Abstract:

This paper draws on the foregoing research results, particularly with regard to architectural education and argues that, whilst such legislative measures serve as an important design tool, they are insufficient in themselves. Appropriate user-responsive design relies not only on compliance with the minimum design guidelines but on the designer having fully absorbed the principles of universal design into his/her design vocabulary. Furthermore, it is suggested that given the formative role which the vocational educational process plays in shaping awareness of user needs, it is also the most promising means of communicating and fostering a more holistic philosophy which may inform the design process from the initial conceptual spark through to the final detailed design.