Course description

Within the framework of the special education approach to environmental modification, we focus on creating a space that actively compensates for specific deficits and, at the same time, stimulates the preserved abilities of the individual with a disability. The central theme is the structuring and visualization of space, which are key for people with autism spectrum disorders or mental retardation, as well as the elimination of sensory overload (noise, light smog). The environment is not understood only as barrier-free, but as therapeutic and inclusive, supporting the maximum possible degree of autonomy in the learning process and social interaction.      

The course aims to introduce students to the complex issues of accessibility and universal design (Design for All) in the context of both physical and digital environments. Students will explore the anthropometric parameters of users with mobility, visual, auditory and cognitive limitations, with an emphasis on removing architectural barriers in public and private spaces. The content includes technical requirements for communications, entrances, hygiene facilities and vertical overcoming of differences, as well as the specifics of orientation systems for the blind and visually impaired. The course is not limited to ""concrete and bricks"", but also deals with modern assistive technologies, modifications of the work environment and psychological aspects of autonomous movement. The graduate should be able to critically assess existing objects and design modifications that not only serve people with disabilities, but also increase the comfort of the entire society (including seniors or parents with strollers).

(Special educational context)

Within the framework of the special education approach to environmental modification, we focus on creating a space that actively compensates for specific deficits and at the same time stimulates the preserved abilities of the individual with a disability. The central theme is the structuring and visualization of space, which are key for people with autism spectrum disorders or mental retardation, as well as the elimination of sensory overload (noise, light smog). The environment is not understood only as barrier-free, but as therapeutic and inclusive, supporting the maximum possible degree of autonomy in the learning process and social interaction.