The modern ageing process implies an improved fit between the human being and architecture. It has to be harmonized with both qualitative and quantitative requirements in order to create a space that is accessible, inclusive and usable for everyone, regardless of cognitive or physical disabilities. This study focuses on a continuing education course at the Royal Institute of Technology, KTH, which aimed at expanding teaching on accessibility, inclusion and usability. The course attracted eight professionals, seven women and one man. Two were trained architects, while the others had clerical professions. During seven five sessions, including study visits, lectures, and literature seminars the concept of ‘experienced space’ was addressed in order to assess ‘usefulness in architecture.’ Four examples of built environment highlighted spatial elements that promoted accessibility, inclusiveness, sustainability and usability of the building. The literature included three works, on universal design, on wayfinding, and a fictional work, in which spatial thinking is part of the plot. Seven out of eight participants fulfilled an essay or an oral presentation on the mentioned aspects. This study suggests that accessibility, usability and inclusion are spatial constituents that need to be activated on a personal level by the individual designer.