Aim
The course aims to inspire and convey knowledge on how city settings, buildings and artefacts can be designed to function well and be aesthetically appealing for all, including those with disabilities. By means of good examples, the students will be inspired to develop creative solutions for future built environments in which the needs of different user groups are met. They will be equipped to meet the challenges presented by more stringent accessibility legislation for public spaces.

Knowledge and understanding
For a passing grade the student must

• be able to discuss how environments should be designed to increase disabled persons’ possibilities to make use of their abilities.

• be able to develop concepts where good design is combined with well-functioning environments for people with physical and cognitive limitations.

Skills and abilities
For a passing grade the student must

• be able to estimate the qualities and drawbacks of various environments from the accessibility perspective.

• be able to formulate specifications for built environments which meet the needs of people with different types of limitations.

• be able to design buildings and urban environments where accessibility is implemented in a good manner.

Judgement and approach
For a passing grade the student must

• become aware of and realize the importance of universal design in how the built environment can also be made accessible for people with different disabilities.

• based on the knowledge and skills obtained in the course, be able to convey this importance to others in their future careers.

Contents
The course includes presentations by people with disabilities who describe the conditions under which they live and work, the drawbacks and the possibilities. Knowledge about legislation and regulations will be provided by people working professionally in disability organizations and the responsible authorities. Architects and planners will present projects in which the demands of different user groups have been implemented in a good manner.

The course comprises several exercises in which the participants acquaint themselves with real settings and propose improvements in public spaces, for example. The exercises will help the students realize the impact “universal design” or “design for all” concepts have on the design of buildings and urban spaces and will also increase their interest in and commitment to accessibility issues. The aim is that people, apart from their physical or mental abilities, should be able to carry out their every day activities without limitations in the built environment. Students will also collect good examples to make use of in their future careers.

Literature
Boverket (2001). Delaktighet för alla. Om tillgänglighet i den publika miljön, insyn och samråd och lokala åtgärdsprogram för tillgänglighet.
Boverket (2005). Enklare utan hinder.
Christophersen, Jon (2002). Universal design. 17 ways of thinking and teaching
Dischinger, Marta (2000). Designing for all senses. Accessible spaces for visually impaired citizens
Grip, Lars (2002) Öppet för allla. 12 muséer i Norden.
Jansson, Emma (2003). Att planera en god miljö för synskadade.
Jönsson, Bodil et al (2006). Design Side by Side.
Lidmar, Karin (2002). Tillgänglighetens estetik.
Månsson, Karin (1999). Bygg för alla
Nordiska handikappolitiska rådet (1999). Design för alla
Paulsson, Jan & Sundberg, Sylvia (2001). Seniorboende i Sverige. Idéer, erfarenheter och framtidsperspektiv. En kunskapsöversikt.
Paulsson, Jan (2002). Det nya äldreboendet
Siré, Elena: Varsam tillgänglighet vid ändring av byggnader och byggd miljö
Svensk, A. (2001). Design for cognitive assistance. Lic. Thesis, Certec Nr 1:2001 Svensson, Elisabet (2000). Museer för alla i Norden. Om tillgänglighet för människor med funktionshinder
Svensson, Elisabet (2001). Bygg ikapp handikapp. Att bygga för ökad tillgänglighet och användbarhet för personer med funktionshinder