Deborah Peel,Paula J. Posas

Abstract: In the UK, the Disability Discrimination Act 2005 created a positive duty on the public sector to promote disability equality. This duty extends to higher education and local planning authorities. Based on Zuber-Skerrit’s CRASP model for professional development, this paper examines an initiative to enact the duty. It details a completed action research project with undergraduate students and an adult learning project, that works with adults labeled as ‘learning disabled’. The paper considers how this co-educational learning experience enabled the undergraduate students to engage with the principles of inclusive design in the built environment and offers a model for how inclusive policy and practice may be implemented at the university level, and particularly in built environment courses.

Key words: action research; inclusive design; higher education; learning disabled; disability equality; co-educational; built environment

总结：1、本文讨论的英国教学创新旨在通过英国残疾歧视法案中的公共服务提供者促进残疾人平等。

2、本文将探讨如何将法案中的理论贯彻实施到城镇计划课程中的教学环境中。

3、从参与到此次模型中的参与者来说，无论是来自学术界或当地社区，结果发现他们都获得了值得纪念的经验。我们发现，与那些被标榜为残疾的成人一起工作可以为其提供如何学习的技能以及创造学习的机会，这是不容忽视的。

来源：Innovations in Education and Teaching International

Vol. 46, No. 2, May 2009, 227–235.