Aims:

Teach students the true value and benefits an inclusive design approach can bring to all projects, with an emphasis on the design, construction and operation of the built environment, the world around us. Key aims of the module include:

Create a positive shift in mindset around disability and inclusion.
	Recognise the important of engagement with end users including disabled people.
	Champion inclusive design to peers and colleague.
The module provides a clear understanding of why inclusive design is so important for disabled people and others with protected characteristics, in turn creating better outcomes for all of us. It provides lots of real world examples of both good and bad inclusive design practice, including from the Olympic Park in East London. This module equips students with the knowledge, tools and confidence to be inclusive design champions and leaders in thier future roles and work.

Learning outcomes:

On successful completion of the module, a student will be able to:

Confidently describe the difference between accessible and inclusive design.
	Be confident in championing inclusive design to peers and colleagues.
	Shape approaches to design and problem solving to be inclusive from the beginning.
	Confidently describe some of the key challenges faced by many disabled people in using and interacting with the world around them and how design decisions play a significant role.
	Understand the hierarchy and role of current legislation, policy and guidance in the UK and internationally.
	Understand the UK and global context regarding attitudes and approaches towards disability and inclusive design.
	Discuss and elaborate on both good and bad practical, real world examples of inclusive design across a range of sectors and geographic locations.
	Understand and succinctly describe the advantages of inclusive design including the; moral, social, economic and business, sustainability and public health cases.
	Have the skills and the confidence to engage with and involve end users, including disabled and older people and understand/appreciate the significant advantages this brings.
	Have the tools to elicit user needs from disabled people and formulate these into project brief requirements.
	Confidently describe the various models of disability i.e. the difference between the social and medical model and have formed their own opinions on both of these.
	Have the confidence and tools to test their designs with end users and have developed techniques to incorporate this feedback into their designs.
	Know how to create an equally positive experience for all end users.
Requisites:

To be eligible to select this module as an optional or elective, a student must be registered on a programme and year of study for which it is formally available.