Universal design - psychological and social aspects WF-PS-N-PUPS
Subject description The aim of the subject is to familiarize students with the main principles of universal design, legal acts regulating this issue, as well as to sensitize them to the special needs, physical and social barriers encountered by people with special needs. The basic effects of broadly understood universal design, as well as the effects of participation in this subject, are the creation of an environment adapted for independent use by all members of society, including people with special needs. Therefore, the subject aims to popularize knowledge in the field of universal design among students of non-technical fields and to present the benefits of applying the principles of universal design. This is an important element of the social inclusion of people with special needs.
Particular emphasis in the subject is placed on the psychological and social aspects of universal design. The work of a psychologist is particularly important in supporting interdisciplinary teams, including a number of specialists from various fields (such as transport, architecture, digital design, etc.), in understanding the mental and social needs of people with special needs. This is an important element in improving the quality of life and well-being of these people.
During classes, students also learn the concept of universal design in education, which is helpful in working with students with special needs, as well as learn the basics of qualitative research and the subject of user experience research in order to understand the needs of users of products and services.
During the classes, students will have the opportunity to take part in a number of practical exercises (such as simulating the functioning of people with motor or sensory disabilities, designing a solution tailored to the needs of these people, discussion panels or group work), which will allow them to apply the basic principles of design. universal in practice and real life and professional situations.
Participation in the presented classes will provide you with knowledge in the field of universal design, practical skills related to working with people with special needs, as well as the development of social competences leading to the inclusion of people with special needs.
(in Polish) Dyscyplina naukowa, do której odnoszą się efekty uczenia się
(in Polish) E-Learning
Term 2023/24_L: (in Polish) E-Learning (pełny kurs) z podziałem na grupy | Term 2024/25_L: (in Polish) E-Learning z podziałem na grupy |
(in Polish) Grupa przedmiotów ogólnouczenianych
Term 2023/24_L: (in Polish) PO/S1 - obszar nauk społecznych - I stopień/JM | Term 2024/25_L: (in Polish) nie dotyczy |
(in Polish) Opis nakładu pracy studenta w ECTS
Subject level
Learning outcome code/codes
Type of subject
Preliminary Requirements
Course coordinators
Term 2023/24_L: | Term 2024/25_L: |
Learning outcomes
Subjects
Learning outcomes:
Knowledge:
W1 – The student knows the basic definitions and concepts related to universal design.
W2 – The student knows the characteristics of physical and social barriers hindering the social inclusion of people with special needs.
W3 – The student knows the issues of user experience research, the basics of designing focus groups as an important element of examining the recipient's needs in the process of universal design.
W4 – The student knows the role and possibilities of a psychologist's work in the process of universal design.
Skills:
U1 – The student is able to design a selected product or service respecting the principles of universal design.
U2 – The student is able to cooperate with other people in developing design solutions.
U3 – The student is able to apply the basic principles of universal design in his or her future profession.
Social competence:
K1 – The student is sensitive to the needs of people with mobility limitations and other people at risk of social exclusion.
K2 – The student is aware of the social consequences of excluding people with special needs.
K3 – The student understands the need to adapt products and services to the various needs of recipients with special needs.
K4 – The student understands the importance of universal design to improve the quality of life of people with special needs.
Assessment criteria
very good grade (5) - The student knows the terminology related to universal design very well, the documents regulating this issue, is aware of the barriers in the functioning of people with special needs and is able to use the acquired knowledge in practice by solving real problems posed during classes.
good grade (4) – The student has at least 80% of the knowledge discussed in classes and can use it in practice.
satisfactory grade (3) – The student has at least 60% of the knowledge discussed in classes and is partially able to use this knowledge in practice.
unsatisfactory grade (2) – The student has less than 60% of the knowledge discussed in classes and is unable to use it in practice.
Practical placement
n/a
Bibliography
Literatura Spis zalecanych lektur:
• Beaudry, J-S. (2016). Beyond (models of) disability? Journal of Medicine and Philosophy, 41, 210–228.
• Charytonowicz J, Nowakowski P. (2009). Wybrane problemy jakości środowiska życia osób niepełnosprawnych. Wrocław: Jesień Wieku.
• Galasiński D. (2013). Osoby niepełnosprawne czy z niepełnosprawnością? Niepełnosprawność-zagadnienia, problemy, rozwiązania, 4(9).
• Grabarek, I. Mrochen, A. Panasiewicz, D. Zawadzka, M. Wysocki (2019). Moduły zajęć Projektowania uniwersalnego w ramach wybranych obszarów kształcenia, Narodowe Centrum Badań i Rozwoju, Konkurs „Projektowanie uniwersalne” w ramach PO WER, Warszawa.
• Kowalski. K.(2018). Włącznik. Projektowanie bez barier. Warszawa: Fundacja Integracja.
• Uchwała Sejmu Rzeczypospolitej Polskiej z dnia 1 sierpnia 1997 r. – Karta Praw Osób Niepełnosprawnych (M.P.z 1997r., nr 50)
• Ustawa z dnia 19 lipca 2019 r. o zapewnieniu dostępności osobom ze szczególnymi potrzebami (Dz.U. z 2019 r. poz. 1696).
• World Health Organisation (WHO). (2011). World report on disability. World Health Organization.
• World Health Organization (WHO). (2002). Towards a common language for functioning, disability and health ICF. World Health Organization.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: