The transition to an inclusive society through design Inclusive design can play a critical role in shaping a more equitable society. When products and services are intentionally created to be inclusive, they become more accessible to a wide audience, including people who might otherwise struggle to engage with them. In this way, designers become agents of social transformation. The project Active Inclusive Design (AID) addresses this challenge directly. It aims to enhance the capabilities of professional and future designers to create inclusive products and services, both digital and non-digital. In doing so, it supports a responsible and digital society central to the Expertise network Systemic Co-design (ESC) agenda, and is closely connected to all ESC Dynamic Learning Agenda (DLA) themes: Systemic Co-Design (SCD) in me, SCD with others, SCD in reality and SCD in time.
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Urban nature enhancement is a theme that needs to be considered across different scales. From pocket parks and façade-greening to urban green infrastructure, biodiversity thrives best through connectivity.In the SIA-project, Nature-inclusive Area Development, four universities of applied sciences - Aeres University of Applied Sciences, Avans University of Applied Sciences, Amsterdam University of Applied Sciences, and Van Hall Larenstein University of AppliedSciences- researched three levels of area development to accelerate the transition to nature-inclusive area development. The study consisted of three case studies: Waarder Railway Zone (building), Knowledge Mile Park (KMP - street - Amsterdam), and AlmereCentre-Pampus (area).
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This book contains the abstracts to the sessions presented at the AESOP Sustainable Food Planning conference in 2022. The conference was made up of four tracks: social inclusion; urban agriculture; urban planning, design and development; food governance.
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These conference proceedings to the 10th annual conference of the AESOP Sustainable Food Planning group are organised as follows: the following four sections contain the short papers belonging to the four tracks that made up the conference (social inclusion; urban agriculture; urban planning, design and development; food governance). The last section consists of the abstracts of the book and poster presentations, a short report on the YAP workshop held at the first day of the conference, and a short report on the excursion organised at the last conference day.
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This article analyses four of the most prominent city discourses and introduces the lens of urban vitalism as an overarching interdisciplinary concept of cities as places of transformation and change. We demonstrate the value of using urban vitalism as a lens to conceptualize and critically discuss different notions on smart, inclusive, resilient and sustainable just cities. Urban vitalism offers a process-based lens which enables us to understand cities as places of transformation and change, with people and other living beings at its core. The aim of the article is to explore how the lens of vitalism can help us understand and connect ongoing interdisciplinary academic debates about urban development and vice versa, and how these ongoing debates inform our understanding of urban vitalism.
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The European Manifesto for Inclusive Learning is an initiative of the University of Florence to promote adult education for migrants and refugees. The program seeks to provide “a concrete tool for adult educators to promote adult learning in their local context”. In order to achieve this goal, eight European Union partners in different EU countries collaborated intensively for 1 ½ year to exchange experiences, expand opportunities and to seek to promote a more coordinated and integrated approach. Each partner collected case studies of good practices using a common tool for collecting data. The results of the Dutch partner, The Hague University of Applied Sciences are presented here. Seven cases have been studied with very different, mainly informal ways of mutual learning in the Netherlands. First the Manifesto is described in more detail. This is followed by a sketch of refugee flows to the Netherlands and the Dutch asylum system. After these chapters, the different cases are presented, followed by a conclusion and recommendations based on the Dutch good practices.
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Worldwide, pupils with migrant backgrounds do not participate in school STEM subjects as successfully as their peers. Migrant pupils’ subject-specific language proficiency lags behind, which hinders participation and learning. Primary teachers experience difficulty in teaching STEM as well as promoting required language development. This study investigates how a professional development program (PDP) focusing on inclusive STEM teaching can promote teacher learning of language-promoting strategies (promoting interaction, scaffolding language and using multilingual resources). Participants were five case study teachers in multilingual schools in the Netherlands (N = 2), Sweden (N = 1) and Norway (N = 2), who taught in primary classrooms with migrant pupils. The PDP focused on three STEM units (sound, maintenance, plant growth) and language-promoting strategies. To trace teachers’ learning, three interviews were conducted with each of the five teachers (one after each unit). The teachers also filled in digital logs (one after each unit). The interviews showed positive changes in teachers’ awareness, beliefs and attitudes towards language-supporting strategies. However, changes in practice and intentions for practice were reported to a lesser extent. This study shows that a PDP can be an effective starting point for teacher learning regarding inclusive STEM teaching. It also illuminates possible enablers (e.g., fostering language awareness) or hinderers (e.g., teachers’ limited STEM knowledge) to be considered in future PDP design.
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Inclusief onderwijs staat hoog op de agenda van De Haagse Hogeschool. Sinds januari 2021 is Naomi van Stapele lector Inclusive Education bij het kenniscentrum Global & Inclusive Learning. In deze intreerede van september 2022 wordt o.a. ingegaan op onzekerheid, de drie leidende beginselen van inclusief onderwijs, de ethische politiek van inclusiviteit, etc.
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Large groups in society lack the necessary skills to be sufficiently self-reliant and are in need of personal assistance. These groups could be supported by information and information technology (ICT), but only if this technology is designed to fit their (cognitive) abilities. Inclusive design theory and methods have already been developed in research contexts, but there is still a gap between theory and practice. There is a need for a practical aid, that helps to create awareness of inclusive design among ICT developers, and offers easy-to-use information and tools to actually apply the methods for diverse target groups. This paper describes the first steps taken towards an inclusive design toolbox for developing ICT applications that offer cognitive support for selfreliance. Dutch ICT companies were interviewed and participated in a co-design workshop, leading to a number of initial needs, user requirements, and an on-line community, that form input for further development of the toolbox.
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The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. This SEDY2 Inclusive (Online) Focus Group Guidance aimed to develop an easy-to-use guidance document on how to deliver inclusive focus groups to attain the authentic views, wishes and feelings of children and youth with a disability about inclusion in sport in practice. This guidance document was produced in order to support other practitioners in conducting inclusive focus groups. The focus group guidance can easily be adapted to cover other topics and can also be used effectively with all (young) people.
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