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dc.contributor.advisorKeenan, Thomas P
dc.contributor.authorLagore, Susann Heike
dc.date2021-06
dc.date.accessioned2021-03-31T21:47:00Z
dc.date.available2021-03-31T21:47:00Z
dc.date.issued2021-03-29
dc.identifier.citationLagore, S. H. (2021). All Aboard: Teaching our Children on the Autism Spectrum to use Conventional Public Transit (Unpublished doctoral thesis). University of Calgary, Calgary, AB.en_US
dc.identifier.urihttp://hdl.handle.net/1880/113192
dc.description.abstractMost of us take for granted the role transportation plays in our everyday lives. We have, at our disposal, access to numerous options that allow us to seamlessly navigate the environments in which we live, work and play. For individuals diagnosed with autism spectrum disorder (ASD) however, lack of transportation presents a significant obstacle to employment opportunities, community inclusion and self-determination. The majority of the population on the spectrum do not drive their own vehicle and while public transportation is a compelling option, accessing conventional transit is far from straightforward. Using a design thinking approach and drawing on perspectives of professionals and parents, this doctoral study seeks to explore how a better understanding of the behaviors and values of those directly involved with transportation outcomes for people on the autism spectrum might inform conventional public transit access for that population. The Design Council’s Framework for Innovation serves to guide the project from discovery (through which the problem is more deeply understood) to definition (through which insight gathered from the discovery phase is used to define the design challenge). An initial framework of five areas of need is developed which represents the problem space around conventional public transit access for youth on the autism spectrum. The design challenge is articulated in a design brief and illustrated through design inspiration, the purpose of which is to foster an understanding of the problem and inform parameters for the development of one or more physical or social interventions. Keywords: Autism Spectrum Disorder (ASD), design thinking, accessibility, public transiten_US
dc.language.isoengen_US
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectDesign thinkingen_US
dc.subjectAutism Spectrum Disorder (ASD)en_US
dc.subjectAccessibilityen_US
dc.subject.classificationUrban and Regional Planningen_US
dc.titleAll Aboard: Teaching our Children on the Autism Spectrum to use Conventional Public Transiten_US
dc.typedoctoral thesisen_US
dc.publisher.facultyEnvironmental Designen_US
dc.publisher.institutionUniversity of Calgaryen
thesis.degree.nameDoctor of Philosophy (PhD)en_US
thesis.degree.disciplineEnvironmental Designen_US
thesis.degree.grantorUniversity of Calgaryen_US
dc.contributor.committeememberSchwartz, Dona
dc.contributor.committeememberWylant, Barry
ucalgary.item.requestcopytrueen_US


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University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.