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Open Access Inclusive Design – a lasting Paralympic Legacy? Embedding inclusive design knowledge and skills into architectural education

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This paper considers the need to embed inclusive design knowledge and skills into architectural education. The inclusive experience delivered by the London 2012 Olympic and Paralympic Games is still almost unique. Disabled people still face considerable environmental, attitudinal and organisational barriers when trying to participate in everyday activities (as campaigns by Attitude is Everything, Level Playing Field, Muscular Dystrophy Trailblazers and Leonard Cheshire Disability demonstrate). Can a nudge from the Government's Built Environment Professional Education Project (BEPE) be the catalyst that delivers systematic change? The experience of delivering the 2012 Games, the development of the principles of inclusive design, the aims of the BEPE project and examples of inclusive design in teaching programmes are outlined. The paper concludes by proposing the establishment of an AAE Inclusive Projects Network. By sharing good practice, ideas and inclusive projects you could help to embed inclusive design into your teaching practices and help make achieving an inclusive environment business as usual for the next generation of architects and designers.

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Keywords: ARCHITECTURAL EDUCATION; BUILT ENVIRONMENT; DISABLED PEOPLE; INCLUSIVE DESIGN; INCLUSIVE ENVIRONMENT; PROFESSIONAL EDUCATION

Document Type: Research Article

Publication date: September 1, 2015

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