Design(ing) para a inclusão em escolas básicas do 1º ciclo
- Name
- Lígia Lopes
- Year
- 2016
- Institution
- Lisbon School of Architecture Universidade de Lisboa
- Supervisors
- Fernando Moreira da Silva
- Discipline
- Product Design
- Scope
- Inclusive Design
- Taxonomy
- Epistemology/Praxiology
- Type
- Theoretical/Practical
- Language
- Portuguese
- Wordcount / Pagecount
- 117,950 / 337
- Joint supervision
- No
The role of design for inclusion in primary schools
Research Process (13 methods)
x
First-cycle education teachers
Parents of children with special needs in the first-cycle of education
24 hours inclusive design project with multidisciplinary teams
24 hours inclusive design project with multidisciplinary teams
24 hours inclusive design project with multidisciplinary teams
CoDesign project with special needs children
CoDesign project with teenager with Asperger syndrome
CoDesign project with special needs children
Tool development for participatory practices in first-cycle schools
Usability test in first cycle school
Usability test in first cycle school
Group of experts
| # | Name of Method | Research Phase | Research Approach | Researcher Role | Object of Study / Participants | N |
|---|---|---|---|---|---|---|
| 1 | Literature review | Exploratory | Qualitative | x | x | x |
| 2 | Questionnaire | Exploratory/Generative | Qualitative | x | First-cycle education teachers | 40 |
| 3 | Questionnaire | Exploratory/Generative | Qualitative | x | Parents of children with special needs in the first-cycle of education | 25 |
| 4 | Workshop | Exploratory/Generative | Qualitative | Observational | 24 hours inclusive design project with multidisciplinary teams | 5 |
| 5 | Workshop | Exploratory/Generative | Qualitative | Observational | 24 hours inclusive design project with multidisciplinary teams | 4 |
| 6 | Workshop | Exploratory/Generative | Qualitative | Observational | 24 hours inclusive design project with multidisciplinary teams | 5 |
| 7 | Design project | Generative | Qualitative | Design process | CoDesign project with special needs children | Unspecified |
| 8 | Design project | Generative | Qualitative | Design process | CoDesign project with teenager with Asperger syndrome | 1 |
| 9 | Design project | Generative | Qualitative | Design process | CoDesign project with special needs children | 20 |
| 10 | Tool development | Generative | Qualitative | Design process | Tool development for participatory practices in first-cycle schools | 1 |
| 11 | Usability test | Evaluative | Qualitative | Participatory | Usability test in first cycle school | 13 |
| 12 | Usability test | Evaluative | Qualitative | Participatory | Usability test in first cycle school | Unspecified |
| 13 | Questionnaire | Evaluative | Qualitative | x | Group of experts | 9 |
Knowledge Transfer & Exchange
Knowledge Exchange (PhD Process): Exchange with community
| IK&T | Academia | Design Practice | Society |
|---|---|---|---|
| Context | No | No | No |
| Vision | No | Yes | No |
| Means | No | No | No |
Recommendations (7)
Test the addition of intergenerational relationships within the participatory design context in order to verify the effective benefits of those interactions.
- Scope:
- Macro
- Time Horizon:
- Long
- Evidence Strength:
- Exploratory
- Feasibility:
- Medium
Apply and reinterpret the proposed methodology in other participatory-design works so that its actions can be tested beyond the thesis' original topic.
- Scope:
- Macro
- Time Horizon:
- Long
- Evidence Strength:
- Indicative
- Feasibility:
- High
Use the document as a basis for other researchers to justify the benefits of triangulation between the scientific community, final users, and public/community bodies.
- Scope:
- Macro
- Time Horizon:
- Long
- Evidence Strength:
- Indicative
- Feasibility:
- Medium
Promote the growth of participatory and inclusive practices in design research, ensuring that designers respect users' needs, aspirations, and desires, and use design as an instrument to provoke and mobilize society.
- Scope:
- Macro
- Time Horizon:
- Long
- Evidence Strength:
- Indicative
- Feasibility:
- Medium
Continue the work in the partner schools by executing the agglomerated-cork pieces, evaluating them in context of use, and testing a new version using carpentry waste from Nautilus.
- Scope:
- Macro
- Time Horizon:
- Medium
- Evidence Strength:
- Indicative
- Feasibility:
- High
Apply the intervention model at municipal scale, including pilot schemes such as 'A TUA ESCOLA ÉS TU', to test its broader governance and implementation potential.
- Scope:
- Macro
- Time Horizon:
- Long
- Evidence Strength:
- Indicative
- Feasibility:
- Medium
Experiment with the methodology in disadvantaged or at-risk contexts outside Portugal, such as the Inclusive Beirut line of work, in order to test its transferability across socially conflicted environments.
- Scope:
- Macro
- Time Horizon:
- Long
- Evidence Strength:
- Exploratory
- Feasibility:
- Medium