Universal design in design education: developing a framework of cross-continental perspectives.

Abstract

Since the 1990s, the principles of Universal Design have offered design educators overarching guidelines to ensure the greatest extent of users are included in the design process. Universal Design education has grown widely, in turn inspiring the development of Universal Design for Learning. Universal Design education for design programmes at university level is evolving with an emphasis on addressing global challenges in inclusion. As a result of this change, the conditions in which we embed Universal Design in programmes and curricula need to be understood in greater detail. In this short paper, we initiate research on embedding Universal Design in design education at university level in a global context. We have developed a draft framework by gaining the cross-continental perspectives and reflections of senior design educators working in South America and Europe. The framework shows that the conditions for embedding Universal Design in design education rely on the application of real-world research overlapping with the creation of suitable learning environments for Universal Design. The findings of this draft framework will be leveraged to develop a deeper understanding of Universal Design across continents. The next stage of this research will be to expand the study with design educators in Asia, North America, Australia/Oceania and Africa.