Simulating disability in universal design teaching: A critique: Abandoning try-it-yourself in teaching universal design in architecture

Blindfolding people and providing them with white cane or placing them in a manual wheelchair for 20-60 minutes is a much used and classic exercise when teaching architects and other professionals the basics of user needs related to disability. This method, called try-it-yourself, is the most prevalent method where universal design in taught in the Nordic region. While the exercise is often praised for ensuring an effective ‘eye-opening’ outcome, the ethical aspects, the absence of the users themselves or the possibilities of alternative methods for teaching user needs appear to be non-existing. The article is based on literature studies and 1:1 experience gained from our Master program in universal design, where the try-it-yourself exercise is analyzed and discussed. The article argues that the exercise, as opposed to its original intention, appears to increase disability stigma and ethical dilemmas. Hence, it needs to be challenged as the prevalent exercise used for teaching universal design and accessibility. The article also discusses alternative methods for teaching user needs. Furthermore, the article discusses the tacit cultural acceptance of the exercise, as well as the ethical dilemmas in the non-existing debate of what is actually being tried-yourself in the exercise. The article also presents possible reasons for the significant absence of an open critical debate about the pros and cons of the exercise, as it is being used non-critically in the Nordic region.