Design for Dwarfism Design for Dwarfism Interdisciplinary Collaboration

Occupational Therapy - Interior Design - Industrial Design

New Jersey Occupational Therapy Association Annual State Conference

October 23 & 24, 2010O 3 & , 0 0

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Prof. Mary Falzarano, MHS, OTR Occupational Therapy

Prof. MJ Divino, M.ArchInterior Design

Prof. Matt Johnson, M.I.D.Industrial Designg

Maria Perez Director Center for ProfessionalDirector - Center for Professional Development

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Project Rationalej

Andragogical Learning: g g g• To develop a deeper understanding of similarities &

differences between Occupational Therapy (OT), Interior Design & Industrial Design.

• Each discipline brings expertise resulting in an expansion of the “client centeredness & creativity” of the project.

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Student Problem• The basis of the project is to study and design living situations

and products that accommodate both people with Dwarfism and people of average height.

• Specifically, to evaluate a mixed-height couple and retrofit an existing space within a building on Kean’s campus to suit their lifestyle.

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The Professors/Staff/

• OT– Capstone program development project

• Interior Design• Interior Design– Junior Level Design Studio focusing on residential and

universal design.

• Industrial Design– Senior portfolio project: teambuilding, collaboration, real

ld fworld focus.

• Maria & Rob the “clients”– Provided resource information relevant to their particular

situation. 6

The Students• All students met & emailed

– Identified issues surrounding a person with short statureDefined the contribution each profession provides to meet the– Defined the contribution each profession provides to meet the client’s needs/desires

• OT• OT– Client centered evaluations– Conceptualized adapted products

• Interior Design– Researched design for persons with Dwarfism

Evaluated the space and retrofit possibilities– Evaluated the space and retrofit possibilities

• Industrial DesignD l d d id i f h i OT l i– Developed product ideas stemming from authentic OT evaluations

– Created products useful to both clients and fit within newly redesigned interiors. 7

Benefits of Collaboration• Clinicians

R i h ib i f h & i i l h– Recognize the contribution of the process & principals that guide the practice of Interior & Industrial Design

– Seek the expertise of these professionals

• Educators– Recognize the contributions of these professionals– Utilize consultation/collaboration for student based

jprojects

• StudentsParticipate in active learning: “real world” experiences– Participate in active learning: real world experiences

– Use positive teamwork skills– Articulate their profession’s scope of practice

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Buchbinder, et al., 2005; Hall & Weaver, 2001; Leader & Liu, 2005; Price, Zavotka & Teaford, 2004; Royeen, 2002; Strzelecki, 2009; Yeager, 2005

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Your Learning Outcomes:g• Identify

R l f OT ll b i i h I i D i d/– Role of OT collaboration with Interior Design and/or Industrial Design professionals

• Recognize• Recognize– Issues that may affect a person with short stature

• Relate– Philosophical tenets of universal design, usability &

accessibility that are parallel to the tenets of OT

• Apply principles discussed• Apply principles discussed– To home modification & product development for people

served by occupational therapists.

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Th P i i lThe Principles Of Universal

D iDesign

Courtesy of:Courtesy of:

The Center for Universal DesignNorth Carolina State Universityy

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Th P i i lThe Principles Of Universal

D iDesign

Courtesy of:Courtesy of:

The Center for Universal DesignNorth Carolina State Universityy

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Th P i i lThe Principles Of Universal

D iDesign

Courtesy of:Courtesy of:

The Center for Universal DesignNorth Carolina State Universityy

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Th P i i lThe Principles Of Universal

D iDesign

Courtesy of:Courtesy of:

The Center for Universal DesignNorth Carolina State Universityy

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Th P i i lThe Principles Of Universal

D iDesign

Courtesy of:Courtesy of:

The Center for Universal DesignNorth Carolina State Universityy

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Th P i i lThe Principles Of Universal

D iDesign

Courtesy of:Courtesy of:

The Center for Universal DesignNorth Carolina State Universityy

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Th P i i lThe Principles Of Universal

D iDesign

Courtesy of:Courtesy of:

The Center for Universal DesignNorth Carolina State Universityy

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Th P i i lThe Principles Of Universal

D iDesign

Courtesy of:Courtesy of:

The Center for Universal DesignNorth Carolina State Universityy

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Interior Designg

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Industrial Designg

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Kick-Plate Riser

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Drop Step Ladder

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Client PerspectiveMaria Perez

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AudienceAudience

Questions

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h kThank you!

ReferencesBuchbinder, S.B., Alt, P.M., Eskow, K., Forbes, W., Hester, E., Struck, M. & Taylor, D. (2005). Creative learning prisms with an

interdisciplinary case study workshop. Innovation in Higher Education, 29(4), 257-274.

Canadian Association of Occupational Therapists. (1997). Enabling occupation: An occupational therapy perspective. Ottawa, Ontario:Author.

Commission on Education. (2007). Philosophy of occupational therapy education. American Journal of Occupational Therapy, 61, 129.p y p py f p py

Falzarano, M. (2010). Active learning through interdisciplinary collaboration. Education Special Interest Section Quarterly, 20(1),1-4.

Fange, A. & Iwarsson, S. (2005). Changes in accessibility and usability in housing: An exploration of the housing adaptation process.Occupational Therapy International, 12(1), 44-59.

Hall, P. & Weaver, L. (2001). Interdisciplinary education and teamwork: A long and winding road. Medical Education, 35, 867-875., , ( ) p y g g , ,

Iwarsson, S. & Stahl, A. (2003). Accessibility, usability and universal design positioning and definition of concepts describing person-environment relationship. Disability and Rehabilitation, 25(2), 57-66.

Law, M., Baptiste, S., Creswell, A., McColl, M.A., Polatajko, H., & Pollock, N. (1998). Canadian Occupational Performance Measure. (3rdedition). Ottawa: CAOT Publications: ACE.

Lederer, R. & Liu, L. (2005). Industrial Design and Occupational and Physical Therapy Students - A Winning Combination. Retrieved fromhttp://www.hhc.rca.ac.uk/archive/hhrc/programmes/include/2005/proceedings/pdf/ledererrobert.pdf.

Morris, A.L. (2009). Collaboration for accessibility and aging in place. OT Practice, 14(6), 14-17.

Price, C.A., Zavotka, S.L., & Teaford, M.H. (2004). Implementing a university-community-retail partnership model to facilitate communityeducation on universal design. The Gerontologist, 44(5), 697-702.

Royeen, CB. (2002). Reflections on education and learning in occupational therapy for the 21st century. Occupational Therapy in HealthCare, 15(1), 209-213.

Seruya, F.M. (2007). Preparing entry-level occupational therapy students: An examination of current teaching practices. Education SpecialInterest Section Quarterly, 17(4), 1-4.

Strzelecki M (2009) Designing a career OT Practice 14(5) 7 8Strzelecki, M. (2009). Designing a career. OT Practice, 14(5), 7-8.

Yeager, S. (2005). Interdisciplinary collaboration: The heart and soul of health care. Critical Care Nursing Clinics of North America, 17,143-148.

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