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How to use these resources by howardtheduck

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									Designing Everyone In ………
Supporting inclusive designing in Homes, Playgrounds, Shelters and Fairgrounds projects

TEACHERS NOTES - How to use these resources

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How to use these resources Designing Everyone In ………………
Designing Everyone in
Consider Amy, a young girl with spina bifida who uses a walking frame, who wants a snack from a vending machine. She needs to gain access, reach and operate buttons, and to read and interpret the screen. If she cannot successfully complete each separate task, then she is ‘designed out’. Let’s help children from a young age to ‘design everyone in’ as a matter of course, rather than think about adaptations to existing designs later.

© DPTAC/Louise Davies 2005


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These resources were developed by the Disabled Persons Transport Advisory Committee (DPTAC), which is responsible for advising the Government on the transport and built environment needs of disabled people. The Committee developed a Charter on education and training in accessibility, which underlines the need for inclusive design principles to be included within training for all transport and built environment occupations to secure an inclusive environment. Without this, access for disabled people will continue to focus on rectifying needless problems. ‘Designing Everyone In’ seeks to start this process with young children by promoting learning opportunities for inclusive design to be incorporated into the teaching of design and technology in schools. We have aimed to develop existing resources already in use for teaching design and technology and to ensure that these resources are as easy as possible for teachers and pupils to use. A fully inclusive transport system and built environment is one which:  Provides equitable access.  Allocates appropriate space for people.  Ensures ease of use, comprehension and understanding.  Requires minimal stress, physical strength and effort.  Achieves safe, comfortable and healthy environments. In short, inclusive transport systems and built environments are easy to reach, use and understand in safety and comfort. Disabled people are prevented from fully participating in society by the poor design and management of the built environment and transport services. Even today, services are designed for fit able-bodied adults. This is a problem for everyone, not just disabled people. All of us, at one time or other, will travel with heavy luggage, a baby in a buggy, or a leg injury. It is vital that tomorrow's engineers, designers, architects, planners etc have a full understanding of the need for an inclusive environment. The Disability Discrimination Act (DDA) will increasingly provide disabled people with access rights and it is in all our interests to understand how we can deliver these objectives. If we can start with easy ways for children to consider these issues, this will be a valuable beginning.

Further information What is Inclusive Design?

© DPTAC/Louise Davies 2005


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Key messages
      It's 'cool' to include everyone People may have different abilities but many of their needs are the same Disability does not equal 'stupidity' Giving people with restricted abilities the time, if necessary, to do things for themselves wherever possible, is polite (and nothing more than nondisabled people would expect) Disabled people, like non-disabled people have feelings and can be hurt and offended by inappropriate behaviour Everyone in life is entitled to an 'equal opportunity' even if (because of the world we live in and the finances available) it can't always be an 'identical opportunity'

      Learn why an inclusive environment is important and how that can be achieved. Raise awareness of different 'types' of disabled people (ie not just the wheelchair user) and learn that disabled people are not different but the same as everyone else Understand the needs of disabled people and non-disabled people when using everyday things such as houses, cars, shops and toys Reduce/remove unfounded stereotyping Learn about the different senses we use in everyday life (but are not aware of because we rely so heavily on vision) and to 'experience' different feelings, visual images, smells and sounds Learn about the importance of communication with symbols as well as words

Acknowledgments and thanks
DPTAC is grateful for the help of the following in the production of these resources Louise Davies – Project manager/writer ( Roy Ballam – Illustrator ( Dave Cripps – Graphic Design in powerpoint ( Teachers Focus Group – Greg Foxwell, Ann Jones, Mandy Kearsay, Rod Parvess, Kathryn Sharpe, Sue Stalley Carol Thomas, Gary Kemp, and Professor Keith Bright of DPTAC The team at DATA ( for uploading the resources to their website

© DPTAC/Louise Davies 2005


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Whilst there are many opportunities to introduce these issues to pupils we have chosen four existing DfES/ QCA schemes of Work units for Design and Technology (Home, Playgrounds, Shelters and Fairgrounds) where it would be very appropriate. Activities are suggested and additional resources are included here to support teaching. These include presentations to promote discussion with the pupils and worksheets to prompt them when they are investigating and designing. Whilst developed for D&T these activities would also stand alone and can be taught separately. The strength of having them as part of D&T is that we are asking pupils to take action when they are designing – to put what they know into practice.

Year 1 Homes and Playgrounds projects
Resources provided Adapted Unit Playgrounds DfES/ QCA schemes of Work units for Design and Technology Adapted Unit Homes DfES/ QCA schemes of Work units for Design and Technology ‘Designing Everyone In’ certificate 2 Powerpoint files for teacher to use, these could also be used as photo/flash cards. Please look at ‘notes view’ in Powerpoint for further teachers prompts. 4 Photocopiable worksheets

© DPTAC/Louise Davies 2005


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Playgrounds Slide show in Powerpoint - Everyone Plays
A virtual tour of a playground – photos showing equipment found in the playground –Is the play equipment good -for everyone? Why? How can we include all users in the playground? What are people needs and wants?

Playgrounds Worksheet 1 - Playground Equipment
Name different pieces of equipment. Match the name labels to the different parts of the equipment, match the labels to show what materials have been used.

Playgrounds Worksheet 2 - What’s wrong with these playgrounds? Asks pupils to look at what is wrong and what can be

Playgrounds Worksheet 3 Designing a playground for everyone
Blank template and prompts, with pictures of users across the top to consider.

© DPTAC/Louise Davies 2005


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Homes Slide show in Powerpoint - Homes in our neighbourhood
A virtual photo tour of homes in the neighbourhood – Outside and inside observe and discuss houses and homes. Are homes different? What have they seen? Label the main features and shape. What are the called? What are they made from? Why are they made like this? Inside a home - Whose house is this? Views inside, features and match to the person who lives there. How do you know?. Is it a student, older person, family, adapted home? Can you design and home for all these people? What do they most need and value?

Homes Worksheet 1 What wrong in these homes?
Home environments that are not inclusive – labels to match up and actions to take - steps, narrow doorways, fiddly windows and locks, lighting, stairs etc

Homes Worksheet 2 Designing a home for Everyone
blank template and prompts, with pictures of users across the top to consider

© DPTAC/Louise Davies 2005


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Year 6 Shelters and Fairgrounds projects
Resources provided Adapted Unit Shelters DfES/ QCA schemes of Work units for Design and Technology Adapted Unit Fairgrounds DfES/ QCA schemes of Work units for Design and Technology ‘Designing Everyone In’ certificate 4 Powerpoint files for teacher to use. Or these could be used as Photo/flash cards. Please look at ‘notes view’ in Powerpoint for further teachers prompts. 7 Photocopiable worksheets

© DPTAC/Louise Davies 2005


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Shelters Slide show in Powerpoint - Who needs a shelter?
Picture matching - person to shelter

A day in the life of…. Slide show in Powerpoint
A series of photos show every hour of a young persons life. They are taken from the person’s perspective and do not show how the person is. Step 1 – Show pupils the slide show of the day (Part 1) Step 2 – Ask them to discuss and answer the Questions – who are they, male female, age etc, from the clues in the photos (You may want to run the Part 1 slide show whilst they do this) Step 3 – Discuss the answers as a group – Ask them about the clues that gave then this information Step 4 – Reveal that this person is a blind woman, with a blind husband, but seeing children. The point is that she has a normal life – shopping, working traveling Step 5- Run slide show part 2 , and ask them to make a list of things that would be made difficult for her because of design (for example, entrance to station), and the things that assist her in her life because of good design. There are notes for the teacher in ‘notes view of powerpoint to help you Step 6 – Ask them to think about how they can make sure they think about a wider range of needs when they are designing their shelters Step 7 - What sort of shelter can you design for her?

What’s the problem with this? Slide show in Powerpoint Picture images and captions – for discussion This umbrella is too heavy (lifting and opening umbrella) This knob is too stiff (turning on cooker or washing machine) What floor am I on? (elevator, Braille buttons)

Shelters Worksheet 1 – Go on a shelter trail!
Find shelters in your local community - hunt

Shelters Worksheet 2 Be a Shelter expert! Collect/ draw pictures of shelters and label them Shelters Worksheet 3 Role play – our bus stop
Building a shelter in the community– role play different opinions

Shelters Worksheet 4 – Designing template
Designing an inclusive shelter, with prompt questions/ pictures

© DPTAC/Louise Davies 2005


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Fairgrounds Slide show in Powerpoint
Who goes to the fairground? What will they need (products and services)?

You could also use the Slide shows from Shelters to support this unit
What’s wrong with this? ‘A day in the life’ (see notes on Shelters)

Fairgrounds Worksheet 1 - Evaluating –
Questions about fairgrounds/ products- labelling and grouping Prompt questions – what makes a good fairground ride?

Fairgrounds Worksheet 2 - Compare and contrast
What’s the same, what’s different? More useful and less useful products An entrance with steps, and entrance with a ramp

Fairgrounds Worksheet 3 – Designing template
Designing an inclusive fairground, with prompt questions/ pictures

© DPTAC/Louise Davies 2005


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Useful resources
DfES/ QCA schemes of Work units for Design and Technology Example assessment and projects Lesson plans and Helpsheets for these lessons DPTAC Further resource list and references

Useful websites

© DPTAC/Louise Davies 2005


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Please tell us if these resources have been useful to you and how you have used them. Copy your responses into an email to Or post to Gary Kemp, DPTAC Secretariat 1/14 Great Minster House, 76 Marsham St, London, SW1 4DR

Which project did you try ?– Homes, Playgrounds, Shelters, Fairgrounds Have you taught this project before? YES/NO How did you use the Slide Shows and Worksheets/ Certificates provided?

What do you think these resources added to the teaching of this project?

How did the children respond to the teaching about inclusive design?

As a result of using these resources how did the children change their designs and views about ‘Designing Everyone In…?


© DPTAC/Louise Davies 2005


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