Inclusive Design: Developing Students' Knowledge and Attitude through Empathic Modelling

Autor/inn/en	Altay, Burçak; Demirkan, Halime
Titel	Inclusive Design: Developing Students' Knowledge and Attitude through Empathic Modelling
Quelle	In: International Journal of Inclusive Education, 18 (2014) 2, S.196-217 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2013.764933
Schlagwörter	Empathy; Modeling (Psychology); Access to Education; Disabilities; Inclusion; Positive Attitudes; Content Analysis; Physical Environment; Educational Objectives; Design; Teaching Methods; Simulation; Assistive Technology; Emotional Response; Student Attitudes; Self Concept; Affective Behavior; Cognitive Development; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Empathie; Modeling; Modelling; Modellierung; Education; Access; Bildung; Zugang; Bildungszugang; Handicap; Behinderung; Inklusion; Inhaltsanalyse; Natürliche Umwelt; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Simulation program; Simulationsprogramm; Emotionales Verhalten; Schülerverhalten; Selbstkonzept; Affective disturbance; Active behaviour; Affektive Störung; Kognitive Entwicklung; Ausland; Großbritannien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10