Inclusive design and the importance of visual literacy for designers creating for the blind or partially sighted

The article discusses inclusive design and the theoretical approaches underpinning the Kaverljag 2024 International Summer School. Although there have been design projects for the blind and partially sighted in Slovenia for quite some time, research in this field remains limited. The lack of research can be attributed to several factors: a limited number of research projects focusing on this area, the predominance of non-process-guided design for the blind and partially sighted, frequent exclusion of designers from projects, and a typical lack of interdisciplinary collaboration between fields in such projects. This contribution introduces the main topics related to the design for the blind— i.e. inclusive design, the role of empathy in design, readability, and legibility—and begins mapping the basic guidelines for visual communication design adapted to the needs of blind and partially sighted people. The article is not only intended for visual communication design students or experts in the field, but also for individuals from other areas (therapists, aides, educators, special needs specialists, etc.) who collaborate with blind and partially sighted people and wish to learn more about design tailored to this group as well as gain insights into interdisciplinary project management. The aim of the article is to contribute to the establishment of a theoretical foundation which informs the development of a visual communication design curriculum that emphasizes inclusivity and prioritizes the needs of vulnerable groups. In conclusion, the text underlines the potential for further expanding research in the realm of visual literacy by exploring its intersection with design for the blind and partially sighted.