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

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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.

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  • DOI: 10.1007/978-3-319-75028-6_3
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References

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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).

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Correspondence to Y. M. Choi .

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Choi, Y.M. (2018). Introducing Assistive Technology and Universal Design Theory, Applications in Design Education. In: Langdon, P., Lazar, J., Heylighen, A., Dong, H. (eds) Breaking Down Barriers. CWUAAT 2018. Springer, Cham. https://doi.org/10.1007/978-3-319-75028-6_3

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  • DOI: https://doi.org/10.1007/978-3-319-75028-6_3

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-75027-9

  • Online ISBN: 978-3-319-75028-6

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