Experiential learning approach to barrier-free design in architectural education. A method involving different stakeholders, simulation, mapping, and creative design

• Autorzy: Tufek-Memisevic Tijana

Identyfikatory

DOI

10.4467/25438700SM.21.027.15126

• Języki publikacji: EN

Abstrakty

EN

The paper presents a case study from Sarajevo, Bosnia and Herzegovina on experiential learning approach to accessibility, inclusion and universal design in architectural education in line with the global communities’ efforts in raising awareness and fostering education on the needs of persons with disabilities. The study is particularly relevant due to the fact that the ongoing Covid-19 pandemic and consequent safety measures amplified marginalization of people with disabilities. Bosnia and Herzegovina over the years failed to deliver on many basic principles signed in the Convention on the Rights of Persons with Disabilities. Although scientific stance in literature review is divided on the subject of disability simulation activities as education method, this paper argues in favor of experiential learning, provided that the activities are carefully conceptualized over an adequate time period and involve different stakeholders, including persons with disabilities. The study was conducted through three different frameworks: theoretical, practical and creative design process in collaboration between a higher-education institution, a clinical center, and a civic non-profit organization of people with disabilities. The workshop outcomes surpass documenting student attitudes towards the topic and provide site mapping for accessibility improvement interventions, creative design solutions in improving the quality of public space and public outreach activities.

Słowa kluczowe

EN

accessibility; experiential learning; architectural education

PL

dostępność; nauki empiryczne; edukacja architektoniczna

• Wydawca: Katedra Kształtowania Środowiska Mieszkaniowego, Instytut Projektowania Urbanistycznego, Wydział Architektury, Politechniki Krakowskiej
• Czasopismo: Środowisko Mieszkaniowe
• Rocznik: 2021
• Tom: nr 37
• Strony: 55--61
• Opis fizyczny: Bibliogr. 16 poz., il.

Twórcy

autor

Tufek-Memisevic Tijana

• CANDRAC - Multidisciplinary Design Company, LLC (Limited Liability Company), Chicago Metropolitan Area, USA

• https://orcid.org/0000-0001-9916-8257

Bibliografia

• [1] De Cauwer, P., Clement, M., Buelens, H., Heylighen, A., 2009 For reasons not to teach inclusive design, Include conference proceeding
• [2] Basnak, M., Tauke, B., Weidemann, S., 2015 Universal design in architectural education: Who is doing it? How it is being done?, Future of Architecture Research ARCC, Chicago
• [3] O Shea, E.C., Basnak, M., Bucholz, M., Steinfeld, E., 2018, A Review of Universal Design in Professional Architectural Education: Recommendations and Guidelines, Studies in Health Technology and Informatics
• [4] Mulligan, K., Calder, A., Mulligan, H., 2018 Inclusive design in architectural practice: Experiential learning of disability in architectural education. Disability and Health Journal 11(2), 237–242
• [5] Sungur, A. 2013 Accessibility Awareness among Architecture Students: Design Thinking Evaluations in Yildiz Technical University, Procedia - Social and Behavioral Sciences
• [6] Pebdani, R. and Bourgeois P.J., 2019, Alternative Educational Approach to Wheelchair Accessibility Awareness, The American journal of occupational therapy.: official publication of the American Occupational Therapy Association
• [7] Ryhl, C., 2018, Simulating Disability in Universal Design Teaching: A Critique - Abandoning Try-It-Yourself in Teaching Universal Design in Architecture, Studies in Health Technology and Informatics
• [8] Terashima, M., Kirby, R.L., Smith, C., 2021, Wheelchair Training as a Way to Enhance Experiential Learning Modules for Urban Planning Students: A Mixed-Method Evaluation Study, International Journal of Disability Development and Education
• Online sources
• [1] United Nations, 2016, The New Urban Agenda-Habitat III, https://uploads.habitat3.org/hb3/NUA-English.pdf
• [2] UN Habitat, 2018, Kuala Lumpur Declaration on Cities 2030, World Urban Forum 9, Kuala Lumpur https://unhabitat.org/sites/default/files/2018/04/Agenda-10-WUF9-KL-Declaration-English-1.pdf
• [3] United Nations, 2006, Convention on the Rights of Persons with Disabilities https://www.un.org/disabilities/documents/convention/convention_accessible_pdf.pdf
• [4] World Health Organization, https://www.who.int/news-room/fact-sheets/detail/disability-and-health (5.12.2021)
• [5] Government of the Federation of BiH, Strategy for the promotion of rights and the position of persons with disabilities in the Federation of Bosnia and Herzegovina (2016-2021) https://fzs.ba/wp-content/uploads/2017/06/Strategija-za-unapre%C4%91enje-prava-i-polo%C5%BEaja-osoba-sa-invaliditetom-u-Federaciji-Bosne-i-Hercegovine-2016.-2021.-BOSNN.pdf (12.11.2021)
• [6] COAC, 2005 Architectural Practice around the World http://www.coac.net/internacional/ang/docs/APAW.pdf
• [7] UNESCO/UIA, 2017 Charter for Architectural Education https://www.uia-architectes.org/webApi/uploads/ressourcefile/178/charter2017en.pdf (1.10.2021)
• [8] UIA,2019, Guidelines on Accessible and Inclusive Built Environments https://www.uia-architectes.org/webApi/uploads/ressourcefile/595/afa_guidelines_accessible_inclusive_built_environments_v2.pdf