Design for all as focus in European ICT teaching and training activities.

Keith, Suzette, Whitney, Gill ORCID: https://orcid.org/0000-0002-3333-2154 and Petz, Andrea (2009) Design for all as focus in European ICT teaching and training activities. In: Inclusive design into innovation: transforming practice in design, research and business. [Include 2009]. Myerson, Jeremy, Bichard, Jo-Anne and Davidson, Clare, eds. Include . Royal College of Art, London. ISBN 9781905000807. [Book Section]

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Abstract

Both in the EU and UK the goal of digital inclusion demands a broad understanding of the factors that contribute to the risk of exclusion, such as a result of age, disability, low literacy, geography and ethnicity. The overall methodologies and principles of Design for All are well established and address many of the challenges of design for user diversity including older and disabled people. However, these are not yet an established part of the curriculum in mainstream Computing and Information and Communications Technology (ICT) in higher level education.

The Design for All @eInclusion project investigated the current provision of education and training of future developers and associated disciplines and identified progress and gaps. Best practice included examples of specialist modules and ‘hidden gems’ – instances of small elements such as single lectures that are optional, integrated or embedded within a larger module. These findings contributed to the development of curriculum guidelines which take account of the latest agreements for European harmonisation through the European Qualifications Framework. These guidelines are intended to stimulate the creation of new courses throughout Europe.

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