Learning Inclusive Design in the Studio: Residence for Clients with Disabilities

Year 2025, Volume: 7 Issue: 2, 359 - 372, 15.12.2025

Sudipti Biswas , Afeefa Adeeba Rahman

https://doi.org/10.46474/jds.1746715

Abstract

Inclusive design in architecture considers the needs of people regardless of their disabilities and aims to create spaces that are accessible, usable, and dignified for all. With the growing concern for disabilities in the society, becoming increasingly important in architectural practice. Introducing inclusive design in architecture education may nurture future professionals with empathy and technical skill to respond sensitively to diverse needs, especially those with disabilities. This article reports a second year design studio which is usually dedicated for learning human factors and basics of architectural design principles. The project focused on designing homes for families with one member who was either visually impaired or wheelchair-bound. The project was exercised with design guidelines and codes, user engagement, hands on simulation and iterative design reviews. Throughout the process, especially user interaction and role playing exercise, students developed a deeper understanding of accessibility beyond technical standards. This experience can be useful for both professional field and studio pedagogy by promoting empathy-driven thinking, critical reflection, and user-centric design approaches.

Keywords

inclusive design , disability , architecture education , visually impaired , wheelchair bound.

Ethical Statement

This is a design studio exercise. Ethical declaration is not applicable.

Supporting Institution

Military Institute of Science and Technology

Project Number

NA

Thanks

The authors are grateful to Maj. Md. Raisul Mostafa Sajib who was involved in the studio, and to all the students participating in the course.

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