Universal Design Education

Since previous documents with the subject was loaded on Academia, a lot of research and development has been conducted and the South African Tactile pedestrian crossing layouts evolved. This lecture gives background on this process to where we are today.

La investigación llevada a cabo plantea, como objetivo general, analizar y conocer las actitudes, percepciones, creencias y opiniones que poseen las personas con discapacidad sensorial ante la situación de la accesibilidad a la cultura audiovisual, en el ámbito socioeducativo. La metodología utilizada es de carácter mixto, se han manejado instrumentos de investigación cuantitativos (cuestionario tipo Likert) y cualitativos (entrevistas semiestructuradas). La muestra, a la que se le aplicó el cuestionario está compuesta por 776 personas con problemas visuales y 328 personas con problemas auditivos, de la provincia de Sevilla. Además, se realizaron entrevistas a 10 informantes clave con una vinculación representativa con la temática de análisis. Los resultados de la investigación ponen en evidencia las limitaciones y barreras a las que se enfrentan las personas con diversidad funcional auditiva o visual en ambientes educativos y sociales, respecto al acceso a la cultura y al contenido educativo audiovisual. Estos resultados invitan a la reflexión para tratar de implementar mejoras en el diseño universal de contenidos educativos y culturales para construir sociedades más justas, fomentando la igualdad de oportunidades.

Nella logica attuale la persona con disabilità ha risentito di rappresentazioni che ne hanno sottolineato soprattutto la condizione di mancanza, oggi, invece, le linee della logica inclusiva vanno oltre l’attenzione per il deficit e per il limite. Sempre più spesso si assiste all’impiego terminologico e concettuale della prospettiva inclusiva e della cosiddetta inclusive education per riferirsi ad un’evoluzione non solo di carattere concettuale, ma anche e soprattutto culturale, sociale e formativa, che dovrebbe interessare la condizione effettiva delle persone con disabilità. Passare dall’integrazione all’inclusione richiama una maggiore attenzione per il riconoscimento e il rispetto di quella dimensione di diversità che è propria di ognuno e che richiede di concretizzare una vera e propria cultura delle differenze umane che possono riguardare ogni persona, nei differenti momenti della sua vita, dipendenti da disabilità, oppure da storie personali, lingue e culture diverse, condizioni sociali o economiche, permanenti o temporanee. Pur essendo molto importanti, gli interventi messi in atto in molte biblioteche e quelli futuri, dovrebbero essere concepiti all'interno di una progettazione complessivamente accessibile, nella quale anche gli ambienti, gli spazi, gli orari, la segnaletica e i materiali, gli arredi e soprattutto i servizi dovranno essere progettati nella prospettiva inclusiva dell'Universal Design, ossia di quella metodologia progettuale che ha come obiettivo la progettazione di prodotti e ambienti che siano, per quanto possibile, utilizzabili da tutte le persone, senza il bisogno di adattamenti o di progettazioni specializzate.

IIEPJudo is an Inclusive Educational Program designed to teach basic Judo techniques to children with Autism Spectrum Disorders, under the Universal Design of Learning methodology. IEPJudo was, additionally, designed to bring in active participation social groups at risk for social exclusion, as the children with ASD that participated in the IEPJudo, were supported by the members of Judo club Τherapeutic Community TC, at the brown belt level (1o KYU ). The members of TC, that were taught Judo during their therapy, supported the children with ASD, as uke, during their Judo practice, under their Sensei and special educator's instructions. The implementation of IEPJudo had extremely positive effects for children with ASD as it was documented by the Special Educator External Observer with a black belt WJF, their parents and their Sensei's assessment. Children with ASD after their IEP Judo participation took part in inclusive Judo competitions organized in the context of the World Judo Federation with positive effects on their psychomotor and social skills and their families' psychological status. The IEP Judo program, also, supported the members of Therapeutic Communities in their therapeutic prosses, as is clearly documented by them in their research dairies. The educational material and methodology, the 8 assessment tools and the results of IEP Judo implementation in two children with ASD are presented in details. The IEPJudo implemented at the "of Include School for all: Tokei Maru" in Thessaloniki, Greece, in the context of the action "learn How to Fall, Stand Up and Demand" that was donated by Points of Support. The book is dedicated to the memory of Professor Jigoro Kano, Shinan for the 160th anniversary of his birthday.

The purpose of this study was to compare the effects of three different navigation aids with students with intellectual disability. Participants included six college-aged students with intellectual disability who attended a postsecondary education program. An adapted alternating treatment design was used to compare a paper map, Google Maps on a mobile device, and an augmented reality navigation application. The results indicated that the augmented reality navigation application was functionally the most effective condition. Conclusions are discussed in the context of supporting people with intellectual disability by teaching navigation skills.

The aim of this thesis is to examine in detail the value that letterpress printing provides by connecting people to the craft. By looking at relevant sources from examples of contemporary letterpress work to literature surrounding the topic it sets out to determine this value.
Firstly, this study looks at the desire that exists to reconnect with letterpress as a craft in reaction to mass produced print material. It then goes on to discuss the importance of letterpress being taught to design students as a way of internalising core design principles. Finally, the use of technological advancements such as 3D printing and laser cutters being used in conjunction with the letterpress process is examined. By building an argument through these areas of research, this thesis proves that there is value to connecting with the craft of letterpress printing.

Ce projet a été rendu possible grâce à la collaboration de : Consortium d'animation sur la persévérance et la réussite en enseignement supérieur (CAPRES) Université du Québec 475, rue du Parvis Québec (Québec) G1K 9H7 Téléphone : 418 657-4349 Courriel : capres@uquebec.ca Site Internet : www.uquebec.ca/capres Pour faciliter la lecture, le genre masculin est utilisé sans aucune intention discriminatoire. Université du Québec, novembre 2013 ENJEUX 2.2 -La conception universelle de l'apprentissage et sa mise en oeuvre CAPRES

Kentsel ölçekte yapılan eksik ve yanlış uygulamalar, bireylerin bir mekana ulaşımını ve o mekandaki hareketlerini zorlaştırabilmektedir. Fiziksel engelliler, yaşlılar, çocuklar, bebek arabası kullanan veya eşya taşıyan bireylerin kent içerisindeki erişimleri, yanlış tasarımlar yüzünden kısıtlanabilmektedir. İçinde yaşadığımız çevrenin tüm kullanıcı bireyler tarafından eşit bir şekilde kullanılabilmesi için, evrensel tasarım fikrinin yaygınlaşması gerekmektedir. Evrensel tasarım fikri, 1985 yılında Amerikalı Mimar Ronald Lowrance Mace tarafından ortaya atılmıştır. Bu kavramı Mace, farklı yaş, boyut ve yetenekteki bireyler tarafından kullanabilecek ürün ve çevre tasarımı olarak tanımlamaktadır. Bu fikrin yaygınlaşabilmesi için mimarlık ve iç mimarlık disiplinlerinde verilmekte olan tasarım eğitiminin rolü büyüktür. Mimarlık ve iç mimarlık eğitimlerinde evrensel tasarım dersinin zorunlu olarak verilmesi, öğrencilerin tasarımcı rolünü üstlenmeden önce bu konuya olan bilgi ve hassasiyetinin artırılması açısından önemlidir. Bu çalışmada, İstanbul’da lisans düzeyinde mimarlık, iç mimarlık ve iç mimarlık ve çevre tasarımı eğitimi veren 38 üniversite araştırılmıştır. Bu üniversitelerin lisans düzeyindeki müfredatları incelenmiş ve evrensel tasarım ile ilgili verilmekte olan dersler tespit edilmiştir. Bu derslerin seçmeli veya zorunlu olma durumları analiz edilmiş ve değerlendirilmiştir. Çalışmada elde edilen verilere göre, mimarlık bölümlerinin %65’inde, iç mimarlık bölümlerinin %59’unda, iç mimarlık ve çevre tasarımı bölümlerinin %71’inde evrensel tasarım ile ilişkili dersler bulunmaktadır. Evrensel tasarım derslerinin bu okullarda zorunlu verilme oranı ise oldukça düşüktür. Mimarlık bölümlerinde bu oran %20, iç mimarlık bölümlerinde %10, iç mimarlık ve çevre tasarımı bölümlerinde ise %25’tir. Çalışmanın sonunda evrensel tasarım dersinin mimarlık, iç mimarlık ve iç mimarlık ve çevre tasarımı bölümleri için müfredata zorunlu ders kategorisine alınmasının gerekliliklerine değinilmiştir.

1 GİRİŞ Kentler, içinde yaşayan tüm kentlilere eşit oranda yaşama şansı vermesi gereken bir düzen oluşturmayı hedefler. Nitekim Avrupa Konseyi tarafından 1992 yılında kabul ve ilan edilen Avrupa Kentsel Şartında da (European Urban Charter) tüm bireylere insan onuruna yakışan bir kentsel düzen sağlanması amaçlamaktadır. Türkiye'nin henüz imzalamamış olmasına rağmen, yaşam kalitesi yüksek, doğaya saygılı, sürdürülebilir, planlı ve güvenli, hakça ve adil biçimde kent kaynaklarının kullanıldığı, erişilebilir, planlama ve yönetimde halkın katılımının sağlandığı bir genel çerçeve sunması açısından Avrupa Kentsel Şartı önemli bir belgedir. Aslında planlama disiplini de Avrupa Kentsel Şartında açık ve netçe belirlenen yaşanılabilir kentler oluşturma çabası içindedir. Ancak özellikle kamusal alan ve hizmetlerin sunumunda ve kullanımında yaşanan adaletsizlikler, planlama disiplininde görev yapanları düşündürmekte ve yeni çözüm arayışlarına sevk etmektedir. Bu çalışma, herkes için adil ve yaşanılabilir kentlerin oluşturulmasında evrensel tasarım anlayışına ve bu anlayışın eğitimdeki yerine dikkat çekmektedir. 1990'lı yıllarda ABD'de temelleri atılan bu anlayış, farklı yaş ve yetkinliklerdeki kullanıcıların, her türlü mekan veya üründen azami olarak faydalanmasına olanak veren bir tasarım anlayışıdır. Mümkün olduğu kadar çok kullanıcıya yönelik olması ve tüm kullanıcılar için hayatı kolaylaştırması bu yaklaşımın tasarımcının tercihinden çok, bir gereklilik olduğunun göstergesidir. Bir başka ifadeyle Evrensel Tasarım anlayışı kentsel çevrelerin herkes için tasarlanmasının sürdürülebilir, güvenli, hakça ve kullanılabilir olmasının bir teminatı niteliğindedir. Bu çalışmada planlamanın da bir tasarım disiplini olmasından hareketle, tasarımda hakça ve adil olmayı amaçlayan, kullanıcı odaklı evrensel tasarım anlayışı tanımlanmış ve tüm dünyada gelişmekte olan bu yeni yaklaşımın mimarlık eğitimindeki yeri ve gerekliliğine işaret edilmiştir. Çalışmada Belçika Sint-Lucas Üniversitesi Mimarlık Yüksek Lisans Programı örneklenmiş, bu programın amaçları ve çıktıları ayrı ayrı incelenmiştir. Sonuç olarak, bu çalışma tasarımda yeni bir anlayış olan Evrensel Tasarım anlayışının toplumsal kazanımlarına dikkat çekmektedir. EVRENSEL TASARIMIN TANIMI, AMACI VE PRENSİPLERİ Evrensel Tasarım anlayışı, engelsiz tasarım (barrier free design) anlayışının toplumda yarattığı ayrımcılığa bir tepki olarak doğmuş, temelde kullanıcının toplumu oluşturan tüm bireyler olduğunu kabul eden bir tasarım yaklaşımıdır. 2. Dünya Savaşını takip eden yıllarda tüm dünyada özellikle savaştan zarar gören ve uzuvlarını kaybeden askerler ve halk için, onların yaşam çevrelerini yeniden düzenlemeyi hedefleyen engelsiz tasarım anlayışı benimsenmiştir. Bu kişilerin toplumla kaynaşmasını sağlamak, onların yaşam kalitelerini yükseltmek ve özellikle kentsel çevrede herhangi bir fiziki engelle karşılaşmalarını önlemek için tasarımlar yapılmıştır. Bu amaçla başta ABD olmak üzere, bazı Avrupa ülkelerinde yasalar çıkarılmış, tasarımda erişebilirlik bireyin hakkı olmuştur. Ancak zamanla bu anlayışın toplumda engelliler ve normal insanlar biçiminde bir ayrımcılığa yol açtığı gözlenmiş ve yaratılan bu eşitsizliğin

Kegiatan pembelajaran yang ada sekarang ini umumnya menyajikan presentasi materi yang sama untuk setiap peserta didik karena menganggap bahwa karakteristik semua peserta didik adalah homogen. padahal dalam kenyataannya setiap peserta didik mempunyai karakteristik yang berbeda dalam belajar, serta kurangnya kegiatan pembelajaran yang memanfaatkan perkembangan teknologi di era big data seperti jejaring sosial yang penggunaannya semakin meluas. Oleh karena itu, dibutuhkan sebuah kegiatan pembelajaran yang dapat memfasilitasi perbedaan peserta didik dalam belajar serta pemanfaatan jejaring sosial dalam proses pembelajaran guna untuk meningkatkan hasil belajar peserta didik. Tujuan penelitian ini adalah untuk mengetahui pengaruh pembelajaran Universal Design for Learning (UDL) berbasis Social Learning Networks (SLN) terhadap hasil belajar peserta didik.
Penelitian ini menggunakan rancangan penelitian true experimental design dengan rancangan eksperimen pretest & posttest control group design. Terdapat dua kelompok dalam penelitian ini, yaitu kelompok eksperimen yang menerapkan perlakuan pembelajaran UDL berbasis SLN dan kelompok kontrol yang menerapkan pembelajaran konvensional. Subjek penelitian ini melibatkan mahasiswa sebanyak 45 orang di STKIP PGRI Situbondo yang mengambil mata kuliah Telaah Kurikulum. Data yang dikumpulkan dalam penelitian ini diolah dengan bantuan program SPSS for windows versi 22.0 dengan teknik analisis data paired sample t test untuk menguji hipotesis penelitian.
Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar antara kelompok eksperimen (78,00) yang diberi perlakuan pembelajaran UDL berbasis SLN dengan kelompok kontrol (71,50) yang tidak diberi perlakuan. Hal ini juga dibuktikan dari hasil perhitungan menggunakan normalized gain diperoleh gain untuk kelompok eksperimen (0,38) sedangkan kelompok kontrol (0,12). Selisih rata-rata nilai gain kelompok eksperimen dan kelompok kontrol adalah 0,38 – 0,12 = 0,26, dengan demikian dapat dikatakan bahwa pembelajaran UDL berbasis SLN efektif untuk meningkatkan hasil belajar mahasiswa. Dalam pengujian hipotesis menggunakan t test didapatkan probabilitas (Sig. 2 tailed) adalah 0,023. Karena probabilitas < 0,05, maka H0 diterima, atau terdapat perbedaan hasil belajar antara kelompok eksperimen yang menerapkan perlakuan UDL berbasis SLN dengan kelompok kontrol yang menerapkan pembelajaran konvensional.

Evidence suggests that students with disabilities increasingly choose to participate in online courses at higher rates then other student populations. Research examining factors that influence the success of these students is inconclusive. This article addresses a national need for additional research by identifying challenges faced by special education teachers and students with learning disabilities in online environments; describing extant literature related to online learning and students with disabilities; and summarizing findings from a recent study that examined Universal Design for Learning (UDL) during synchronous lessons. The article concludes with interviews with leaders in virtual schools who bring to light the challenges and concerns facing the industry. Implications for professional development activities also are discussed.

This note presents a research work in progress, carried out in the Doctoral School of Pedagogy and Social Science of «Roma Tre» University: it describes its approach, method and initial results. The research, which started in 2009 and will end in 2011, deals with e-learning methodological-didactic accessibility. It is based on the assumption that e-learning represents a strategic resource, allowing students with disabilities to overcome the obstacles related to traditional classroom activities and effectively addressing their special needs. This highlights the need to plan and deliver courses that are accessible both at a technological and methodological-didactic level in order to guarantee an inclusive learning experience to all students regardless of possible disabilities. The international debate on accessibility has long focused on technical standards and parameter of platforms; in recent years a new concept of accessibility has developed, focusing on pedagogical, relational and participative aspects for integration and inclusion. The present work aims to integrate existing technological standards for accessibility with new dynamic and flexible guidelines, to ensure the methodological-didactic accessibility, developing a first conceptual framework geared to building a prototype to be implemented for the different types of disabilities. The work in progress was presented in the 4 th SIRD Seminar in Eleonora Guglielman ECPS Journal -4/2011 http://www.ledonline.it/ECPS-Journal/ 168 Linguaglossa (CT), on 23-25 September 2010; this research note takes account of the suggestions and observations made by scholars and colleagues in the debate that followed the presentation.

Sustainability in Higher Education is usually interpreted as a concept applying solely to operations management and energy policy. Though the applicability of the concept to social justice is immediately tangible, few campuses have found organic and pragmatic ways to extend principles of sustainability to their equity, diversity or inclusion practices, or to convince their community of the need to do so. This study examines the unique experience of North American campus having attempted this progressive osmosis between the two concepts. Access has represented the opportunity for this rethink. As individual, retroactive accommodations become increasingly obsolete when it comes to providing access to learning to large number of students with specific needs entering post-secondary education, sustainability has become an increasingly appealing lens with which to devise a new framework for inclusion seeking systemic change in pedagogical practices. The North American campus in question implemented a proactive drive for the implementation of Universal Design for Learning from 2011 and this paper presents the analysis of the various and complex ways access and sustainability have become entwined in campus policies. The outcomes are particularly relevant for the Global South in that it may encourage Higher Education institutions in developing countries to avoid the temporary appeal of medical model based measures of inclusion and the precedents set in the Global North over the last two decades, and to focus instead on social model based policies that seek the development of sustainable and inclusive teaching practices from the onset.

Un gruppo di aspiranti insegnanti iscritti al Tirocinio Formativo Attivo ha affrontato un’esperienza di digital storytelling come parte dei compiti di didattica a distanza. Viene qui descritta la struttura del lavoro svolto dai corsisti e si riflette sui risultati di un questionario sottoposto al termine del corso per rilevarne le opinioni. I corsisti dichiarano di aver gradito la proposta e buona parte di loro ritiene probabile ripeterla a scuola, anche
coinvolgendo gli studenti nel progetto e nella realizzazione di narrazioni digitali multimediali. Da questionario e colloqui con i corsisti si deduce che l’esperienza di sviluppo ha mutato il loro atteggiamento verso le tecnologie didattiche, aumentato la loro efficacia come comunicatori digitali e accresciuto la loro autostima.

Progettare in un’ottica inclusiva significa costruire percorsi di apprendimento flessibili in funzione di tre principi fondamentali: fornire molteplici mezzi di rappresentazione, di azione ed espressione, di coinvolgimento. È questo l’obiettivo dell’Universal Design for Learning (UDL), un quadro di riferimento attento all’impiego di metodi, strumenti e strategie che diano a tutti gli individui pari opportunità di apprendere.
Il contributo illustra la genesi e le caratteristiche di Latin Fables, una Open Educational Resource (OER) dedicata alla favolistica fedriana che si inserisce a pieno titolo in questa modalità di gestione della pratica educativa.

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Designing in an inclusive educational perspective means building flexible learning paths providing learners with multiple means of information representation, expression, and engagement. This is the goal of Universal Design for Learning (UDL), a framework to improve and optimize teaching and learning for ALL individuals.
Among the tools developed following the UDL principles, this paper illustrates Latin Fables, an Open Educational Resource (OER) which allows knowing and understanding Phaedrus’ fables.

In this paper the principles of Universal Design (UD) are discussed in the context of design education. The application of the concepts of UD to building and urban design has ensured a better quality of life for users with disabilities, however, to create an accessible environment the design profession needs to adopt new attitudes and the design process and its teaching strategies must change. Design education is discussed in relation to role-playing and participatory design activities. A teaching experience is presented, with the goal to develop student awareness of users with special needs. New design communication instruments were developed, such as tactile maps, to enable user participation of the visually impaired. Design is primarily based on visual communication and visually impaired users were included in the teaching experience in view of their inability to evaluate typical design documentation, such as drawings and models. Role-playing, as a means of bringing students closer to the issues of users with disabilities, was shown to be insufficient and the creation of a collaborative design process was important to increase student's sensitivity. The active participation of users with disabilities ensured that future professionals gained a deeper understanding of user needs and were able to create appropriate and quality environment. The inclusion of visually impaired users in the design process is seen as original in design pedagogies. The use of tactile maps for design documentation was shown to be an important contribution to research in the area of design methods. Some research questions arose from the teaching experience, relating to technical details of tactile map production, as well as pedagogical and ethical issues involved in participatory design.

Progettare in un’ottica inclusiva significa costruire percorsi di apprendimento flessibili in funzione di tre principi fondamentali: fornire molteplici mezzi di rappresentazione, di azione ed espressione, di coinvolgimento. È questo l’obiettivo dell’Universal Design for Learning (UDL), un quadro di riferimento attento all’impiego di metodi, strumenti e strategie che diano a tutti gli individui pari opportunità di apprendere.
Il contributo illustra la genesi e le caratteristiche di Latin Fables, una Open Educational Resource (OER) dedicata alla favolistica fedriana che si inserisce a pieno titolo in questa gestione della pratica educativa.

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Designing in an inclusive educational perspective means building flexible learning paths providing learners with multiple means of information representation, expression, and engagement. This is the goal of Universal Design for Learning (UDL), a framework to improve and optimize teaching and learning for ALL individuals.
Among the tools developed following the UDL principles, this paper illustrates Latin Fables, an Open Educational Resource (OER) which allows knowing and understanding Phaedrus’ fables.

E-learning can offer great opportunities to students with disabilities, but still few practitioners know exactly how to make it accessible. Although there are many technical standards and specifics to make e-learning platforms accessible, the pedagogical and didactic perspective of accessibility is not enough studied; disabled students can access to the e-learning platform but not to contents, resources, activities, collaboration and interaction tools. Starting from the basic assumption that an e-learning course is really inclusive when accessibility is addressed both technically and pedagogically, this research has the purpose to examine methods, tools and practices to propose a reference model for designing accessible e-learning courses in the higher education context.

The shift in the last twenty years from an industrialised economy to a knowledge economy demands new modes of education in which individuals can effectively acquire 21st century competencies. This article builds on the findings and recommendations of a Knowledge Economy Market Development Mapping Study (KEMDMS), conducted in Queensland, Australia. The study was conducted to identify the value of design education programs from primary school through to the professional development level. This article considers the ability of design education as a framework to deliver on the 21 st century competences required for the three defining features of the creative knowledge economy-Innovation, Transdisciplinarity and Networks. This is achieved by contextualising key findings from the KEMDMS, including current design education initiatives, and outlining the current and future challenges faced. From this, this article focuses on the role of the tertiary education sector as the central actor in ...

Telephone interviews were conducted with 18 blind academic library users around the U.S. about their experiences using their library and its website. The study uses the perspective that blind users’ insights are fundamental. A common theme was that navigating a webpage is time consuming on the first visit. Issues identified include the need for “databases” to be defined on the homepage, accessibly coded search boxes, logical heading structure, and several problems to be resolved on result pages. Variations in needs depending on users’ screen reader expertise were also raised. Suggestions for libraries to address these issues are offered.

In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to building emancipatory pedagogies that attend to intersecting markers of difference (e.g., dis/ability, class, gender, race, language, and ethnicity).

Despite a growing awareness of the need to create more usable, comfortable, and sustainable buildings for everyone, in many countries, the adoption of universal design (UD) as a design strategy is still limited. As key stakeholders, architects can contribute greatly to making the built environment more inclusive for all, but many practitioners face difficulties in daily design practice that hold them back from implementing a UD approach. This study investigated architects' perceptions regarding the barriers to and drivers of adopting UD as a design strategy at the start of the design process using a survey of 135 practicing Flemish architects. Results showed that budget constraints and skepticism from other stakeholders were perceived as the main barriers, while time-related issues were experienced as less problematic than the literature suggests. Responses to the open-ended questions revealed how architects carefully evaluate whether to apply UD as a design strategy for each design project according to design-related and client/budget criteria. These results offer insights into practicing architects' motivations regarding UD, which can provide policy makers and researchers with the information needed to more efficiently and effectively address the barriers and drivers that architects face in implementing UD.

Studies have shown that development at the grassroots takes place more effectively if there is a motivation and desire for the local people to create value for themselves, rather than depending on the assistance and subsidies provided by centralized or external organizations. Innovation at the grassroots can be a key enabler of this creation of value. 3D Technology has emerged as a disruptive technology accessible at the DIY and consumer level in the last few years. This technology has demonstrated the potential to have a major impact in the times to come. Due to the availability of 3D printers at a DIY level, it is now possible to envision innovation hubs at grassroots level, which provide the innovators the chance to explore a multitude of technologies through this single channel of 3D printing. These rural hubs can be supported by a simple set of infrastructure requirements in order to effectively work as largely unmediated 'minimally invasive educational centers'. This proposal of innovation hubs or 'Avishkaar Chaupals' can become a catalyst to introduce leading edge technology and manufacturing paradigms into the grassroots levels.

Delegates to the 'Include 2001' conference, hosted by the Helen Hamlyn Research Centre, were asked, as part of an 'obstacles and solutions' workshop, to identify barriers to the uptake of more inclusive design strategies, and to propose remedies to them. It became clear, from analysis of these contributions, that they fell into two major domains-that of the designer and that of the client. Three areas of concern were identified: the broader context in which designers operate, professional practice and the client/designer relationship, and each solution identified required action from both designer and client or importantly, provision of pre-and post-professional training and education. The need for education at all levels was seen as a key obstacle for both designers and clients, which could be speedily and effectively addressed. In light of this some options are explored for continuing professional development (CPD).

Attraverso la presentazione di ventiquattro esperienze didattiche, gli autori illustrano le competenze base della progettazione con l’ambizione di rispondere a due domande semplici ma impegnative: quali competenze dovrà possedere il progettista del futuro? E come si insegnano? La natura dei workshop presentati è sperimentale ed inclusiva. Sperimentale perché lasciano grande spazio all’imprevisto, all’errore, all’imperfezione e all’anomalia. L’incertezza del risultato ha reso vitale i processi esplorativi ed ha animato l’immaginazione di ognuno, che con emozione si è sorpreso di risultati inaspettati. Inclusiva perché, come si sa, le differenze sono ricchezze e coniugare i punti di vista alternativi o irregolari, e anche gli esiti inconsueti, dentro processi collettivi e collaborativi, ha esaltato le potenzialità delle intelligenze peculiari di ciascuno, rendendo le esperienze più varie, consistenti e solidali.

Here Kathleen A. King Thorius and Federico R. Waitoller respond to Harvard Educational Review&#39;s Spring 2017 forum on their 2016 article “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability.” The forum invited six scholars from the field of disability studies who have helped create and spread culturally sustaining pedagogy to discuss the opportunities and challenges of “cross-pollinating” these two approaches. The authors rejoin the conversation, clarifying and expanding on the forum&#39;s comments.

Author of this paper has been involved in an existential research from 1985 to understand the cognitive damages of modernity- reductionist, alienated, fragmented and anthropocentric way of being and also the biological roots of human beings. The author of this paper has spent several years working with non literate artisans in various parts of India, not only studying their knowledge system but also the conditions that enabled the creation of knowledge and formation of their world view. Some details of this would be elaborated to understand the so called modern knowledge system and the conditions that make this knowledge to happen. Author's work as designer with artisans was a turning point as he saw originality, creativity and authenticity in their work. This happened only because instead of designing products for them to produce he initiated creativity among them. Anthropocentrism is a result of cognitive crisis. Dependence on mediated knowledge rather than direct engagement has distanced him from the outer nature and his inner nature. This is the cause for the fragmentation and the alienation now rampant in modern man. Even though this has happened very gradually the present schooling is creating anthropocentric human beings on a mass scale. This is happening due to the denial of the biological aspects of cognition or being in the world to function in the modern cognitive conditions.

All children are born as nature centric beings and in the context of modernity they are educated or conditioned out of it. In communities where there is neither mediated knowing nor instructed living the nature centrism stays put or it is rooted firmly. The knowledge paradigm of indigenous communities are such that the human being's autonomy and the innate urge to live comes to act.

Some basic aspects of design education is like the way knowledge is created in indigenous cultures. Even though in modern context children are schooled out of their natural learning process design education has the potential in re claiming that. The experiential nature of design education allows the possibility of body mind integration. Designing also demands one to observe the now which calls for being present to the world and thirdly due to the fact that one does not know what would be the final outcome one is also brought to face the unknown. The exploratory element of Design education can also be compared to the way children play thus brining out the openness and playfulness of the person.

Sensitive and objective examination is required to understand people who belong to totally different paradigm. Modern man and traditional man belongs to two entirely different paradigms. One gets used to ones belief system because it psychologically protects one and create a veil to thwart any attempt in seeing things differently which might make one uncomfortable. This is so diabolical that even scientific proofs are brought in to fend oneself against reality! Even 'objectivity' could be used for this purpose. Two things needs to be explored in this context. One is to understand how one is made to believe in what one is believing. This needs to be done quite brutally as this will break the self image of oneself and all that one thought were ones identity. Second is to explore  the role of cognitive conditions in forming ones world view and self image. But this demands us to step out of the designers role, to step out of the notion that one is developed or advanced, at least hypothetically and also to step outside the do gooders role. Both makes us feel superior. Can we  at least temporarily hold these assumptions  and  explore how indigenous cognitive conditions created nature centric human beings  and how modernity is creating anthropocentric human beings. A careful study of the total paradigm in indigenous, non literate knowledge system corresponds to this but is also dissimilar in some crucial ways which is what helps the person rooted in their nature centric beingness.
This could help in re designing design education to help in centring us in to the beingness of Nature.

Keyword : nature centric, cognitive crisis, Alienation, sense cognition

El acceso universal a la salud y la cobertura universal de salud implican que todas las personas y las comunidades tengan acceso, sin discriminación alguna, a servicios integrales de salud, adecuados, oportunos, de calidad, determinados a nivel nacional, de acuerdo con las necesidades, así como a medicamentos de calidad, seguros, eficaces y asequibles, a la vez que se asegura que el uso de esos servicios no expone a los usuarios a dificultades financieras 3

El objetivo de la cobertura sanitaria universal es asegurar que todas las personas reciban los servicios sanitarios que necesitan, sin tener que pasar penurias financieras para pagarlos.

This paper focuses on the drive towards developing a framework for infusing inclusive design principles in the education of all students in the built environment industries. Various countries use differing terminology; whilst UK favour inclusive design, in the USA this is better known as universal design, and in mainland Europe as design-for-all. There are different interpretations of the meanings of all these phrases, but they all have a common underlying message that is to create environments and products that are usable and equitable by the most number of people possible. Through an inclusive design approach a socially inclusive built environment can be created, rather than one that is exclusively designed for the mythical "average" non-disabled 35 year old white Western male person (Goldsmith 1995). The Tomar Resolution (Council of Europe 2001) and the centres of excellence in design-for-all by the European Commission both seek to develop a common curriculum in design-for-all. The authors argue that a common curriculum is difficult to achieve with such a diverse range of professions involved in the built environment, let alone the other design industries. Additionally there is a danger that inclusive design will be seen as a separate bolt-on unit to be added to existing programme, when in fact the principles on inclusive design need to permeate the entire programme that the student studies throughout their education and continuing professional development. As part of an LTSN CEBE (Learning and Teaching Support Network, Centre of Education for the Built Environment) Special Interest Group (SIG) the authors have been working with other academics who teach in this field of study to develop a framework that sets out how inclusive design can be infused into the varying courses offered to those wanting to become a built environment professional. Inclusive design is only achievable if the client and the whole design team both want to aspire to this goal, and seek design solutions that encourage inclusivity. The paper will deliver the findings to date in the context of both European and International developments.

Mulla smiled at them and told, “So friends, thank you for teaching me and each other that design is not about complementing, substituting, replacing or removing things from a structure to enhance the abilities or aesthetics of the form or to address its needs.  But the design is a contextual  decision-taking consideration of all of the above or some  of them…”