.The Public Interest Design Education Guidebook is for anyone involved in educating and training upcoming designers. This academic guide has three parts: design curricula; educating the designer; and SEED Academic Case Studies.

Drawings alone are inadequate for communicating design intent – other means are required as well. Direct communication using everyday language in a participatory process is essential. In essence, a co-design approach. 

The book challenges educational practitioners to educate students who might become alternative practitioners and design for public interest. “These practitioners enter into a potentially more fulfilling relationship with the site, its history, the community of users whose needs they address, and the members of the workforce who are their collaborators”. 

Public Interest Design Education Guidebook: Curricula, Strategies, and SEED Academic Case Studies, presents a framework necessary to teach public interest designers. There are contributions from a range of authors covering all aspects of design education. They bring diverse approaches for inclusive community-based practices from across design disciplines. 

The teaching strategies in the guide will empower educators “to excel in your pursuit of public interest design”.

SEED is the acronym for “Social Economic Environmental Design”. This is an update on the earlier 2016 edition of the Guidebook. 

Design and responsible behaviour

An international group of adults stand with a big board in front of them. It says, Make Things Happen. There are lots of coloured post it notes on the board.Ever started off with a project that didn’t end up where you expected? That was the experience of a group of Canadian researchers working on placemaking and community building. They found that designers often left design school without the tools to do the job. That is, they weren’t equipped with the skills to involve communities. Consequently, stakeholders were being left out of the design process and outcomes.

The research project has raised more questions than answers. This isn’t a bad thing. It means that it has started conversations about how designers are educated. Changes to curriculum design are needed. Time to bring educational research and practice together. That is one of the findings from the article about working with people, not for people from an educational perspective. The research group suggest that the design community build their own “ethics protocols that define responsible behaviour for design”.

Building “Working with, not for” into Design Studio Curriculum is a participatory action research project. It challenges assumptions and underpinning values of educators. Working with participants and collaborators they found that the community was treated as a group of outsiders. Past experiences with community consultations left them distrustful of processes. In some cases participants thought researchers exploited them for their own purposes. It’s a long paper, but tells the research story well. 

A related post looks at the issue of designers not always having the two skill sets required these days. Not only do designers need technical know-how, they need to relate well to those they are designing for. The same could be said for their tutors and lecturers.

Abstract: Design ManifesT.O. 2020 is a Participatory Action Research project currently underway in Toronto, Canada and is working with communities to uncover stories of grassroots placemaking and community building done through creative practice. An unexpected discovery during data collection highlighted how communities are still being left out of decision-making processes that directly affect their collective values and living conditions and are being disrespected by designers and researchers — exposing very large gaps in the education of designers in terms of values-based learning, design ethics, and informed methods for working with communities. This paper interrogates design pedagogy and practice in order to stimulate further discourse and investigation into how to successfully integrate ethical and responsible protocols into design curriculum to support co-design practices where social justice and equity becomes normalized in practice. In other words: giving students the tools to “work with, not for” communities. Demonstrating social conscience is ethically desirable in design education but if students are not given the tools required to work with communities through respectful and collaborative processes then we are training the next generation of designers to continue a form of hegemony in design practice that is undesirable.

 

UDL in Occupational Therapy Education

A young man with crutches walks through a door held open by a clinician.Occupational therapists work with just about every human condition you can think of. Their clientele is diverse, but are their professional teaching methods suited to a diverse population? This question is the subject of a new article from the United States.

The article reports on a survey of occupational therapy (OT) educators. They found that while most respondents knew about Universal Design for Learning (UDL), less than half could define it. 

The article discusses how the respondents fared with the three tenets of UDL: multiple means of engagement, representation, and expression. They found that OT assistant education used some UDL techniques such as games, feedback and incentives. These strategies were not evident at higher education levels. 

OT educators focus is on ensuring all content is delivered. That’s because the content covers such a broad spectrum and is subject to accreditation standards. However, the American Occupational Therapy Association has identified research priorities to find teaching methods that maximise learning for practitioners.

The authors sum up that with the recent pandemic the “need for a greater understanding and implementation of UDL tenets is more important than ever.” It will ensure today’s students become competent practitioners.

The title of the article is, Implementation of UDL in Occupational Therapy Education. It is open access.

Abstract: This exploratory research surveyed educators’ use of universal design for learning (UDL) in occupational therapy education. Most common methods of engagement were displaying enthusiasm, providing examples, and offering learner feedback; representation was primarily offered through class discussion, lab experiences, and images; methods of action or expression were most frequently class discussion, projects, practicums and tests. The type of program, years of educators’ clinical experience and faculty rank influenced some factors of UDL implementation. Further use of UDL principles that could facilitate improved learning outcomes of diverse learners within occupational therapy education is discussed.

A short article by Bethan Collins looks at both sides of UDL – for OTs and for clients.

Design for participation – inclusion will follow

A whiteboard with design concepts in word bubbles around a drawing of a electric light globe. It indicates brainstorming ideas.Designers can relate to the term “inclusive design” more than other terms. This was one of the findings of a Swedish study. Designers had a general sense of “accessibility”, but they felt intimidated by the term. They thought it was for extreme cases for a few people and something they could ignore.

Designers also thought accessibility was a higher requirement than inclusive design. They felt inclusive design sounded more inviting and positive than accessible or universal design. The workshop method used in this study drew out many fears and anxieties designers had about people with disability. The workshop process was therefore a way of educating and allaying these fears and other perceived difficulties. 

This is an important study for design educators, advocates for people with disability and older people, and creators of guidelines. Perception is everything – it underpins attitudes and in turn, designs. The caveat of language is that the study was not conducted in English. So the direct translations might not apply elsewhere. But the study has much more to offer than terminology.

Terminology for inclusion has always been a problem in design disciplines. It’s also an issue for people working in the world of universal design, inclusive design and design-for-all. Each of these terms, and others, such as human centred design and user centred design, have evolved from different spaces. But their aims are all the same. Regardless of the term, getting users to participate in designs, not just comment on prototypes, will result in inclusive outcomes.  

The title of the article is, “Inclusive Design Thinking: Exploring the obstacles and opportunities for individuals and companies to incorporate inclusive design”. It’s by Esra Kahraman from KTH Royal Institute of Technology EECS, Sweden. 

Design for Participation and Inclusion will Follow, the title of this post, is from a separate paper on digital inclusion by Stephan Johansson who is quoted in the article. 

Abstract: 

Exclusion by design can be seen in every corner of our society, from inaccessible websites to buildings and it has a significant impact on people with disabilities. As designers and people who have a hand in shaping our environment, having a more holistic view of the target groups when designing for available and new technologies is essential, something that is currently missing. Not only to combat design exclusion but also to challenge and improve current and future products.

Related research shows that there are ways to challenge design exclusion but the question of why more inclusive design practices are still not in place remains. This study aims to answer the question: What are the obstacles keeping designers from making more inclusive design choices and what opportunities are there? What are the internal and external factors and how can they be tackled?

The methods chosen to answer these questions were primarily qualitative in forms of interviews, field study, and a workshop. The results from the interviews and empathy building activities done in the workshop highlighted common obstacles the designers felt in their workplace, both on a personal and corporate level.

Easy Read COVID-19

A poster with three graphics. One of a rugby goal post, one of a calendar with the start date marked, and one showing a television set.Access Easy English has fact sheets and posters on staying COVID-safe. As each state changes their rules a new fact sheet is produced. That makes a lot of fact sheets and posters. They cover sport, schools, travelling interstate, quarantine, childcare and more. 

Each state has its own set of fact sheets that you can download in both Word and PDF. Here are some examples:

Come to South Australia explains who can and who cannot go to South Australia.

We can go out. ACT explains when it started and the number of people you are allowed to meet up with.

The website also has information on Easy Read and Easy English on the home page. With more than 40% of the Australian population with low literacy skills, easy to understand information is vital for everyone. Even people with good literacy skills! 

 

Inclusion should be a choice

A group of young women stand in a circle with their forefingers and middle fingers spread out and joined up to make a star shape.One of the findings from a study of an inclusive youth summit was that inclusion should be a choice. A group of young people with and without disability were brought together to explore art and social justice. Group behaviours were observed and documented in an honours thesis. There are some good take-away messages from this event.

The thesis is by Megan Price, who is a youth coordinator. She describes the context, the participants and behaviours and the story of the event. The implications from her observations were:

    • Neurotypical young people needed one to one leadership to understand and practice inclusion
    • The ableist model in the outside world perpetuates excluding behaviour
    • Inclusion needs to be a choice, not forced – you have to want to be included.
    • Building trust and confidence to see how identities overlapped
    • Being open and honest with group members and treating them as people

Megan Price comments in the concluding remarks:

“I feel that a properly done inclusive program should be rooted in something that isn’t disability focused. It can be video games, it can be social justice, it can be education or art, it can be literally anything else. But when we make the target group the group’s focus, we’re already offsetting power and inputting a dynamic. Inclusive groups can’t get rid of power imbalances that their larger society has created but they can
acknowledge them and work to counteract their effects within the group. “

There is much to gain from reading this thesis as it brings the topic to a grass roots level and out of an academic focus. 

The title of the thesis is, “What Makes Inclusion Work: An Autoethnography on Coordinating an Inclusive Youth Advocacy Program”. 

Abstract:  In this autoethnographic thesis, I analyze my observations as the co-coordinator of an inclusive youth advocacy program (YAP) to detail what made inclusion successful, and what was ineffective. I had the unique position of facilitating conversations and workshops around social justice issues and how to advocate using self-expression and art. In this thesis, I will reflect on the Inclusive Education Conference (IEC) in Spring of 2019, and the Summer Summit in the summer of 2019, both in Portland, Oregon. At the IEC some of the observations noted as harmful to inclusion included: people wanting to silence the youth, inclusion being coerced, neurotypical youth segregating due to lack of support, youth creating a hierarchy based on disabilities, and inability to support youth due to lack of knowledge.

The biggest takeaway was the importance of intersectionality. The observations around detrimental practices led to changes for the summer summit. Changes included: having more understanding of workshop, interview the youth to determine their motivation for being involved and their goals, schedule breaks to encourage socialization outside the workshops which led to more inclusive workshops, and being transparent with the youth so they felt comfortable to express themselves and make mistakes. Ultimately, the most damaging elements to the inclusive youth program were 1) When neurotypical youth are neglected due to the focus on inclusion. 2) when the outside world is still modeling ableist behavior. 3) when inclusion isn’t a choice. The key finds that made inclusion most successful for this program were 1) the focus on intersectionality. And 2) being transparent and open with the youth. I also strongly encourage inclusive youth programs to not be rooted in disability as it already offsets the power dynamic of the group: rather have the group focus on a common interest.

 

The myth of the accessible bathroom

A bathroom with red tiled wall has a white wc pan and two drop down grab bars. It's indicative of an accessible bathroom.Videos explaining universal design, almost universally start by showing a person in a wheelchair. This is one reason why people think universal design is disability design. It’s also why they think they don’t need it – it’s for the “others”. 

When the classic 7 Principles of Universal Design were devised in 1997, the concept was envisioned as mainstream. Hence the use of the term “universal”. However, universal design does benefit people with disability most. And it’s difficult to explain universal design without including people with disability

A video from the United States, titled Laying the Foundation for Universal Design, also starts with wheelchair users. In the second half it moves onto the 7 Principles as originally intended. It emphasises that universal deign goes beyond compliance. In this case, the American with Disabilities Act (ADA). 

One speaker captures the concept well, “I laughingly talk about the myth of the accessible bathroom, because there are so many ways you can meet the intent of the law, and still it doesn’t meet everyone’s needs”. Looking for flexibility in the solutions available is the key. It’s critical to think about how different people respond, perceive or interact with a design.

This video is one in a series and good for introducing people to the concept of universal design. It has some good take home messages. However, the focus is on people with disability. There is little mention of children, older people, people who are neurodiverse, and those using wheeled devices other than wheelchairs.

Similarly to Australia, the US legislation, ADA, does not require universal design. Compliance usually results in accessibility as an afterthought. Universal design is a set of performance guidelines that explain why it should be done.

Thanks to LifeMark in New Zealand for this find. The video was created by Tools for Life Georgia AT in the US. It is one of a series.