Teaching Accessible Space in Architectural Education: Comparison of the Effectiveness of Simulated Disability Training and Expert-Led Methods
In recent years, architectural education in Europe has focused on teaching future architects to design accessible spaces for people with disabilities. One popular teaching method is simulated disability training (SDT). This approach allows students to experience the challenges faced by disabled indi...
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MDPI AG
2025-03-01
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| author | Agata Bonenberg Barbara Linowiecka |
| author_facet | Agata Bonenberg Barbara Linowiecka |
| author_sort | Agata Bonenberg |
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| description | In recent years, architectural education in Europe has focused on teaching future architects to design accessible spaces for people with disabilities. One popular teaching method is simulated disability training (SDT). This approach allows students to experience the challenges faced by disabled individuals in order to build empathy and understanding. However, SDT has sparked debate. Critics, including disability activists, argue that it may oversimplify the experiences of disabled people. They worry that it could reinforce stereotypes instead of promoting real understanding. These critics prefer expert-led training, where students learn directly from professionals and individuals with lived disability experiences. They believe that this method is more ethical and respectful. To explore this debate, the authors of this study compared the two teaching methods. They examined how well the students remembered accessibility information and how sensitive they became to disability issues. The participants, all without physical disabilities, experienced simulated disabilities such as using crutches, wheelchairs, or navigating blindfolded with a white cane. The results showed that the students who underwent the SDT retained the information better and were more sensitive to accessibility needs than those in expert-led sessions. Although SDT shows promise, the authors stress that teaching accessibility should 1 balance effectiveness with ethical concerns, ensuring dignity and respect for disabled individuals. |
| format | Article |
| id | doaj-art-30c113113e834dd4b51b7ee7440b7b3e |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | MDPI AG |
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| series | Education Sciences |
| spelling | doaj-art-30c113113e834dd4b51b7ee7440b7b3e2025-08-20T03:43:26ZengMDPI AGEducation Sciences2227-71022025-03-0115339110.3390/educsci15030391Teaching Accessible Space in Architectural Education: Comparison of the Effectiveness of Simulated Disability Training and Expert-Led MethodsAgata Bonenberg0Barbara Linowiecka1Faculty of Architecture, Poznan University of Technology, 61-131 Poznan, PolandFaculty of Architecture, Poznan University of Technology, 61-131 Poznan, PolandIn recent years, architectural education in Europe has focused on teaching future architects to design accessible spaces for people with disabilities. One popular teaching method is simulated disability training (SDT). This approach allows students to experience the challenges faced by disabled individuals in order to build empathy and understanding. However, SDT has sparked debate. Critics, including disability activists, argue that it may oversimplify the experiences of disabled people. They worry that it could reinforce stereotypes instead of promoting real understanding. These critics prefer expert-led training, where students learn directly from professionals and individuals with lived disability experiences. They believe that this method is more ethical and respectful. To explore this debate, the authors of this study compared the two teaching methods. They examined how well the students remembered accessibility information and how sensitive they became to disability issues. The participants, all without physical disabilities, experienced simulated disabilities such as using crutches, wheelchairs, or navigating blindfolded with a white cane. The results showed that the students who underwent the SDT retained the information better and were more sensitive to accessibility needs than those in expert-led sessions. Although SDT shows promise, the authors stress that teaching accessibility should 1 balance effectiveness with ethical concerns, ensuring dignity and respect for disabled individuals.https://www.mdpi.com/2227-7102/15/3/391simulated disability training for architectsaccessible spaceteaching methodsexpert-led methods |
| spellingShingle | Agata Bonenberg Barbara Linowiecka Teaching Accessible Space in Architectural Education: Comparison of the Effectiveness of Simulated Disability Training and Expert-Led Methods Education Sciences simulated disability training for architects accessible space teaching methods expert-led methods |
| title | Teaching Accessible Space in Architectural Education: Comparison of the Effectiveness of Simulated Disability Training and Expert-Led Methods |
| title_full | Teaching Accessible Space in Architectural Education: Comparison of the Effectiveness of Simulated Disability Training and Expert-Led Methods |
| title_fullStr | Teaching Accessible Space in Architectural Education: Comparison of the Effectiveness of Simulated Disability Training and Expert-Led Methods |
| title_full_unstemmed | Teaching Accessible Space in Architectural Education: Comparison of the Effectiveness of Simulated Disability Training and Expert-Led Methods |
| title_short | Teaching Accessible Space in Architectural Education: Comparison of the Effectiveness of Simulated Disability Training and Expert-Led Methods |
| title_sort | teaching accessible space in architectural education comparison of the effectiveness of simulated disability training and expert led methods |
| topic | simulated disability training for architects accessible space teaching methods expert-led methods |
| url | https://www.mdpi.com/2227-7102/15/3/391 |
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