Include 2009 edition:5 location:London date:5-8 April 2009
Studies on why and how to adopt inclusive approaches in design education usually focus on institutions or teachers that fully endorse the concept. Rarely, however, a voice
is given to those offering resistance to teaching inclusive design. Nevertheless, insight in the arguments they put forward could be very helpful for policy makers, program
directors and other actors to better understand such resistance. Gaining insight in these
arguments was the very aim of the study reported here. It was conducted as part of a larger study that investigates whether and how inclusive design approaches can be integrated structurally and sustainably in all architecture programs offered in Flanders. Yet, the results may be transferable to other design disciplines and contexts as well.