Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Knows the individual's disadvantaged status and different human conditions, explains the concept of disability and its types.
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2) Understands the universal and national laws, regulations and various regulations focusing on disadvantaged individuals and defines their historical development.
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Skills
(Describe as Cognitive and/or Practical Skills.)
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1) Defines design principles and elements for everyone, evaluates by considering the relationship between design and disadvantaged individual.
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2) Manages the planning process for the disadvantaged individual with the technical information received.
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Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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1) Interprets and exemplifies the relationship between the wishes of the disadvantaged user and design standards through universal architectural principles in the light of communication and technical information.
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2) Follows and questions universal architectural developments in order to analyze the problems of all individuals.
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Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
1) |
Course description, content and procedure |
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2) |
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3) |
Accessible, Barrier-Free Design and Inclusive Design (Universal design/Design for All) |
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4) |
Legal and design regulations on accessibility |
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5) |
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6) |
The society's perception and awareness of the disabled and the elderly, the importance of the designer's consciousness |
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7) |
Access inspector's duties/responsibilities and overall measures of access, space requirement and reach distances |
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8) |
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9) |
Barrier-free design and inclusive design approaches in building entrances, horizontal and vertical circulation elements |
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10) |
Barrier-free design and inclusive design approaches in kitchen volumes |
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11) |
Barrier-free design and inclusive design approaches in toilets and bathrooms |
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12) |
Announcement of the term project and questions and answers about the project |
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13) |
Inclusive design requirements in historic buildings/environments: Examining case studies |
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14) |
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15) |
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16) |
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Course Notes / Textbooks: |
-Şükrü Sürmen (1995), “Özürlü ve Yaşlılar İle İlgili Mimari Ölçüler, Standartlar ve Uygulamalar”, İTÜ Çevre ve Şehircilik Uygulama Araştırma Merkezi
-Dünya Engelliler Vakfı (2011), Herkes için Erişilebilir Şehir Yönetmeliği
-Aslı Sungur Erenoğlu (2013), Mimarlıkta Kapsayıcılık: 'Herkes için Tasarım', YTÜ
-Tasarım ve Özgürlük: Engelli İnsanlar ve Herkes için Tasarım, 2007, TMMOB, Ankara Şubesi, Bülten 46, Dosya 04, Ocak.
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References: |
1. Evcil, Ayşe Nilay, 2014, Herkes İçin Tasarım Evrensel Tasarım, Boğaziçi Yayınları, İstanbul
2. Edward. S ; Steinfeld,E., Jordana L. Maisel.,2012, Universal design : creating inclusive environments, John Wiley & Sons, USA
3. Holmes-Siedle, J., 1996, Barrier-free design : a manual for building designers and managers , Oxford Butterworth Architecture.
4. Preiser Wolfgang F. E.,Universal Design Handbook, 2011, Second Ed., McGrawHill, Ohio, USA.
5. Sürmen, Şükrü, 2000, Yaşlılar ve Yaşlılık Üzerine Dağınık Notlar, Nüans ArmaYayınları, ISBN:975-7336-19-.
6. Goldsmith, S., 1997, Designing for the disabled : the new paradigm / . Oxford ; Boston : Architectural Press.
7. Erişebilirlik Klavuzu, Aile, Çalışma ve Sosyal Hizmetler Bakanlığı Engelli ve Yaşlı Hizmetleri Genel Müdürlüğü, Ankara,2020 (Bakanlığın internet sitesinden ulaşılabilir)
-Peterson MJ., 1998; Universal kitchen and bathroom planning.
-I. Hacıhasanoğlu (2003), “Evrensel Tasarım”. Tasarım Kuram Dergisi, Mimar Sinan Üniversitesi Yayını, cilt:2, sayı:3, 93-101.
-WHO (Dünya Sağlık Örgütü). 2001. International Classification of Functioning Disability and Health (çev. Kabakçı, E. ve Göğüş, A., İşlevsellik, Yetiyitimi ve Sağlığın Uluslararası Sınıflandırılması: ICF, T.C. Başbakanlık Özürlüler İdaresi Başkanlığı, Ankara, 148 s.)
-Disability Discrimination Act (DDA) (2005)
-Devlet İstatistik Enstitüsü Başkanlığı, Türkiye Özürlüler Araştırması, ISBN 9751935962, Yayın Numarası 2913, Devlet İstatistik Enstitüsü Matbaası, Ankara, 2002
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(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
Explains the basic, theoretical and practical knowledge about Interior Architecture and Environmental Design. |
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1.1 To have knowledge about national and international laws, regulations and universal design principles. |
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1.2 Explain the historical development of architecture. |
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1.3 Summarizes all development processes of design. |
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1.4 Summarizes all the development processes of furniture history. |
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1.5 Defines the historical development process of art. |
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2) |
Can reveal original and innovative designs. |
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2.1 Transfers the bill or idea in her/his mind to paper |
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2.2 Defines and applies design principles and elements. |
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2.3 Manages the space planning process in the light of technical knowledge in the field of design. |
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2.4 Apply the acquired theoretical knowledge in design techniques. |
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2.5 Designs the furniture and its combination details and manages the furniture production process. |
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2.6 Designs by considering the anatomical, anthropometric features, psychological, physical capacity and tolerances of the user. |
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3) |
Use the drawing programs required by the profession. |
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3.1 Be able to use Autocad program effectively in technical drawing language. |
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3.2 He/she capable of using 3Ds Max program as presentation technique in modeling. |
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3.3 Can use the necessary presentation programs actively when transferring information to the relevant people. |
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4) |
Apply the theoretical knowledge learned in business life for one semester |
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4.1 To be able to organize and implement projects and activities for the social environment in which they live with a sense of social responsibility. |
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4.2 Transfers the professional knowledge to individuals and institutions orally and in writing. |
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4.3 To be able to manage activities for the development of employees working under their responsibility. |
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4.4 Explain problems using professional data. |
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4.5 Solves the complex problems encountered and unforeseen in applications. |
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5) |
S/he acquires the competencies that develop by the expectations of business world and the society defined as the institutional outcomes of our university on the advanced level in relation with his/her field. |
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5.1 Acquires the analyzing solving the problems and managing the conflicts. |
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5.2 Participates as a team member and takes responsibility in the environments that require the solving of the conflicts and acts as a leader when necessary. |
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5.3 Has awareness for ethical and social responsivity. |
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5.4 By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her group in a systematical and effective way. |
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5.5 Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view. |
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5.6 Develops strategical, innovative and entrepreneurial ideas. |
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5.7 Acquires competence of managing the change. |
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5.8 Shows development personally and socially with and awareness for lifelong learning. |
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5.9 Follows advanced technologies and developments about digital transformation. |
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5.10 Has cultural awareness and s/he transfers this to the groups within and outside his/her field. |
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5.11 Has awareness about citizenship competency. |
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5.12 Acquires communication in a Foreign Language (English) competence defined on the level of at least B1 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B2/B2+). |
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WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Course |
14 |
2 |
28 |
Laboratory |
0 |
0 |
0 |
Application |
0 |
0 |
0 |
Special Course Internship (Work Placement) |
0 |
0 |
0 |
Field Work |
2 |
2 |
4 |
Study Hours Out of Class |
16 |
1 |
16 |
Presentations / Seminar |
2 |
4 |
8 |
Project |
1 |
8 |
8 |
Homework Assignments |
1 |
6 |
6 |
Total Workload of Teaching & Learning Activities |
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70 |
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Quizzes |
2 |
4 |
8 |
Midterms |
1 |
6 |
6 |
Semester Final Exam |
1 |
8 |
8 |
Total Workload of Assesment & Evaluation Activities |
- |
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22 |
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
92 |
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
4 |