Bu RoMEO yeşil bir dergidir
2020, Cilt 10, Sayı 1, Sayfa(lar) 024-035
[ Türkçe Özet ] [ Tam Metin ] [ PDF ] [ Benzer Makaleler ]
DOI: 10.5961/jhes.2020.364
Assessment of Inclusive-Barrier Free Campus Design Education for Disabled University Students Project Supported by TÜBİTAK 4004 Program
Fulya SINACI ÖZFINDIK, Ozan HOVARDAOĞLU, Seda ÇALIŞIR HOVARDAOĞLU
Erciyes University, Faculty of Architecture, Department of Urban and Regional Planning, Kayseri, Turkey
Keywords: Barrier-free design, Inclusive design, Higher education campus, Barrier-free campus, Erciyes University campus

This study investigates the project details and results of “Inclusive - Barrier Free Campus Design Education for Disabled University Students” supported by Scientific and Technological Research Council of Turkey (TUBITAK) 4004 Nature Education and Science Schools Program. Barrier-free campus design and implementations do not include a simple process of getting the ideas from users at the focus of the barrier-free design process, but comprise a process in which direct interaction between the designer and the user is required. Inclusive and user-centered designs regard the dimension of participation and improve the active participation of individuals in decisionmaking processes. The project was carried out within the framework of a five-month program including eight-day education in Erciyes University Campus. 30 disabled and undergraduate students at higher education institutions in Kayseri came together with the instructors and experts under this project and worked on inclusive-barrier free design. Through the project, the students were primarily informed theoretically focusing on visual and auditory interactive applications in order to learn design knowledge in a comprehensible manner and to develop their scientific and creative thinking abilities related to learn by doing. Field surveys were practiced based on site evaluation of the project area and workshops were realized to identify the spatial problems of the campus and to develop spatial solutions for problems. The acquired information was expressed by the students in written, drawn and visual representations. Students evaluated their perceptions about campus under the heads of campus life, functions, security, belonging, happiness and accessibility, and described the problems they faced on campus and developed solutions for interior design, outdoor design and social life. Pre-test and post-test were performed with the participants at the beginning and at the end of the education to measure the impact of the project on the participants and to evaluate the achievement of the project. The tests were based on the variables of environmental awareness, social initiative, design, accessibility and barrier free design. Statistically significant differences were found in pre-test and post-test applications. The increase in the post-test results compared to the pre-test results and the increase calculated for each factor in the post-test met the foreseen expectations before education. This increase showed that the aim and objectives of education were also reached statistically. This type of education is thought to be guiding for new practices on inclusive design of built environments, particularly in higher education institutions.

[ Türkçe Özet ] [ Tam Metin ] [ PDF ] [ Benzer Makaleler ]
Şu ana kadar web sayfamız 32514650 defa ziyaret edilmiştir.