An Experiential Approach to Teaching Universal Design

Introduction More inclusive and broader than the requirements specified in laws and codes. the concept of universal design maximizes the usability of products and environments by all users. Lusher and Mace (1989) defined universal design as an approach to design that accommodates people of all ages, sizes and abilities. However, universal design does not presume that environments and products are designed to achieve full universality from the beginning. Rather, the concept is embraced for designs that can be easily adjusted to meet the changing needs of varied users. Steinfeld (1995) argued that universal design is more of a goal and an attitude as opposed to a strict absolute. To fully embrace and actualize the universal design concept in their future professional practices, design students need to become knowledgeable about universal design. Gabb. Lodl and Wrightt (1995) suggested that it is also important for design students to develop positive attitudes that promote sensitive design of products and the built environment to meet user needs. The purpose of this research was to examine the effect of a universal design teaching unit on design students' knowledge of universal design and attitudes toward people with disabilities. The universal design concept is relevant to all design-related fields taught in the college setting, including engineering, product design, ergonomics, landscape design, architecture and interior design. The practice of universal design also has an impact on college students who have permanent or temporary disabilities. Although universal design has been taught in design programs, few studies documenting and evaluating universal design teaching strategies have been reported. The Center for Universal Design at North Carolina State University established seven universal design principles that can be used to guide the design process, evaluate design work and teach design students (Story, 1998). Equitable Use--the design is useful and marketable to people with diverse abilities. Flexibility in Use--the design accommodates a wide range of individual preferences and abilities. Simple and Intuitive Use--use of the design is easy to understand regardless of the user's experience, knowledge or concentration level. Perceptible Information--the design communicates necessary information to the user regardless of ambient conditions or the user's sensory abilities. Tolerance of Error--the design minimizes hazards and adverse consequences of accidental or unintended actions. Low Physical Effort--the design can be used efficiently and comfortably with a minimum of fatigue. Size and Space for Approach and Use--appropriate size and space are provided for approach, reach and manipulation regardless of the user's body size, posture or mobility. People with disabilities may suffer from prejudice and discrimination. Too often people with disabilities are denied the opportunity to access education, jobs, communication systems, public transportation, and public accommodations and services. Therefore, it may be difficult to become independent and productive members of society (O'Keeffe, 1994). Reduction of attitudinal barriers becomes more possible when physical barriers in the environment are removed. Designers are an integral part of this process. To accomplish a design that satisfies users' wants, needs and interests as well as protects public health, safety and welfare, designers must adopt a design approach recognizing heterogeneity in age, size and ability of varied users (Leibrock & Terry, 1999). Methodology As a component of a junior-level interior design studio course, a six week long design project was incorporated into the curriculum as a design competition. In this project students were asked to incorporate the universal design concept as well as building and life safety codes in redesigning an 11-room motel into housing units for students with disabilities. …