Analysis of the educational spaces and universal design.

The case study of Duzce University faculty of art, design and architecture campus




Education should be an equal distance with everyone, the educational environment as a second lecturer is responsible for supporting equality and should present inclusive characteristics. This study is carried out to evaluate Duzce University Art, Design and Architecture Faculty within the context of universal design principles.  This study evaluates the existing condition of the campus facilities regarding universal design and searches for possible design interventions to improve inclusivity. At first, within this context, the relation between the physical environment and campus users is examined via video recording and observation studies. Analysis of the findings of the observation and video recordings revealed the interaction pattern between the physical environment and users. With the help of analysis, places requiring universal design solutions are identified and classified according to their priority. Within the classified problem areas, problem areas suitable for increasing inclusivity by small scale design interventions are determined, and initial design ideas are constituted for them. The capability of design interventions in increasing the inclusivity of educational environments is exposed, and the importance of a holistic approach in the educational system for inclusivity is emphasized.  As a result, it is revealed that it is possible to improve equality and the participation level of diverse user groups in educational life only by actualizing small-scaled universal design interventions. While showcasing the potency of the universal design applications in an educational setting, this study underlines the importance of conjoint actions of every actor in the educational system.


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How to Cite

Soyupak, İlayda. (2021). Analysis of the educational spaces and universal design.: The case study of Duzce University faculty of art, design and architecture campus. Journal of Accessibility and Design for All, 11(1), 86–114.