Lesson 310 DESIGN FOR SOCIETY Understanding how design

Lesson 3/10 DESIGN FOR SOCIETY “Understanding how design can have a positive impact on others”. Learning Aims: § Understand what inclusive design is and the problems people face § Why it is important for a designer to include for ALL and ensure products fit ALL needs. § Apply learnt knowledge to a series of activities.

DO NOW ACTIVITY Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. Write down a list of all the disabilities that you can think of. These can be PERMANENT or TEMPORARY. For example if I broke my dominant arm I will be in a cast for 6 weeks and wont be able to write and normal tasks such as getting dressed will be harder and slower/frustrating.

KEY WORDS Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. KEY WORDS Inclusive design – Refers to the intention to produce buildings, products and environments that are accessible to both people without disabilities and people with disabilities.

INCLUSIVE DESIGN – WHAT IS IT? Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. Inclusive design refers to the intention to produce products and environments that are accessible to both people with/without disabilities. Population Increases - The UK’s population is increasing with people living longer. - This means that the population of disable and older citizens is rising meaning there is a increased demand for adapted products that will enable people to continue to live ‘independently’. - People over 60 outnumber the under-16 s for the first time and the number of over-85 s has increased five-fold since 1951. - At the current rate, in 23 years, almost a quarter of the population will be over 65.

INCLUSIVE DESIGN – WHAT IS IT? The aging problem Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. - Difficulties in undertaking daily tasks are often because products are designed for young, fit people without disabilities. - The result is that disabled people are forced to purchase expensive aids and adaptations to assist them or risk becoming dependent upon others. - As well as preventing people with disabilities from carrying out simple tasks with ease or dignity, this design philosophy does not make business sense.

INCLUSIVE DESIGN – WHAT IS IT? Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. Designing for ALL and ensuring that products are accessible for ALL. In other words, good design, where products are fit for purpose.

Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. INCLUSIVE DESIGN - DISABILITY § Disability is sometimes temporary § It is sometimes very mild § For some people a serious disability is there for life BUT…. You still need to be able to carry on daily tasks. 1 2 3 Looking at the images above write down what potential problems they may face & how inclusive design has been applied.

INCLUSIVE DESIGN - DISABILITY Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. Evolution case study: The wheel chair. Invented in 1933 by American mechanical engineer, Harry Jennings. Although invented 85 years ago the design has largely remained the same.

INCLUSIVE DESIGN Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. As well as the very specialised wheelchairs, designers have been turning their attention to the every day products all of us use. Question: How do these products help? How have they been adapted? How could the tap be developed further?

INCLUSIVE DESIGN Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. Disabled people are forced to purchase expensive aids and adaptations to assist them. These kitchen products have been adapted to help users who may struggle with grip, strength and handling. Not just in its DESIGN but also its SHAPE and MATERIALS Task: Studying the images discuss with the person sitting next to you how the product has been adapted to improve it use.

INCLUSIVE DESIGN – ACTIVITY 1 Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. Using Edward de Bono Six Thinking Hats analyse this image.

Bono Six Thinking Hats Analysis • White Hat: Information / Facts: What do you know, what do you need to know, how will you find out? • Yellow Hat: Benefits / Positives: Say what you see that is positive or a benefit in this picture. • Black Hat: Caution / Weaknesses: Point out any potential problems. • Red Hat: Feelings / Emotions: What do you feel about the situation in the picture? • Green Hat: Creativity / Alternatives: What possibilities, new ideas, alterations could improve the bus station? • Blue Hat: Organisation thinking / Thinking about thinking: What do you need to think about next? What

INCLUSIVE DESIGN – ACTIVITY 2 Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. Study this photograph carefully of a traffic light. Use the SCAMPER thinking tool to improve the situation.

Use the SCAMPER thinking tool to improve the situation. Substitute – could any other products or systems be used instead of any of those in the photograph? Combine – could any of the products, information or systems be put together or made to work together? Adapt – do you think any of the things in the photograph could be used differently to work better or be more user-friendly? Modify – how could any of the things in the picture be altered or changed in any way to suit their purpose better Put to other purpose – can the products, systems and information be used for anything else? Eliminate – what would happen if you got rid of this crossing? Reverse – what would happen if the drivers had to press a button to stop people crossing S C A M P E R

INCLUSIVE DESIGN – ACTIVITY 3 Objective - Learner will gain knowledge and understanding of inclusive design & ensuring all needs are met. Study the two photographs carefully and discuss what you see. Using the 5 W’s and HOW analyse and record your opinions.

Who? – who will use, be affected by, come into contact with, benefit from, not use these? What? – what are these for, what do they do, what else could be used? Why? – why are they there? Study the two photographs carefully and discuss what you see. In the boxes provided study the images and carry out an analysis using the 5 Ws and how. Where? – where are they in use, where else might they be used? When? – when might they be used? (How? – may also be used as, “in what way? ”)