This paper reports on the development of the two sides of the design education equation – student and tutor.
The student perspective is viewed primarily through the lens of the RSA’s Europe-wide design competition
Inclusive Worlds (part of the RSA’s Design Directions programme – www.rsadesigndirections.org), which has
encouraged students to produce a range of products, services and environments to enhance everyday living. The
tutor’s perspective is viewed primarily through the lens of the Inclusive Design Curriculum Network, a Thematic
Network funded by the Fifth Framework Programme of the European Commission (IDCnet at www.idcnet.info).
From both perspectives – tutor and student – specific outcomes have emerged: new teaching materials, modules,
and courses on inclusive design or which advocate the principles and methodologies of inclusive design; new
products coming to market which have embedded within them the principles of inclusive design; and a new
generation of professionals, now in practice and influencing mainstream design. Recommendations are made for
successful educational practice which leads to successful professional practice
