Postgraduate Course: Inclusive Design (Level 11) (DESI11093)
|School||Edinburgh College of Art
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
Inclusive Design will focus on the importance of designing objects, processes, environments and services that meet the needs of a diverse range of people. The course will also emphasise the importance of inclusivity in creating a more just and progressive society where everyone is provided a dignified life as well as the opportunity to participate in an equal way. Drawing on real case studies and on the literature originating in the field of disability studies and within studies on society and ageing, this course will enable you to envisage ways in which design, visual culture and the built environment can address a range of different capabilities while encouraging you to actively consider the role of designers in creating a more inclusive society.
This course is designed to introduce students to the principles, theories and debates within the field of inclusive design. Drawing on real case studies as well as the literature originating in the field of disability studies and studies on society and ageing, this course will enable students to think about design, visual culture and the built environment in a critically engaged way and encourage them to actively consider their role as designers today.
The course is delivered through lectures, seminars and workshops, which you will be expected to actively engage in. You will be also be encouraged and supported to develop primary forms of research in connection with the course themes.
┐ To develop an understanding of some of the social issues facing contemporary design, namely the challenges relating to disability and ageing
┐ To gain an understanding of the range of strategies adopted in design in response to these issues.
┐ To gain an understanding of the specific relationship between designed objects, processes, environments and services and the complex social and economical contexts of their users.
┐ To think about how design practice might engage with the ideas and themes explored in the course.
┐ To extend your research skills and ability to translate research findings into coherent outputs.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|Pre-requisites||Appropriate SCQF Level 10 Qualification or equivalent
|High Demand Course?
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Select and develop an appropriate research topic that engages with one of the themes introduced in the course and identify potential research strategies including a review of relevant scholarly literature.
- Employ rigorous primary research strategies in combination with scholarly material to critically investigate the topic in an integrated way.
- Critically analyse and evaluate your research findings while demonstrating an in-depth knowledge and understanding of the specific relationship between your design proposal and the complex social and economic contexts of the project.
- Communicate your analysis in a synthesized, structured and coherent way, using appropriate formats to illustrate and develop your argument to a professional standard.
|Bazalgette, L., et al., (2011) Coming of Age. London: Demos|
Bernard, M & Phillips, J. eds. (1998) The Social Policy of Old Age, London: The Centre for Policy on Ageing
Boys, J. (2014) Doing Disability Differently: An alternative handbook on architecture, dis/ability and designing for everyday life. London: Routledge
Brodersen S. and Lindegaard H. (2014) Ability or disability: design for whom. In: Scandinavian Journal of Disability Research, 16(3), pp. 267┐279. doi: 10.1080/15017419.2013.803499.
Clarkson, John; Roger Coleman; Simeon Keates; Cherie Lebbon (2003). From margins to mainstream. In: Inclusive Design: Design for the Whole Population. London: Springer
Coleman, Roger (2010) About Inclusive Design. London: Design Council
Davis L. J. (2010) The disability studies reader. New York: Routledge.
HANSEN N. and PHILO C. (2007) THE NORMALITY OF DOING THINGS DIFFERENTLY: BODIES, SPACES AND DISABILITY GEOGRAPHY. In: Tijdschrift voor Economische en Sociale Geografie, 98(4), pp. 493┐506. doi: 10.1111/j.1467-9663.2007.00417.x.
Holt R. (2011) Design meets disability. In: Disability & Society, 26(6), pp. 779-781. doi: 10.1080/09687599.2011.602869.
Imrie R. (2005) Accessible housing: quality, disability and design. London: Taylor and Francis.
Inclusive Design - Scottish Government Planning and Building Standards Advice Note (no date). Available at: http://www.gov.scot/Publications/2006/03/07164427/8.
Jones, Paul (2014) Situating universal design architecture: designing with whom. In: Disability and Rehabilitation, 36(16), pp. 1369-1374. doi: 10.3109/09638288.2014.944274
Keates S. and Clarkson P. J. (2003) Countering design exclusion: an introduction to inclusive design. New York: Springer.
Lid, Inger Marie (2014) ┐Universal Design and disability: An interdisciplinary perspective┐. In: Disability and Rehabilitation, 36(16), pp. 1344-1349. doi: 10.3109/09638288.2014.931472Scopus (Elsevier B.V).
Owens J. (2015) Exploring the critiques of the social model of disability: the transformative possibility of Arendt's notion of power. In: Sociology of Health & Illness, 37(3), pp. 385┐403. doi: 10.1111/1467-9566.12199.
Pullin G. (2009) Design meets disability. Cambridge, Mass: MIT Press.
Shakespeare Tom (2006) Disability rights and wrongs. London: Routledge.
Shakespeare Torn and Watson N. (2001) The social model of disability: An outdated ideology. In: Exploring theories and expanding methodologies: where we are and where we need to go. Amsterdam: JAI. Available at: http://www.emeraldinsight.com.ezproxy.is.ed.ac.uk/doi/abs/10.1016/S1479-3547%2801%2980018-X.
Swain J., French S. and Cameron C. (2003) Controversial issues in a disabling society. Buckingham: Open University Press.
|Graduate Attributes and Skills
||To exercise autonomy and initiative in the development of projects.
To be able to employ appropriate research strategies to self initiated projects.
To be able to make decisions on the basis of rigorous and independent thought, taking into account ethical and professional issues.
To be able to identify, define and analyse problems and identify or create processes to solve them.
To be able to flexibly transfer knowledge, learning, skills and abilities from one context to another.
To communicate ideas effectively and in ways that respond to specific briefs and audiences.
|Course organiser||Ms Emma Gieben-Gamal
Tel: (0131 6)51 5721
|Course secretary||Mr Mathieu Donner
Tel: (0131 6)51 5740