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For children, meaningful participation in community life includes being able to access places for play. Such community playspaces are potentially important for all children, including those with disabilities. Yet, children are rarely asked for their views on the design of playspaces, which can further contribute to exclusionary practices and undermine children’s rights to share their views on matters that affect them. In this scoping review, we aim to analyze guidelines and identify strategies for supporting children’s participation rights when planning public playspaces. Guidelines are practical tools used by local policymakers when creating community playspaces, which are important sites for children’s outdoor play. In total, forty-two guidelines were identified that addressed children’s participation rights, along with community involvement. Qualitative evidence synthesis with a “best fit” framework approach was used, informed by Lundy’s model of children’s participation. The findings revealed the importance of initial community involvement as a critical prerequisite. Strategies for children’s participation mostly concerned “space and voice” (for children of diverse abilities), with little attention paid to giving their views due weight. This evidence shows that there is a significant gap in knowledge surrounding policy development and implementation to support adults and children to cooperate equally in designing playspaces. Future directions for research in children’s participation require a focus on combined community–children participation approaches in public playspace design. Such work could strengthen and facilitate the role of adults as bearers of the duty to implement the rights of children. This review generated inclusive strategies in planning public playspaces, which could support local policymakers in this complex multi-layered process.

Today, the social inclusion concept embraces numerous aspects and contexts of everyday life. Inclusive Design, going far beyond the design of products/services, plays a crucial role in fostering the inclusion of individuals within society and improving their living conditions. Inclusive design, however, should ensure a more humane and conscious design process that does not limit its attention solely to artifacts’ usability requirements but allows for the inclusion and evaluation of the emotional effects associated with interacting with them. This aspect is particularly important in the case of products and environments aimed at vulnerable, elderly, or disabled people, which can induce a perception of threat and stigmatize their physical and mental condition. Therefore, this article presents the results of the Home Care Design for Parkinson’s Disease research project. Through the literature review, it was possible to analyze the contribution of technologies in generating pleasurable sensory experiences but, more importantly, to investigate the role of Emotional Design and Evidence-Based Design approach. They can play a role in resolving problems related to environmental, perceptual-sensory, and stress factors and, in some cases, slowing down the course of the disease and ensuring greater well-being. Therefore, the research work, developed through the application of Human-Centered Design methodologies, aims to: (1) define Design Guidelines to identify people with Parkinson’s disease needs and difficulties within the home context; (2) set up an analytical method that proposes future intervention scenarios to improve their quality of life and that of their families and caregivers, through the mapping of emotional indicators.

Purpose The purpose of this study is to determine how design should be managed to develop truly innovative products and services. Three management levers were examined: design leadership, design inclusion and design thinking. Design/methodology/approach The study was carried out as a survey of innovation managers in the USA. The survey measures were developed from the design and innovation literature. Over 300 managers participated in the survey, and their responses were analyzed by using multiple regressions and other statistical tools. Findings All three aspects of design that were studied – leadership, team inclusion and thinking – were found to significantly and positively impact new product and service innovativeness. Of these factors, the most important contributor to innovativeness was design thinking, with having more than three times the impact of the other two. Also, firms that are large, publicly held and technology-intensive are on average more innovative. Practical implications To increase the innovativeness – or novelty, interest in and influential – of new products and services, managers should appoint designers as leaders on innovation project, include designers in development teams and above all integrate the design thinking process in organizations. Originality/value This study determines that design leadership, inclusion and thinking increases the innovativeness of new products and services.

Promote inclusive processes by designing educational settings and activities seem to be confirmed as one of the most difficult challenges to which schools and teachers must respond. Encouraging the development, by all students, of engagement and skills useful for the future exercise of an active citizenship implies a broad commitment of teachers, as well as adequate mediation and co-planning skills of the specialized teacher. The contribution examines the results of a project conducted at the B. Pascal High school, based in Rome. Working with a class in which several students were supported by a specialized teacher, was focused the effectiveness that individual and small group reflection activities can have in enhancing communication and collaborative skills. The main evidence that emerged allow to highlight the effectiveness of the strategies used in promote an inclusive training experience.   Qualificare i processi formativi promuovendo pratiche inclusive: il caso dell’Istituto statale B. Pascal. Predisporre setting educativi e progettare la didattica in modo da promuovere processi inclusivi sembrano confermarsi tra le sfide più ardue a cui le scuole e gli insegnanti devono rispondere. Favorire lo sviluppo, da parte di tutti gli studenti, dell’engagement e di competenze utili per il futuro esercizio di una cittadinanza attiva implica un ampio impegno degli insegnanti, nonché una adeguata capacità di mediazione e co-progettazione dell’insegnante specializzato. Il contributo approfondisce gli esiti di un percorso progettuale condotto presso l’Istituto statale B. Pascal di Roma. Nel lavorare con una classe in cui erano presenti più studenti affiancati dall’insegnante specializzato, l’attenzione è stata posta sull’efficacia che attività di riflessione individuale e di piccolo gruppo possono avere nel potenziamento delle capacità comunicative e collaborative. Le evidenze emerse consentono di evidenziare l’efficacia delle strategie utilizzate rispetto alla possibilità di predisporre un’esperienza formativa inclusiva.

Paid parental leave policies in both Australia and Japan fit within Dobrotić and Blum’s (2020) classification of a selective employment-based entitlement model, thus offering an extension of that category beyond Europe and illustrating the wide variation possible within it. In this article we develop indices for comparing employment-based parental leave policies on three dimensions of social equality: inclusion, gender equality and redistribution. This combination offers an extension of classificatory schemes for parental leave policies and a broader basis for comparative analysis. We compare Australia and Japan on these indices and present a qualitative exploration of the origins and implications of their similarities and differences. The analysis draws attention to tensions between the three indices, illustrating intersecting and conflicting influences on the potential for paid parental leave entitlements to contribute to the amelioration of social inequalities. Overall, the comparison highlights drivers of difference within employment-based entitlement systems and underlines the need for complementary measures to advance egalitarian outcomes.

Objective: Since 2004, the author has worked in the cities of the Pacific Coast of Nicaragua in innovation and entrepreneurship. The message is innovation and the Stanford D School Design Thinking Model. In 2016, an invitation was received to work in the autonomous region of the Northern Caribbean Coast. This would be an opportunity to try the methodologies at the base of the economic pyramid in a remote rural location.Research Design & Methods: This is a case study, taking the innovation work started in the United States and continued in Universities in Nicaragua to a very rural area with the guidance and support of UNICAM. UNICAM is the Universidad en el Campo, or, the University of the Country, an innovation in education. The goal is to take University-level education to the rural communities. The town is at the entrance to the RAAN, the developing northern Caribbean Coast of Nicaragua. The challenges were many in this rural community! Who would attend? Where would it be held? What would be a relevant theme for this community? What activities would help participants through a workshop on innovation? This was not the typical academic group of faculty and students that the authors work with.Findings: The results showed that in this case study, you could take the theory and methodology directly to a rural population who did not have the advantages of a world-class education. They used the methodology of Design Thinking effectively.Contribution & Value Added: The contribution here is opening the minds of the academic community that perhaps the goal should be to take applied education to the students wherever, and not expect the students to come to the cloistered halls of academia.

As a team composed of a design researcher and a sociologist, we initiated the Design.Lives Lab, to examine how user involvement actually works and what elements of the design process would bring forth positive and negative impacts on both design practice and user engagement. In this paper we argue that it is methodologically necessary to practice design participation because of the specific nature of design, which is characterised by \"wicked problems\" and the necessity of employing abductive logic. After reflecting on our findings from the labs for Hong Kong youngsters, we also suggest the concept of intersubjectivity, which is a threefold model of I-It, It-Thou and I-Thou. The I-It relation can be used as an indicator of the existence of an instrumental relationship and the deterioration of the quality of human interaction, whereas the It-Thou relation is an indicator of the formation of an empathic act, which would certainly help open communicative space. The I-Thou relationship engages each member in an entity as a whole and helps accomplish equal dialogues. We propose this threefold typology of intersubjectivity as a conceptual guide for designers to know how to build up communicative space in which equal dialogues are possible and can extend the impact of design participation on social development. [PUBLICATION ABSTRACT]

Objective: To optimize patient inclusion criteria for clinical acute stroke trials. Methods: We stratified probabilities of death and complete recovery based on two validated prognostic models using age and the National Institutes of Health Stroke Scale (NIH-SS) at admission. In an independent data set of 1,725 consecutively admitted patients with acute ischemic stroke, computer simulation with various inclusion thresholds was used to calculate the number and percentage of potential treatment responders, i.e. who had not died or spontaneously recovered. Results: Using defined thresholds for recovery and mortality, inclusion and exclusion criteria could be designed to considerably decrease both trial time and study size compared to a fixed inclusion criterion based on the NIH-SS alone. Other thresholds may allow optimization of either trial time or study size. Conclusions: The resulting models provide a validated approach for an efficient study inclusion of potential treatment responders based on the Barthel Index 100 days after ischemic stroke. These techniques provide the opportunity for improved stroke trials in terms of enrollment speed, treatment effect size or both.