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Introducing Assistive Technology and Universal Design Theory, Applications in Design Education

  • Y. M. ChoiEmail author
Conference paper
  • 898 Downloads

Abstract

The aim of this study was to better understand student assumptions related to the challenges of developing a universally designed device compared to designing a dedicated assistive device. Two projects were conducted in a sophomore industrial design studio class. Data was collected from students via surveys. Results of the projects and suggestions for conducting similar projects are presented.

Notes

Acknowledgements

The contents of this report were developed under a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number 90RE5007-01-00). NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The contents of report do not necessarily represent the policy of NIDILRR, ACL, HHS, and you should not assume endorsement by the Federal Government.

The contents of this report were also supported under an AccessEngineering minigrant which support engineering activities, training and experiential learning opportunities. The AccessEngineering project is funded by the National Science Foundation (grant number EEC-1444961).

References

  1. Burgstahler S (2007) Universal design: process, principles, and applications. DO-IT: University of Washington, SeattleGoogle Scholar
  2. CUD (1997) The principles of universal design. The Center for Universal Design, North Carolina State University, NC, USGoogle Scholar
  3. Fletcher V, Bonome-Sims G, Knecht B, Ostroff E, Otitigbe J, Parente M et al (2015) The challenge of inclusive design in the US context. Appl Ergonom 46:267–273CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Georgia Institute of TechnologyAtlantaUSA

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