At the end of this course, the students; 1) Anthropometric measurement needs for the disabled 2) Understanding ergonomic requirements for people with disabilities 3) Examining the laws and regulations for the disabled in the relationship between human and environment 4) Defining accessibility approaches within the human-environment relationship 5) Defining universal design approaches in relation to human and environment 6) Understanding the responsibility of the interior architect in the design of space and environment for the disabled 7) Learning and experiencing the way of handling design with the universal design approach
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
None
COURSE DEFINITION
COURSE CONTENTS
WEEK
TOPICS
1st Week
Introduction and basic information about valid terminology ,
2nd Week
History of the subject and concept.
3rd Week
Capacities of the human body. Physical weakness related with this subject and effects of them on the built environment.
4th Week
Design principles fordisabled design.
5th Week
Working on the examples efficiently designed and applied.
6th Week
Evaluation of all principles according the cost esthetic and strength appeals.
7th Week
Disabled, architecture and design
8th Week
Socio-cultural responsibilities in design.
9th Week
Compatible architecture and ıts principles.
10th Week
Qualification analyses for last user profile whose have different ages, cultural backgrounds and sexualities according to environmental factors and products.
11th Week
Proposals of individual and group works
12th Week
Participation of users during the design process
13th Week
Presentations
14th Week
Presentations
RECOMENDED OR REQUIRED READING
1. Dobkin, I., Peterson, M.J., 1999, Gracious Spaces: Universal Interiors by Design, New York, McGraw Hill. 2. Hardie, G.J., Lace, J.P., 1991, Accessible Environments: Toward Universal Design, Van Nostrand Reinhold,. 3. Manley, S and Parnaby, R, 2001, Putting people first: comparing vision and reality in the architecture and planning course at UWE. 4. McColl, M.A., Bickenbach, J.E., 1998, Introduction to Disability, WB Saunders Company Ltd. Great Britain. 5. Peterson, M.J. 1995, Universal Kitchen Planning: Design That Adapts to People, The National Kitchen and Bath Association, Hackettstown, NJ. 6. Peterson, M.J. 1996, Universal Bathroom Planning: Design That Adapts to People, Hackettstown, NJ The National Kitchen and Bath Association,. 7. Preiser, W.F., 2001, Universal Design Handbook, McGraw Hill, New York. 8. The Center of Universal Design, www.design.ncsu.edu.tr 9. Winters, S., Accessible Housing by Design: Universal Design Principles in Practices, New York, McGraw Hill.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
Lecture, Project, Presentation
ASSESSMENT METHODS AND CRITERIA
Quantity
Percentage(%)
Mid-term
1
20
Assignment
1
20
Project
1
30
Total(%)
70
Contribution of In-term Studies to Overall Grade(%)
70
Contribution of Final Examination to Overall Grade(%)
30
Total(%)
100
ECTS WORKLOAD
Activities
Number
Hours
Workload
Midterm exam
1
1,5
1,5
Preparation for Quiz
0
0
0
Individual or group work
14
3
42
Preparation for Final exam
1
4
4
Course hours
7
4
28
Preparation for Midterm exam
1
4
4
Laboratory (including preparation)
0
0
0
Final exam
1
1,5
1,5
Homework
1
3
3
Presentation (including preperation)
5
4
20
Project
5
4
20
Total Workload
124
Total Workload / 30
4,13
ECTS Credits of the Course
4
LANGUAGE OF INSTRUCTION
Turkish
WORK PLACEMENT(S)
No
KEY LEARNING OUTCOMES (KLO) / MATRIX OF LEARNING OUTCOMES (LO)
