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This study aims to address policy, implementation and management, the three stages of inclusive open space. It compares both the level of design and implementation of open space in Beijing, Hong Kong and Taipei by following the inclusive guidelines. It also identifies recommendations for policy, implementation and management of inclusive open space and its facilities.

Field observations were conducted in 27 parks within three cities. In-depth interviews were conducted with a variety of participants, including visually impaired persons, government officers, representatives of non-governmental organisations, local communities and experts.

Most of the so-called inclusive environments and facilities have not been user-friendly in actual practice. The findings suggest that policies are an essential precondition; however, implementation and management must not be ignored because they ensure the effectiveness of inclusive design.

Comprehensive and continuous studies on the proposed framework are recommended throughout the policy, implementation and management processes.

The findings serve as a reference and direction for taking a holistic approach to inclusive design of open space in densely populated cities.

This study examines the levels of inclusive open space and illustrates how to provide barrier-free environments that can be used by the widest spectrum of people.

This study evaluates policy, implementation and management in the three cities based on 29 guidelines generated from seven principles of inclusive design. A research framework is proposed for researchers and policymakers to consider how to achieve effective inclusive open spaces.

The purpose of this paper is to shed light on co-creative approaches for place innovation in an Arctic town, based on the relocation of Kiruna’s city center in northern Sweden. Three cases of co-creative innovation processes in Kiruna are investigated and compared: an R&D project about local perceptions and visions of attractive urban environments; an R&D project about norm-creative design principles for inclusive and attractive urban design; and an R&D project about cross-industrial synergies for city center attractiveness.

The study’s research design encompasses a comparative and participatory approach. The comparative approach implies investigation and comparison of three cases of co-creative innovation processes in Kiruna. The participatory approach implies joint development of new knowledge by researchers and local actors. The data consists of participatory observations of workshops and qualitative interviews with local actors.

The study reveals that the studied processes have harnessed the city center relocation as an opportunity to make Kiruna more attractive to residents and visitors, by using the co-creative approaches of Living Lab, Now-Wow-How and Norm-creative design. These approaches have enabled experts and local actors to jointly identify excluding patterns and norms in the relocation process and to envision inclusive and attractive (re-)configurations and (re-)conceptualizations of the future Kiruna.

The results add to the academic strand of inclusive urban transformation, by providing insights into co-creative approaches for re-imagining an Arctic town in times of industrial and social change. New insights are provided regarding how the geographical, industrial and cultural identity of an Arctic town can be harnessed to envision new configuration, content and communication that is attractive and accessible for a diversity of residents and visitors.

The results highlight the potential to harness Arctic and rural characteristics in the promotion of urban attractiveness and public well-being, especially when combined with co-creative identification and transformation of excluding norms and patterns.

The results provide new insights into how co-creative approaches may facilitate innovative and inclusive renewal of towns and cities in the Arctic and beyond.

This paper summarises the ‘what’, ‘why’ and ‘how’ of inclusive design, and presents key contributions of the 2006‐2010 i‐design research consortium, the third successive research consortium funded by the Engineering and Physical Sciences Research Council as part of the Extending Quality of Life initiative. Throughout 10 years of i‐design research, the overarching goals have been to provide industrial decision makers with mechanisms for understanding the significance of age‐ and capability‐related factors, and to provide the design community with the techniques and guidance required to deliver better products and services for people of all ages and abilities. In this latest period of research, the specific emphasis has been on quantifying design exclusion and enabling designers to work with users.

The paper aims investigate the “Inclusive Design Toolkit” developed by researchers at Cambridge University's Engineering Design Centre (EDC)..

The paper looks at the new and freely available ‐ “Inclusive Design Toolkit”.

The “Inclusive Design Toolkit” is intended to help UK companies to design mainstream products and/or services that are accessible to, and usable by, as many people as reasonably possible, without the need for special adaptation or specialized design. With populations aging, there is an increasingly strong business case for making the effort to design inclusive products.

The “Inclusive Design Toolkit” is presented which, it is hoped, will result in better products with greater user satisfaction and greater commercial success, whilst reducing product development risk.

Planning and design of university campuses is as important as the instructional philosophy of universities for determining academic and social development of university students. However, mainstream university campuses have often been designed with typical “normal” or “abled” users in mind and have neglected the needs of students with physical, sensory, and developmental disabilities. Universal design perspective with its equality, social inclusion and social justice agenda can be helpful in giving insights for inclusive educational environments. This study presents a research based design process conducted at a university campus in Turkey to create an inclusive educational environment for the students with disabilities, and to improve their participation in campus' academic and social life. For this purpose, existing campus spaces were evaluated for their inclusiveness both objectively through a checklist and subjectively through participatory workshops and meetings. The findings from both studies were used to identify the needs of the users with disabilities in the campus' settings. The results obtained from these studies were used to inform the implementations, and a holistic plan for creating an inclusive campus environment was developed. This study provides the implications for architectural and urban needs of users with physical, sensory, and vision disabilities or restraints in campus environments, develops methodology for future studies with similar context, and informs about the challenges and opportunities present in the process of creating inclusive university campus environments. .

In response to the underexplored need for holistically inclusive makerspaces for learning, we put propose the “SCAFFOLD” framework, which considers equity, inclusion and accessibility in the design of spaces and activities for socioculturally diverse learners.

This paper proposes a universal design (UD) framework that is intersectionally inclusive for learners with diverse needs in makerspaces and maker activities. This paper provides conjecture mapping to put forth theoretical and empirical arguments for the design of holistically inclusive makerspaces that consider gender equity and cultural inclusivity, as well as accessibility for diverse learners with divergent and unique abilities and dis/abilities.

Combining related literature and three existing UD frameworks (i.e. UD, web accessibility and UD for learning) and prior research on equity and inclusivity in making, this paper proposes the integration of eight principles, which leverage individuals’ diverse abilities to become agentic makers: simplicity, collaboration, accessibility, flexibility, fail-safe, object-oriented, linkability and diversity.

Researchers who have implemented conjecture maps (Lee et al., 2018) have found them to be useful for developing theory and learning designs grounded in research and practice. However, it should be noted that design research is iterative and contextual, and conjecture maps are effective in providing visibility and rigor, but are meant to be flexible and responsive to changes in context (Lee et al., 2018; Sandoval, 2014).

This paper provides practical guidelines and principles for researchers, educators, instructional designers and product developers to assess and redesign makerspaces and activities that are intersectionally and universally inclusive, equitable and accessible.

The purpose of this paper is to challenge service researchers to design for service inclusion, with an overall goal of achieving inclusion by 2050. The authors present service inclusion as an egalitarian system that provides customers with fair access to a service, fair treatment during a service and fair opportunity to exit a service.

Building on transformative service research, a transformative, human-centered approach to service design is proposed to foster service inclusion and to provide a platform for managerial action. This conceptual study explores the history of service exclusion and examines contemporary demographic trends that suggest the possibility of worsening service exclusion for consumers worldwide.

Service inclusion represents a paradigm shift to higher levels of understanding of service systems and their fundamental role in human well-being. The authors argue that focused design for service inclusion is necessary to make service systems more egalitarian.

The authors propose four pillars of service inclusion: enabling opportunity, offering choice, relieving suffering and fostering happiness.

Service organizations are encouraged to design their offerings in a manner that promotes inclusion and permits customers to realize value.

This comprehensive research agenda challenges service scholars to use design to create inclusive service systems worldwide by the year 2050. The authors establish the moral imperative of design for service inclusion.

This article presents a conceptual synthesis of the international literature on inclusive education while expanding upon, and incorporating, the articles in this special issue. The authors present their 3P model (philosophy, policy and praxis) and relate each paper in this special issue to different aspects of their model.

This article serves as an epilogue to this special issue of the Journal of Educational Administration as well as a discussion of historical and conceptual distinctions between mainstreaming and inclusion while examining global trends in understanding the move toward inclusive education.

The authors examined the detrimental effects of ableism and a medical model of disability and their effects on the educational system. They conducted an analysis based on examining the philosophy, policy and practice of the inclusive movement, specifically by examining conceptual models and inclusive decisions, conceptual frameworks for describing inclusive policy and a focus of the application to educational administration. The authors examined the global movement from segregation/exclusion to integration and then to inclusionary praxis.

The authors maintain that the inclusion literature lacks a sound positivistic empirical base, and so they present throughout the article possible avenues for such research as well as future directions for comparative research.

Understanding the philosophical underpinnings of the inclusive movement is central to developing viable inclusive educational settings. The authors distinguish between inclusive schools and local educational authorities where stakeholders have moved toward an inclusionary system (the minority) versus locales who are reluctant to move systems to actual change.

This article takes a wider view of inclusionary practices, from one focusing on children with disabilities to one focusing on historical and traditional exclusionary practices. By widening the scope of the inclusion discussion, to one of exclusion, the authors present a viably wider lens to educational administration.

The purpose of this paper is to provide an integrative framework of servant leadership and employees’ perception of inclusion. The authors argue that servant leadership embodies an inclusive leadership philosophy that is in a position to facilitate feelings of belongingness and uniqueness among diverse employees.

A theoretical model capturing the effect of servant leadership in shaping climates for inclusion, is developed. The authors elaborate on research streams focussing on climates for inclusion, and examine servant leadership as a potential predictor of inclusion. In this respect, the authors posit that inclusive practices mediate the servant leadership and inclusion relationship, while leaders’ inclusiveness beliefs moderate the servant leadership and inclusive practices relationship.

The model introduces mediating mechanisms that intervene in the indirect relationship between servant leadership and climates for inclusion. In so doing, the authors seek to identify how organizational practices supported through servant leadership behaviors address employee needs for belongingness and uniqueness. The model predicts multi-level beneficial outcomes for social identity groups.

The paper identifies a bundle of organizational practices facilitating employees’ perceptions of inclusion, by placing an emphasis on how servant leaders can enact and implement practices in view of attaining inclusiveness pursuits.

Servant leadership is inclusive by empowering diverse employees and fostering equitable and more humane workplaces, as well as by being more sensitive to various societal expectations.

The paper is intended to explore precisely how servant leadership can help inclusive ideals to thrive in diverse work environments.

Inclusion is of critical importance to creating healthier workplaces, if the ongoing dynamic of workforce diversity is taken for granted. The purpose of this paper is to designate the role of spiritual leadership in fostering more humane and inclusive workplaces.

The authors review the extant literature on two distinct research streams, inclusion and inclusive leadership, and spiritual leadership, elaborate a mediation model, identify antecedents and outcomes, and articulate a set of propositions reflecting key findings.

The authors advance a conceptual model according to which inclusive practices founded on spiritual values will mediate the positive relationship between spiritual leadership and a climate for inclusion. They argue that calling and membership as components of spiritual wellbeing will reinforce employees’ experience of both uniqueness and belongingness, thus affecting their perceptions of inclusion and inducing multi-level beneficial outcomes.

Spiritual leadership assumes a preeminent role in embracing and valuing diversity: it embodies a potential for positioning inclusive ideals more strategically, in view of enabling employees unfold their genuine selves and experience integration in work settings.

Spiritual leadership helps inclusive goals to be situated in their societal context; inclusion is thus viewed as both an organizational and societal good, embedded in social contexts, and pertinent to corporate vision, mission and philosophy.

The paper examines spiritual leadership as a predictor of climates for inclusion. Drawing on spiritual values, spiritual leaders display a strong potential for inclusion, facilitating diverse employees to experience feelings of both belongingness and uniqueness in work settings that assume high societal relevance.