Integrating Universal Design Content in Third Level Curriculum

Abstract

The purpose of this study is to inform future integration of Universal Design content in third level curriculum. It was arranged by the National Disability Authority, Centre for Excellence in Universal Design and was prepared by TrinityHaus, School of Engineering at Trinity College Dublin. The research comprised a combination of secondary (desk) research focusing on a review of teaching Universal Design at third level colleges and primary research on the teaching of Universal Design at Trinity College Dublin.

The secondary research phase included a review of national and international literature and online resources (Chapter 2: International Review of Teaching Universal Design on Design Curricula). This review recognises the evolving practice of Universal Design in the delivery of Education and differentiates it from the focus of this research on teaching about Universal Design principles and processes for application in design related fields of study. The international third level design curricula reviewed in this study is presented in Table 1 according to its Subject Area, in Table 2 according to its Design Technique and in Table 3 according to its Methodology of Instruction. On the basis of this review, an overview of international approaches to teaching Universal Design is provided.

For the primary research, an interview questionnaire was developed (Appendix A). A series of face-to-face interviews with lecturers and other relevant staff in Trinity College Dublin was conducted using the questionnaire as a guide as discussed in Chapter 3: Findings from the Primary Research: Exploring Universal Design Teaching in Trinity College Dublin and Universal Design in Practice at Trinity College Dublin. Selected respondents quotations from the interviews are listed in Appendix B and respondents' comments on Trinity College Dublin policy regarding accessibility and Universal Design are found in Appendix C.

On the basis of the findings, conclusions are made about the shortfalls of current teaching practices of Universal Design, as well as discussion of successful approaches both nationally and internationally. While the research did not find clear evidence of what are the best methods or whether current practices are producing the best outcomes, recommendations were developed from the findings to inform further integration of Universal Design content in third level curriculum (Chapter 4: Discussion and Recommendations). Outlines for Universal Design curriculum modules were subsequently developed from the research including one as a sample for early stage lecture/introduction content approach and one as a sample for a later stage laboratory/project based approach (Appendix D).

Authors: TrinityHaus, School of Engineering, Trinity College Dublin, Prof. Mark Dyer, Marie Callanan and Dr. Antoinette Fennell.

Editors: National Disability Authority, Centre for Excellence in Universal Design, James Hubbard.