Participatory Design Practices for Inclusive Learning Environments: A Cross-Fertilization Experience for Accessible Signage at Instituto Superior Técnico—Lisbon

Beltramino, Giulia and De Giorgi, Claudia and Bosia, Daniela and di Salvatore, Silvia (2024) Participatory Design Practices for Inclusive Learning Environments: A Cross-Fertilization Experience for Accessible Signage at Instituto Superior Técnico—Lisbon. In: P/References of Design. Cumulus conference proceedings series, 1 . Cumulus Association, Moholy-Nagy University of Art and Design Budapest, Budapest, pp. 2325-2333. ISBN 978-952-7549-02-5

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Abstract

The research delves into the realm of accessibility within Higher Education, advocating for a paradigm shift towards inclusivity. It underscores the significance of participatory design methodologies rooted in Universal Design principles. Central to this exploration is a collaborative pilot initiative concerning inclusive signage at IST Lisbon, developed in cross-fertilization with Politecnico di Torino. Employing a robust methodology, the study conducts a thorough examination encompassing literature reviews, exploratory inquiries, and focus group engagements. Through this comprehensive approach, the research aims to elucidate both global best practices and localized challenges about accessibility. Particularly noteworthy is the emphasis on participatory focus group sessions, designed to delineate the role of signage and determine effective communication strategies within the project framework. By leveraging insights garnered from these deliberations, the study seeks to inform the development of comprehensive guidelines, thus steering the trajectory of the pilot initiative towards greater efficacy and impact. Ultimately, the overarching goal of this research endeavor is to advance accessibility and inclusivity within the realm of Higher Education. By fostering collaborative partnerships and embracing holistic design approaches, it strives to cultivate learning environments that cater to the special needs of all students, thereby fostering a culture of diversity and equitable access to educational resources and opportunities.

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