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Maria Griva et al. Accessibility in vernacular settlements

cato, 2006; Gustafson, 2014) and regarding the topic tity of the vernacular settlements, the frameworks of
of place attachment associated with the issues of en- interpretation and storytelling are essential for the
vironment, cultural context and mobility can contrib- survey. With compelling storytelling, stakeholders
ute to the supplementation of the present research’s deem that the place above branding can build a sense
theoretical framework. Furthermore, besides the built of belonging for residents and visitors. At the same
environment, to provide meaningful and accessible time, the site narrative can contribute to both social
learning opportunities and construct an “architectur- and economic development. Regarding storytelling
al narrative”, it is equally important to investigate and and culture, the narrative approach to dissemination,
adopt theoretical frameworks that address the diver- mainly for historical and cultural contexts, is consid-
sity of learners. ered a powerful means to enhance learning through
emotional impact (Palombini, 2017). Based on this,
Universal Design for Learning we need an initial approach to the museum field that
Universal Design for Learning (UDL) is based on the generates heritage experiences. We need to approach
concept of Universal Design (Pisha & Coyne, 2001) and the interpretation of things and their typologies and
combines theories and evidence from different scientif- cultural dimensions, as well as the polysemy of the
ic fields (e.g., learning theories, cognitive psychology, museum objects (Nakou, 2001).
neuroscience, etc.) (Riviou et al., 2015; CAST, 2018).
Similar to universal design, education and various Τhe Research
learning settings and environments recognise people’s The research investigates accessibility as the means for
diversity and the different ways they learn or prefer to the perception of heritage and as a strategy tool for
learn, including cultural ones. UDL does not focus on sustainability. It lies on the notion that via ensuring
persons with disabilities, although it includes them. accessibility, persons with disabilities can discover and
It places importance on designing teaching and ed- perceive vernacular settlements’ identity and can ex-
ucational programs by considering learners’ diversity perience the cultural commodity of architectural her-
and heterogeneity in advance. It has basic principles itage in situ. In this context, accessibility is explored
concerning the “why”, “what”, and “how” of learning, not simply as a technical provision but as a means for
suggesting a set of guidelines for the engagement, rep- all to perceive the ensemble’s unique identity and have
resentation of information and content, action and ex- a holistic architectural heritage experience via a new
pression, respectively. In practice, that means adopt- narrative. Furthermore, combining issues of heritage
ing different methods, strategies, tools, etc., which protection, functionality, inclusivity and providing
enhance learners’ access, participation and under- learning experiences for all contributes to settlements’
standing, motivate them, and promote their engage- and cities’ sustainability, enhancing locals’ lives and
ment and various ways of expression (Riviou et al., strengthening local communities and economies.
2015; CAST, 2018). We can implement UDL into differ-
ent frameworks, settings and learning environments, Aim and Objectives of the Research
including the cultural sector (e.g. schools, museums, The research aims to contribute to the sustainability of
etc.) (Rappolt-Schlichtmann & Daley, 2013; Riviou et heritage, settlements, and cities by investigating new
al., 2015; Kanari & Souliotou, 2020). Thus, UDL should approaches to Greek vernacular settlement sites. We
be a basic theoretical framework for accessible learn- can achieve the above by forming a strategy and a set
ing experiences in vernacular settlements alongside of principles for a new “architectural narrative” based
specifically designed provisions, means and tools. on physically, intellectually, and digitally accessible
routes within the context of place branding.
Interpretation and Storytelling Implementing the abovementioned strategy as-
As the research aims to form a strategy for developing sociated with relevant in situ interventions aims to
a new “architectural narrative” to perceive the iden- be highly beneficial in tourism, learning and living

82 | Proceedings of the 7th UNESCO UNITWIN Conference