Spring 2017 Impact

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44 understanding principles of universal design in their project work. One student commented, When designing, you have to think about the universality of your design. Are you making an attachment for an already existing prosthetic? Will your design only work with one specific pen/ paintbrush/etc., and how can you generalize your design? is approach to thinking of design has dramatic implications for understanding how we design our classrooms for inclusion and how our work connects to the world. In the end, our inquiry to grapple with the wicked problem of childhood prosthetics provided a fertile ground for STEAM inquiry and as future educators it was valuable for my students to unpack the many disciplinary threads that were a part of our project work. And the best part is that there are plenty of wicked problems to encounter now and into the future. References IDEO. (2012). Design inking for Educators Toolkit. Retrieved http://www. designthinkingforeducators.com/ DTtoolkit_v1_062711.pdf Knochel, A. D. (2016). DIY prosthetics: Digital fabrication and participatory culture. Art Education, 69(5), 7-13. McKim, R. (1973). Experiences in visual thinking. New York, NY: Brooks/Cole Publishing Co. Rittel, H. & Webber, M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4, 155–169.

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