Abstract

This research establishes a better understanding of visually impaired students’ preparation to become landscape architects and designers, to better consider non-visual learners within the discipline’s visual biases. The authors used Theory of Embodiment to better understand spatial perception, biases in visual communication of these perceptions, and assess challenges in design education and practice. They reflected on experience and interviews with a visually impaired student. They also conducted design exercises to better understand these students’ challenges in the designing of space. The study suggests that there is difficulty in experiencing a large-scale environment, where comprehension is limited to personal space and body movement. The authors argue that visually impaired learning is often framed as navigation, rather than a multi-sensory experience in context. This focus limits understanding scale, context, and spatial relationships and organization, the first steps in learning design. This research has broader implications in informing educators in using multi-sensory approaches with all learners in design education.