The UK Design Council describes Inclusive Design as neither a new genre of design, nor a separate specialism, but as a general approach to designing in which designers ensure that their products and services address the needs of the widest possible audience, irrespective of age or ability. Inclusive Design (also known [in Europe] as Design for All and as Universal Design in the USA) is in essen...

Abstract Designing accessible and inclusive buildings is essential if they are to provide enjoyable inspiring experiences for all their occupants. Research revealed that many architectural design professionals perceive a lack of awareness the aspects consider when designing be limiting factor in uptake Inclusive Design. By involving expert stakeholders this study provides evidence demand create...

After decades of research and ambitious political programs, we still observe imbalances in the treatment of people on the basis of gender, age, race, ethnicity, sexual orientation, religion, disability, and social background. Such an issue raises questions about the degree to which information systems can help to overcome such imbalance; for instance, if design principles can be formalized to r...

Large groups in society lack the necessary skills to be sufficiently self-reliant and are in need of personal assistance. These groups could be supported by information and information technology (ICT), but only if this technology is designed to fit their (cognitive) abilities. Inclusive design theory and methods have already been developed in research contexts, but there is still a gap between...

Inclusive Design of knowledge transfer aims to involve different learners and coaches into the transfer process of knowledge in a way that actively supports learning. In this paper we elaborate some benefits for learners and coaches when applying major principles of Maria Montessori along the transfer process of knowledge. Benefits stem from learners’ self control and individualised learning ex...

Providing educational opportunities within online environments, while beneficial, also has the potential to exclude a significant portion of the population. The learning and/or physically disabled may be prevented from accessing online learning environments due to problems both in the design of the technology itself, and with the pedagogy directing the use of this technology. This paper present...