The needs of industry and future technologies landscapes and the resultant requirements for the graduate profile

This report presents current and future technology landscapes that can be affected by design for all in the field of ICT, and how these landscapes can affect the future graduate profile. It also presents an overview of current industry awareness about the topic, and a summary of the industry needs

Identifying core knowledge and skill sets for model curricula: update

This deliverable presents state of the art in curriculum development work, and compares IDCnet to it. Next it discusses the methodology followed to identify key knowledge and skill sets for Design for All. The categories of knowledge thus identified are organised into a taxonomy with examples given for each category and subcategory along with a set of learning outcomes. The purpose of the taxonomy is to structure the knowledge. As this deliverable was a ‘living’ document, and as further activities have taken place since this deliverable was first submitted, this version includes a substantially expanded chapter 5, incorporating comments from: the project review process; the new members of IDCnet; the second IDCnet workshop; as well as comments received from colleagues in response to dissemination activities at conferences. The categories and subcategories of the taxonomy remain unchanged, but further topics and examples have been added to illustrate and clarify the use and range of each category. Finally, the next steps in the IDCnet WP3 strategy are briefly described

Teaching DfA core knowledge and skill sets; experience in including inclusive design

The purpose of this document is twofold. Firstly it is to present the teaching pilots that were undertaken by members of the network, and describes the pilot setting and the material taught, as related to the taxonomy of Design for All knowledge and skill sets developed in previous deliverables. Each pilot indicates topics taught and to which categories of the taxonomy they belong. Furthermore, student expectations and reactions to the DfA teaching pilots are described by means of the information gained from questionnaires. In this way the taxonomy is evaluated by the teaching pilot experiences for robustness in completeness and usefulness. The second purpose of this exercise is to highlight best practices in, and possible obstacles and other challenges to implementing and maintaining of Design for All courses and modules in a range of higher education schemes, so that education policies and strategies may be informed accordingly. Both of these objectives help to further the work on recommendations for curriculum work on Design for All, in terms of content and in terms of sustainability

Summary of key findings from IDCnet (IST-2001-38786 IDCnet) Deliverable D1.1a, AR2426

This document presents an overview of the IDCnet network and its results. IDCnet is a Thematic Network funded by the Fifth Framework Programme of the European Commission. The network was born originally as a support to the eEurope Action Plan, that noted the need to create recommendations for a European curriculum for designers and engineers in Design for All (DfA). The project evolved into an initial support to the activities of the European Design for All e-Accessibility Network (EDeAN) related to curriculum. The network has completed its objectives, producing recommendations for an optimal graduate profile for DfA, a taxonomy for core knowledge and skill sets for model curricula, and a set of recommendations on DfA-related higher education and research policies and strategies