Universal Design: Methods and Techniques Used in Universities to Properly Introduce it in Architecture and Urbanism Graduation Courses in BrazilSilvana Serafino Cambiaghi, Architect, M.S. in Universal Design at FAU-USP, member of Permanent Commission of Accessibility of São Paulo Municipality - CPA, Brazil 1. AbstractThis survey aims at analyzing and assessing the present situation and the intended situation for teaching universal design in architecture and urbanism graduation courses. In order to do so, it shows diagnoses elaborated from interviews made through e-mail in the last two weeks of August 2003 and, in a second step, from December 2003 until February 2004 with 17 (seventeen) architects and engineers from Brazil, Colombia, Spain, United States, Portugal and Uruguay. The professionals interviewed are experts involved in the areas of research, teaching and professional activities related to universal design. The surveys and analysis presented were elaborated within qualitative research method parameters. As results of said research, programmatic subsidies are provided, not only for inserting the theme in architecture and urbanism graduation courses, but also to offer pedagogical support to present teaching. 2. BackgroundSurvey and analysis have been conducted within the research quality method parameters and its goal was to assess the universal design teaching development progress in architecture and urbanism undergraduate courses in Brazil and the relevant interviewee's country, namely, Colombia, Spain, the United States, Portugal, and Uruguay. Answers provided a wider and clear outlook of the current status and the planned status. By diagnosing each question (see model interview form below), we were able to draw up recommendations as well as to collect suggestions that would bear up the inception of this subject at the architecture and urbanism undergraduate course level. 3. Methodology3.1. Drawing up the QuestionnaireThe first part of the interview covered the respondent's personal data including the respondent's name, education, work place, and accessibility area experience. Questions 5 and 6 referred to the interviewee's teaching experience. Questions 7, 8, 9 and 10 are for analysis and assessment of the person being interviewed as to the current status and proposals to add universal design to the architecture and urbanism undergraduate courses. Question 11 is for investigative purposes as referred to other existing proposals. Additionally, English forms were sent based on the interviewed person's country, as required. Figure 1 below shows the model questionnaire. 3.2. InterviewsInterviews were made via e-mail within the last two weeks of August 2003, and, subsequently, from December 2003 to February 2004. Interviews were sent to 22 professionals with 17 feedbacks, including 6 from foreign countries (Colombia, Spain, United States, Portugal and Uruguay) where professionals work. Some interviewees were the writers of authoritative universal-design publications and were acquainted with the Brazilian concrete realities. The following is a list of the interviewed professionals including a brief résumé of their universal design activities to date.
4. Teaching Methods and techniques Used4.1. Contents of the Architecture and Urbanism Undergraduate CoursesAlvarez (Uruguay) reports that the method he adopted is basically the one proposed by the "Real Patronato sobre Discapacidad de España," as a transitory phase using global theme integration approach to the undergraduate teaching of architects and urban planners transversally. Aragall (Architecture College, Universidad de Barcelona, Spain), normally, uses the conventional structure supported by actual environment images in PowerPoint. In many cases, city tours are provided in order to check for in loco good and bad solutions. Cohen (PROARQ/FAU/UFRJ) reports that FAU/UFRJ teaching methodology has been enhanced and has awarded the European Association Prize for the Architecture Teaching achievement. This methodology comprises several steps including a workshop on the barrier-bound disabled ways. By riding wheelchairs, supported on crutches and blindfold, students go through the ways the disabled use to travel reporting barriers found, their feelings and what barriers mean. Subsequently, they write biographies of prospective customers to whom they will design. Conceptual classes are taught to provide a theoretical base for the development of classroom works. Throughout the course, handicapped persons are invited to report on their day-to-day life experience in barrier-bound spaces. In a case study, they submit an architecture project when students are encouraged to choose a theme to be developed and followed up at the work. When required, some motion-impaired persons are called upon to give suggestions. Afterwards, works are submitted in classroom for criticism and comments prior to the final architecture design delivery. Duarte (PROARQ/FAU/UFRJ) reports that the "Methods and Techniques of Inclusive Design" optional subject, added two years ago by the FAU/UFRJ syllabus had its methodology developed from classroom and hands-on teaching for both undergraduate and graduate students. In order to preclude student's discouragement to attend the subject to the end without losing momentum as required and provide an effective teaching program, a dynamic teaching method was designed in which the entire learning process is project based. Assignment of teaching contents throughout the course is in a methodological order broken down into four modules covering more theoretical contents, sense experiences, or by attending lectures for informal debates. Duarte also says that "Notwithstanding its incipient stage, the subject turned out to be the multiplier power exceeding all expectation. Many students attending the subject chose as the final undergraduate project themes including accessible projects, rehabilitation centers, and homes for the aged." Fernandino (Public Ministry, State of Minas Gerais) reports that the course, which he teaches at the UFMG, starts with the basic and theoretical fundamentals of accessibility, universal design, and social inclusion. Accessible routes with photographs and examples. Legal and technical grounds. Technical drawings and explanatory drawings of key accessibility elements. Delivery of complementary texts. Gomes (San Francisco State University - SFSU) reports that the universal design development in the "Product Design and Development Program in the Design and Industry" (DAI), a Department at the San Francisco State University (SFSU) has shown that interdisciplinary activities had several applications. This paradigm changing work was connected to persons defending the rights of the SFSU disabled, related professionals, educators, and students. This cooperation was in addition to university and professional requirements and on and off campus organizations and associations to develop and use research services. The "Seven Principles of the Universal Design" methodology was introduced that improved efficiency and understanding of the relevant esthetics, emotional, social and cultural needs of the end user and its diversity in the environments designed. Guimarães (UFMG / Design Program in College of Design, North Carolina State University) reported that the basis of the subjects he teaches at UFMG addresses the conceptual interpretation of accessibility in order to provide benefits generated for the whole population. Other fundamental concepts have been approached, such as: social stigma of disability, self-determination, autonomy and independency of users in the built space, privacy and control of self-exhibition in public spaces. Elali (UFRN) works basically in four steps:
Preiser (University of Cincinnati) reported that he uses the "Universal Design Handbook" as textbook and students choose project theme from programming, evaluation and theoretical tests. 4.2. Methods for free or graduation accessibility coursesCamisão (Centro de Vida Independente do Rio de Janeiro - CVI RJ) uses hands-on and lectures. Licht (Independent Architect - RS) uses presentations and debates on related conceptual issues with visual aids and ABNT standards, work knowledge and project implementation experience. Perito (Marcondes Perito - SP) teaches with theoretical and practical presentation of the concept. Sanchez (Independent Consultant - Colombia) - teaches free courses with practical classes. DiagnosisMethods and techniques described have shown that most professionals use their working and theoretical knowledge, experiences, workshops, visits to urban centers or similar and contact with end users to learn more about problems the disabled and motion impaired persons undergo. Universal design concept fundamentals requirement has also appeared in reports as well as project development, case study, and evaluation in order to apply concepts in designing and to feedback information to architects and urban planners in developing future projects. We also noticed the interdisciplinary issue as reported by Gomes' experience (SFSU) and Alvarez (Universidad de la Republica de Uruguay) application attempts in the course global context in order to blend project, environmental comfort, and landscaping subjects throughout the course. 5. Analysis of Interviews for Qualifying Architects and Urban PlannersBased on Question 7, we could diagnose the interviewees opinion whether the current education of architects and urban planners qualify them to work with issues related to access and space usage by disabled and motion impaired persons. 5.1. DiagnosisBased on answers, we concluded that architects and urban planners undergraduate courses do not provide the concepts to qualify them in universal designing, otherwise the issue is handled as to fit space to the handicapped and, therefore, perfunctorily. There are isolated cases of optional subjects referred to by Alvarez as "disciplinary ghettos." They assume architects are sensitive to issues when concepts are included in their curriculum for a more holistic understanding of the environment built. Aspects on dimensional and functional diversity knowledge are hardly addressed leaving it to the so-called population average. In some countries, this is shown according to Pedro (LNEC) "in Portugal, universal design and accessibility are not included in architecture course curricula. Therewith, there is sensitiveness, information and education of architects toward this issue." 6. Diagnoses and ConclusionsMethods and techniques described have shown that most professionals use their working and theoretical knowledge, experiences, workshops, visits to urban centers or similar and contact with end users to learn more about problems the disabled and motion impaired persons undergo. Universal design concept fundamentals requirement has also appeared in reports as well as project development, case study, and evaluation in order to apply concepts in designing and to feedback information to architects and urban planners in developing future projects. We also noticed the interdisciplinary and application attempts in the course global context in order to blend project, environmental comfort, and landscaping subjects throughout the course. We conclude initially that the issue should be addressed at the beginning of the course with disciplinary modules preferably on a regular and mandatory basis. Course program contents is also a concern for it should include universal design theoretical and practical and unique concepts and methods and techniques designed not to meet only the disabled laws and standards but the human diversity as well. Additionally, it could be applied transversally to architecture and urbanism and object design subjects as an integral part of the requirements program. Importantly, these concepts should be added to the Final Undergraduate Project (TFG) and supported by instructors. Another key recommendation is the integration of college programs into other areas such as psychology, engineering, rehabilitation related areas such as occupational therapy, making the universal design interdisciplinary (as it actually is). Interviewee opinion showed the need for regulation but, the regulation alone will not change the teaching path and that universal design concepts will be actually applied to building design, urban design, landscaping, etc., should the appropriate education and qualification mainly to instructors not be provided. Development of design methods should include the accessibility focus on design with review of methods used by the faculty in other areas so that it could be multidisciplinary and interdisciplinary in the several areas of interest of architects and urban planners. Universal design related awards and contests and project development to support other subjects would spread out the concept. According to estimates from the Associação Brasileira de Ensino de Arquitetura e Urbanismo (Brazilian Association of Architecture and Urbanism Teaching) (ABEA, 2003) the number of undergraduate courses has increased to as much as 152 in 2003 and, therefore, experiences reported are not sufficient to change the picture of the universal design teaching in architect and urban planner education and, mainly, its application in building design and development, urbanism and landscaping, object design, etc., in the light of the increasing number of professionals graduating every year. Notes
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