Students’ Attitudes to Universal Design in Architecture Education

Helen Larkin, Kelsey Dell, Danielle Hitch

Abstract


It is widely recognised that the built environment can dramatically impact the participation and engagement of people with disability and diverse needs. It has therefore become necessary for architects and designers to consider these needs when working within their profession. The implementation of universal design teaching into architecture and design curriculum has been recognised as an important step in facilitating and enhancing the uptake of universal design during the design process. Using a quantitative approach, this study aimed to compare, contrast and explore the attitudes of two groups of architecture students to the universal design of built environments. One group had received education relating to diversity and universal design as part of a prior project while the other group had not received this content. Findings from this comparison demonstrated that overall, no significant differences between groups existed. However further investigation provided interesting insight and perspectives into student attitudes to universal design and potential influencers of these attitudes.  


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