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INCLUSIVE DESIGN IN DESIGN HIGHER EDUCATION
Abstract
Inclusiveness is a critical economic and social paradigm of the XXI century. Since the early years of the first decade of this century, the design assumes an essential role to society as all: if economic development and social well-being are rooted in innovation, the design is responsible for "translating" innovation into new products consumers can value. The last twenty years brought a sustained search for design graduation and post-graduation courses all over the world. From more traditional programs to new high education offers, the scenarios became very diversified and covered a wide range of design specializations. New approaches to design emerged, and design-related concepts grew in complexity: from co-design to collaborative design, from disassembly design to emotional design, the most important currents of industrial and economic development brought the design to the center of the equation. The focus on inclusiveness as an intended goal for development made inclusive design set of competencies essential for designers. Although inclusive design presents a clear and distinctive technical and theoretical competencies framework, higher education curricula tend to exclude the systematic teaching/learning of those competencies at graduation level, and the offers at post-graduation level are still insufficient. The paper presents the situation of European higher education concerning inclusive design and proposes a two ways approach to bring the inclusive design to the very core of design higher education programs at graduation and post-graduation levels.
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References8
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