Department of Ergonomics and Psychology
The aim of the course is to familiarize students with the principles of universal design, barrier-free design and design for special needs, related technical recommendations and technologies. Accordingly, within the course, we will address concepts, methods, and practical examples that will help prospective designers be able to design products, services, and physical environmental elements that can be used by as wide range of users as possible. Within the framework of the course, the characteristics of different disability groups, user expectations, product and environmental use methods are described. Through practical examples, they can learn about special user needs generated by additional life situations in addition to disabilities (e.g., illness, injuries, pregnancy, etc.). Using the methods and technologies learned during the course, students should develop a technical proposal for a given user group that solves the identified problems and shortcomings and improves the quality of life of the special needs group, serves the accessibility of everyday activities or situations.
- They have comprehensive knowledge of universal design, barrier-free design and design for special needs,
- They get to know them by placing them in an ergonomic design approach.
- They have comprehensive knowledge of the characteristics of each specific group of users (disabilities, transitional states, age characteristics) and their basic needs in relation to product use, information and environmental needs.
- They are familiar with the relevant standards and recommendations for universal design and accessibil-ity.
- They are able to connect with members of each special user group, involve them in ergonomic design processes.
- They are able to identify special needs, recognize differences.
- They are able to consider complex design solutions that can be used without hindrance for the widest possible range of users, taking into account the different special needs.
- They are characterized by sensitivity to human needs. They are characterized by a user-centric thinking and approach.
- They are characterized by continuous learning skills, broad and thorough education, interdisciplinary in-terest.
- They are characterized by a system-level thinking and approach.
- They are characterized by a strong critical and self-critical sense.
Autonomy and responsibility
- To solve various professional problems, they apply user-centric methods and techniques independently or on the basis of professional guidance.
- They are open to independently monitor technical, technological, economic, legal and human develop-ments in his / her field.
- In order to a– suggested literature to achieve the goal, they mobilize their theoretical and practical knowledge and skills in an autonomous way, if necessary in cooperation with other members of an in-terdisciplinary team.
Methodology of teaching
Materials supporting learning
- Szabó Gy. (szerk.): Tervezés speciális felhasználói körök számára. DSGI kiadó Budapest 2002
The assessment of the learning outcomes set out in point 2.2 is based on two mid-term exams.
Performance evaluation methods
Detailed description of assessments performed during the semester: summative assessment of learning performance: complex, written way of assessment of knowledge and skill types of competence elements of the subject in the form of two mid-term exams.
Proportion of performance evaluations performed during the diligence period in the rating
- 1st mid-term exam: 50%
- 2nd mid-term exam: 50%
- összesen: 100%
Proportion of examination elements in the rating
Correction and retake
Each mid-term exam has to reach 40%. The mid-term exams can be replenished by the supplementary exam held in the last study week and the supplementary-supplementary exam held in the replacement period. In the event of a supplementary exam, only one of the two exams can be replenished (however, in the case of fulfillment of neither of exams, one exam can be replenished in the supplementary exam, the other exam can be replenished in the supplementary-supplementary exam). The supplementary exam can also be written for correction, if other-wise both exams are fulfilled. In case of correction, the later score shall be taken into account.
Study work required to complete the course
|Work type||Amount of work hours|
Approval and validity of subject requirements
Pre-2017, next review September 2021.
Topics discussed during the semester
To achieve the learning outcomes specified in section, 2.2, the subject consists of the following thematic blocks. The syllabus of the specific course announced in each semester shall schedule these elements of topics according to the calendar and other circumstances.
|Topics of lectures|
|2.||Speciális felhasználói csoportok bemutatása.|
|3.||A segítő technológiák osztályozási rendszerének bemutatása|
|4.||Rehabilitációs módszerek bemutatása|
|5.||Fejlesztőpedagógiai módszerek bemutatása|
|6.||Releváns prototípusgyártási additív technológiák bemutatása|
|8.||A tematikához illeszkedő intézményi hospitálás|
Lecturers participating in teaching
|Pulay Márk Ágoston||tanársegédfirstname.lastname@example.org|
Approval and validity of subject requirements
Beyond Part I and II of the Subject Datasheet, Part III is approved by the head of the Department of Ergonomics and Psychology indicated in section 1.8 in consultation with the director(s) of the programme(s) concerned.