International Journal of Education Through Art
Volume 16 Number 2
© 2020 Intellect Ltd Article. English language. https://doi.org/10.1386/eta_00025_1
www.intellectbooks.com 179
Received 2 November 2018; Accepted 15 September 2019

ABSTRACT

Educating for the future requires collaboration among professionals and people with impairments. This article discusses the knowledge-sharing project Design for Care, made up of interdisciplinary and international teams and based around dominant models of ability and (dis)ability studies. Design thinking served as
a structured methodology throughout the workshop, which teaches skills such as team building, empathizing, defining, ideating, prototyping and testing that are essential as both analogue and digital means. In this case study, university students cooperated with each other to learn from children with severe impairments and their caregivers to increase the shared competence of embodied knowledge, which can then be applied to specific professional challenges. Secondary school design, industrial and social design university students are all relatively young when they begin their education, and educators need to engage them carefully with topics that might not mirror their own needs or mexpectations

Design and Disability culture need to capitalise on the different strengths to develop shared knowledge and practices to deal with the complexity of problems. For a successful collaboration, it is necessary to have a common understanding of the fundamental knowledge of a foreign discipline or a person’s individual experience
Dezso 2019

eta 16 (2) pp. 179–198 Intellect Limited 2020