Want to keep learning?

This content is taken from the University of Southampton's online course, Inclusive Learning and Teaching Environments. Join the course to learn more.
Close up of student hands working on an architectural 3D model

Challenges of architecture

‘Architecture bridges the sciences with the arts. Students who succeed in architecture are balanced individuals who can manage the rigor of the rational and the ambiguity of the intuitive.’ Texas Tech University College of Architecture

The challenges posed by architecture courses cross those met in art, science and business courses and require all the strategies found in the Higher Education Acacademy’s resources on Inclusive Curriculum Design in Higher Education which are available to download in PDF format. Key pointers include:

  • providing very clear information about course requirements as students may underestimate the time commitment and complexities of individual modules
  • awareness that students may not disclose the extent of their disabilities and the challenges of the course may increase over time causing stress related issues
  • encouraging skills that include heightened visual spatial awareness, design and creativity being aware that if the individual has dyslexia or other learning difficulties they may need additional support with written assignments and assessments
  • flexibility and strategies to work in different ways such as the use of architecture software for training and tutorials as used by Plymouth University
  • introducing role models and mentors to support and encourage disabled students over the long course

You may also be interested in other related resources which can be accessed from the ‘See also’ section at the bottom of this page.

Read about the challenges Stephen Ware faced on his architectural course and reflect on his comments.

© This work is created by the University of Southampton and licensed under CC-BY 4.0 International Licence. Erasmus + MOOCs for Accessibility Partnership.

Share this article:

This article is from the free online course:

Inclusive Learning and Teaching Environments

University of Southampton