Building New Tools for Teaching Inclusive Architecture

Cristiane Rose Duarte, Titular Professor at FAU/UFRJ; Architect (UFRJ,1981); Territorial Planning DSc. (Sorbonne - Université de Paris-I, 1993), Brazil

Regina Cohen, Associate Professor at FAU/UFRJ; Architect (UFRJ,1981); Psychology Doctorate Inceptor (EICOS/IP/UFRJ), Brazil

Background - Teaching Accessibility and Universal design in Brazil

Aiming at the development of an holistic view towards built spaces this paper seeks to enlarge the debate over the special and psychosocial needs within human diversity (ranging from people with mobility difficulties to older people) in the Architecture and Urbanism graduation courses. So as to illustrate our queries we will take some examples from our didactic experience introduced in a discipline at the School of Architecture and Urbanism - Federal University of Rio de Janeiro. The results of this pedagogic instrument rise out as the various methodological questions concerning to the teaching of Architecture Design. Amongst many other aspects we try to show the efficiency of dynamic learning methods which group, in the same discipline, theoretical teachings, simulations and accounts of experiences one has had as well as a frequent and intense designing activity. The most important issue, however, is related to the way architecture students learn about the Other which, undoubtedly, affects their comprehension of human diversity and influences their future choices in professional life. Based on the results this paper explains the matter of human diversity focused on a fundamental premise in architecture design and it proves the humanistic view has shown a multiplying power that overcomes general expectations and points to the creation of a new mentality that is necessary for the planners of our future cities.

As teachers we are prompted to prepare our students to face a professional market which is even more competitive and frantic. In Brazil it is still rare to find a good concern of a more holistic view towards urban environment in our courses of Architecture and Urbanism.

In this paper we try to explain the teaching of Inclusive Architecture, relating it to the offering of accessibility to a greater number of people. As educators we want to emphasize that it is even more necessary to amplify the didactic activities that evoke a critical reflection, making students analyse the construction of a new paradigm. The pondering over the design teaching of inclusive architecture outlined in this paper is offered as one of the many choices of bringing up questions in the teaching of architecture.

Based on our didactic proposal we will try to present the methods whereby we can bring into future architects' awareness the reflection over the necessity of allowing People with Mobility Difficulty (PMD) to construct their identities, shape their world-view and pass on the idea they make of themselves and of the Other.

Pioneer Didactic Experience in Brazil - Teaching Accessibility in the Federal University of Rio de Janeiro

In order to better situate our pedagogic experience in Brazil we should comment on the small amount of success concerning about the assurance of rights for people with any kind of disability, although there are few laws that guarantee special rights for minority groups.

It is not a surprise that this mentality reflects the teaching of architecture in the country and there is a lack of disciplines targeting this theme. There is still a gap in the Architecture and Urbanism course at Federal University of Rio de Janeiro (UFRJ) to be filled in.

Our activities towards accessibility began in the post-graduation courses which are considered "open" sectors in the development of ideas that give attention to the ideal of quality of life. In 1999, the "Núcleo Pró-acesso" (Research, Teaching and Design Bureau on Acessibility and Universal Design) was created linking itself to a field of research in the Post-graduation Program in Architecture (PROARQ). The activities at "Núcleo Pró-acesso" have diversified in the last years, gathering nowadays to teaching, research and curricular activities.

Our teaching experiences in the undergraduate course of Architecture and Urbanism started with sporadic workshops and technical advise to the development of academic works in the disciplines of architecture design. It was seen, though, that these activities were not efficient for the students to understand the real dimension of the social, cultural and behavioural factors central to the design for people with disabilities. It seemed that students were still considering accessibility as a mere question of technical dimensioning to respond for "another rule that inhibits freedom in design" . Taking that, we considered it would be necessary to institute a specific discipline related to Acessibility and Universal Design in the ambit of the Architecture course.

The optional discipline "Inclusive Methods and Techniques for Design" was introduced two years ago in the curriculum of the Architecture and Urbanism course at UFRJ and it was developed from the experience we had in classroom and offices and with the account of some students in the graduation and post-graduation courses.

In order to avoid students' lack of motivation to conclude the studies in the discipline and to maintain the necessary enthusiasm so as to reach a productive teaching-learning process, we formulated a dynamic teaching method which included theory and design practice.

As students had been introduced to some concepts of accessibility in the previous classes they usually make their plans based on parameters that fulfill the difficulties of PMDs' locomotion. After that, students "try out" the physical and emotional aspects of disability in the space they have drawn. This exercise has turned into something really enriching showing the numerous mistakes in design that create insurmountable obstacles.

The students wear a bandage over the eyes, as if they were blind. At this moment, after some stumbles and falls, they become aware of "another" reality. Getting back to the classroom they listen to some invited lecturers which testify of their visual difficulties and disabilities. That is when students are invited to reorganize their plans making use of high relief glue over plain paper so as to discuss their plans with the blind lecturers.

Based on the "surprise factor" and linking students' experiences to the teaching of architecture design we are able to reach our objectives, which are: to sensitize architecture students for the architectural and environmental implications of designing for human diversity; to subsidize architecture plans that aim the integration and active participation of users with mobility difficulty or reduced mobility in the city spaces; to demonstrate that socio-spatial inclusion and exemplary design are compatible; The distribution of the didactic contents, during the semester, follows a methodological sequence that is split into four modules which gather theoretical subjects, sensorial experiences and the presence of lecturers to informally discuss specific topics, as outlined below.

Initially, in the theoretical module, the student is introduced to the concepts of Accessibility and Universal Design. In the same module, notions of spatial segregation and stigma are discussed and it is suggested a reflection over the importance of built spaces as agents that congregate differences.

Following that, some lecturers are invited to talk to students, especially those with different kinds of mobility difficulties. They make evident that spatial exclusion exists and explain their needs in terms of architectural design. They also give suggestions on the accomplishment of students' plans and talk about barriers that lead to spatial segregation.

In the second module an exercise is organized in which the students invest on spatial experience. Some exercises are organized in order to make students experience the physical, perceptive and emotional aspects of people with mobility difficulty. The aim of these exercises is reached when students - wearing bandages over the eyes, wheelchairs or canes - become conscious of their limitations in overcoming architectural barriers they once thought insignificant.

Based on the difficulties of implementation of exercises that include the use of wheelchairs in some countries of the world and even in Brazil, we decided to propose a discussion on this topic so as to extract from our students the most crowded and the favorite places in our campus. The groups that take part in the exercise select a favourite route and a list of tasks they usually perform in those spaces. Without knowing, they are caught by the situation in which they have another physical condition to perform the same activities.

The exercise begins with the class division into groups of two or three students. Each group is given: a wheelchair, a bandage for the eyes, an earplug and a cane. The examples of the daily tasks are: walking through the parking place, visiting the library to check a book, attending class at the amphitheatre, having lunch at the dining-hall of the university etc.

The main physical barriers related by our students are: the building main entrance, which is made through stairways; the lack of special parking places; irregular pavement for people with physical mobility difficulty wearing wheelchairs or with visual disability; very high counters at libraries and snack-bars; practical and theoretical classrooms without any infrastructure to accommodate these users (students or teachers) in the academic space; computer labs without voice amplifying programs or electronic magnifying glasses for people with visual disabilities; library index placed in very high drawers; fire alarm based on sound and not on visual facilities; elevator without a sound signal; poor lighting in classrooms making it hard for deaf people to read mouths during classes etc.

The most interesting, though, is the awakening of these students to the psychosocial matters that inevitably follow the confrontation with the lack of accessibility. Sensations of frustration, shame, fear, insecurity, lack of independence and autonomy are constantly related by students as extremely revealing.

At the end of the semester the module of design is intensified in relation to the theoretical lessons and experience exercises. That is the time when we ask for the development of an architectural program to be followed in individual plans. We invite people with mobility difficulties to visit the classrooms and talk informally to the students.

Although it is still an early experience, the discipline revealed a multiplying power that surpassed our expectations. Many students that had enrolled in the discipline have also elected accessible plans, rehabilitation centers and residences as their final design studios.

Our teaching methodology has shown some deeply encouraging results in the sense of creating a comprehension over the architect's social function as a co-responsible element for the elimination of differences and for the quality of life of every citizen.

Final Considerations

We will try to clarify some reflections about the simulation and experiencing exercises mentioned before. Regarding simulation practices it is interesting to notice that students took the exercise as if they were joining a collective game. Moving around the corridors of the university buildings in wheelchairs or wearing bandages over the eyes seemed to them, at first sight, an interesting and amusing game. Nevertheless, it is possible to see the changes in behavior as soon as the exercise took place. There is a visible awareness and comprehension of a new level of responsibility which strengthens the dialogue between teacher and student. This situation gets clearer as students group together in classroom, after finishing the simulation exercise, and show their willingness to cooperate and to listen to other students so as to link opinions and think of solutions.

As mentioned before, some lecturers with mobility difficulties are invited to furnish students with their opinions and knowledge on the subjects. This situation creates a particular context for the student who faces the immediate difference.

In this closed situation of proximity, students recognize and understand that the problem between them and the lecturer is the lack of ability to join differences in architecture design, rather than the insufficiency the latter may have.

And finally, we must say, once this knowledge is absorbed there is usually a better immersion of students in the teaching-learning process of architecture design. During the elaboration of their architectural plans, students demonstrate they are acquainted with the ability of imagining themselves into a situation of physical disability, which generates the understanding of the Other. We dare to say that it is possible to recognize those architecture plans produced by students who once enrolled at our discipline, in the architecture design disciplines offered at FAU/UFRJ : these plans have a particular characteristic that visibly confirms an understanding of users' welfare and the greater possibilities of performing activities in places free of physical barriers.

We intend to go beyond our investigations without reducing our objectives to a group of directives, but keep our process open enough to allow students to get surprised at the unexpected, lightened with the unpredictable: "a good class wouldn't be finished without any surprise for the students, as if teaching were indulging, and not transmitting knowledge." (Buarque, In Sachs, 2000, p.8)

We know the results of our methodological proposal will only be concretely perceived throughout the years and with the immersion of our students in the professional market. However, we must emphasize that if we create support for the development of programs for socio-spatial integration of people with mobility difficulty we will contribute, at the same time, with the construction of a global citizenship in the context of new paradigms in architectural and urban concepts.

The social impact generated by this pioneering didactic experience in Brazil will improve the "quality of life" we want for everyone and not only for the group of 14% of Brazilians who have some kind of disability (according to IBGE 2000 Census). We believe every citizen who constantly deals with human diversity in the city will feel the results of the changes produced by new planners' mentality in our students of Architecture and Urbanism today.

We expect our future architects and urban designers to work for the elimination of other barriers besides physical, but also social, cultural, political and bureaucratic barriers.

Bibliographic References

BUARQUE, Cristovam B. Ignacy Sachs: Le Professeur Humaniste pour le XXI Siècle. In: SACHS, Ignacy. Chemins pour le Développement Durable. Garamond, 2000.

COHEN, R. & DUARTE, C.R. "Ideas into action for the accessibility rights in a developing country." In: Proceedings of the 7th International Conference on Mobility and Transport for Elderly and Disabled People. Reading, Berkshire, 1995.

DUARTE, C.R. and COHEN, R. "People whith Mobility Difficulty and the Space Experience in the Cities" In: IAPS's 2002 Conference Proceedings. A Coruña, Spain, 2002.

DUARTE, C. R. & COHEN, R., Acessibilidade de Pessoas Portadoras de Deficiência nos Espaços de Ensino e Pesquisa. Relatório de Pesquisa apoiada pela FAPERJ. Núcleo Pró-acesso/ Proarq/UFRJ. Vol I - 1999 and vol.2 -2001.

FREEMAN, Michael. "Direitos Humanos Universais e Particularidades Nacionais." In PINHEIRO, Paulo Sérgio; GUIMARÃES, Samuel Pinheiro (Orgs.). Direitos Humanos no Século XXI. Brasília: IPRI/Fundação Alexandre Gusmão, 1998.

LIFCHEZ, Raymond. Rethinking Architecture: Design Students and Physically Disabled. Berkeley: University of California Press, 1987.

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