Four reasons not to teach inclusive design

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.status: publishe