(1) Compile the parts of handouts and textbooks that one is responsible for as a concrete summary, and explain and present the author's intentions in an easy-to-understand manner (E)
(2) Understand design process basics from barrier-free to universal and inclusive design (A,H)
(3) Nurture "awareness" and a universal mindset regarding the symbiosis of people and the environment in barrier-free and universal and inclusive design, and can consider the people concerned (A,H)
Outline:
Born in the UK, inclusive design is a method of actively incorporating users into the design process such as those with disabilities and the elderly. It is introducing designs in collaboration with civic activity groups, charity organizations, and companies, that consumers with special needs, will not feel inferior and that can become mainstream in the market. In a broad sense, the concept is very close to universal design. The aim of this course is to introduce the concept of inclusive design and similar concepts surrounding it, and to learn about its foundations (15 weeks).
Style:
The course will focus on a lecture- and discussion-style format with the people concerned, and there will be field visits from time to time where students can deepen their understanding. The relevant materials used in the lectures will be distributed as and when.
Notice:
This course's content will amount to 90 hours of study in total. These hours include the learning time guaranteed in classes and the standard self-study time required for pre-study / review, and completing assignment reports.
Students who miss 1/3 or more of classes will not be eligible for a passing grade.
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Theme |
Goals |
| 2nd Semester |
| 3rd Quarter |
| 1st |
Introduction: Beyond barrier-free
Give an overview of an archive of global approaches toward creating an accessible environment that all people can use in a human-environment system. Outline the course objectives and clarify problem awareness for each person through discussion. |
Understand an overview of global accessible design approaches in human-environmental systems.
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| 2nd |
Design aspects in human-environment systems
Describe how to examine design aspects in human-environment systems. |
Can explain how to examine design aspects in human-environment systems.
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| 3rd |
ICIDH (social disadvantages), an idea advocated by WHO
Explain the idea of ICIDH (social disadvantages) that was advocated by WHO and the perception that it is caused by impaired physical function. An assignment in English will be given at the end of class and must be translated into Japanese by the following week. |
Can explain the ICIDH (social disadvantages) advocated by WHO.
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| 4th |
The 2001 International Classification of Functioning, Disability and Health (ICF)
Describe the need to reconsider "people with disabilities" and elderly people's "lifestyle models," which have been solved and respond to commonly by conventional medical models. Furthermore, discuss various disabilities. |
Can explain the International Classification of Functioning, Disability and Health (ICF).
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| 5th |
What is universal design?
Describe universal design principles and specific examples. |
Can explain universal design concepts and specific examples.
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| 6th |
Training at the Hyogo Institute of Assistive Technology
Train on barrier-free environments in residential and public spaces, focusing on accessibility with specific examples. |
Understand welfare equipment in residential and public spaces, barrier-free home remodeling, and barrier-free housing.
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| 7th |
User information
Learn about understanding and use examples for various users' behavioral characteristics by utilizing the UD matrix by the International Association for Universal Design (IAUD). |
Can describe various users' behavioral characteristics using the UD matrix.
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| 8th |
Behavioral observation methods using observation engineering
Explain about direct behavior observation methods by human-environmental systems. |
Can explain about behavior observation methods by human-environmental systems.
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| 4th Quarter |
| 9th |
Behavioral observations by observation engineering
Practice behavior observations by human-environmental systems. |
Practice behavior observations and understand their techniques.
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| 10th |
What is kansei-driven value design?
Explain "kansei value" that increases the apparent value of products and services by targeting consumers' sensibility to make them relate to and feel emotional. |
Can explain kansei-driven value design.
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| 11th |
Examples of innovation with inclusive design
Explain the Helen Hamlyn Centre for Design's design process by inclusive design at the Royal College of Art. |
Can explain design process by inclusive design.
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| 12th |
Inclusive design English reading 1
Read English documents and discuss the content |
Can explain the content of English documents about inclusive design.
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| 13th |
Inclusive design English reading 2
Read English documents and discuss the content |
Can explain the content of English documents about inclusive design.
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| 14th |
Design proposals with the inclusive design method
Use the inclusive design method to do research for design proposals. |
Can research using the inclusive design method.
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| 15th |
Design proposals with the inclusive design method
Propose designs using the inclusive design method to address the challenges for the people concerned. |
Can propose specific designs using the inclusive design method to address the challenges for the people concerned.
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| 16th |
Final exam
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