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8Designing for All,

for the benefit of All creates comfort

for All

UNIVERSAL DESIGN

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Disability & Reasonable Accommodation Toolkit for the Mining and Minerals Sector

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8 Universal design

8.1 What is universal design?8.2 Universal design principles8.3 Examples of universal design8.4 Universal design for learning / skills development8.5 Design for all8.6 Universal disability symbols

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An inclined moving pathway is an interesting alternative to escalators that is easier and safer for everyone to use

CHAPTER 8

The process of embedding choice for all people in the things we design.

• Choice involves flexibility, and multiple alternative means of use and/or interface.• People include all individuals regardless of age, ability, sex, economic status, etc. • Things include spaces, products, information systems and any other things that humans manipulate or create. Ron Mace, one of the original universal design movement leaders, defined universal design as:

Universal Design is:“The design of products and environments to be useable by all people, to the greatest extent possible, without the need for adaptation or specialised design.”

An accessible universally designed entrance and cupboards of office kitchen facilities

8.1 What is Universal Design?

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The ‘Universal Design’ movement has grown in the design of consumer products, as well as in the design of buildings and other facilities. Universal design calls for products and facilities to be designed so that all people can use them, not just people with disabilities. In many instances, products and buildings incorporating Universal Design end up benefitting all consumers, whether or not they have a disability.

Wheelchair access provides for liberty and optimal productivity

When a building’s entrance is designed without steps and with an automated door, this contributes to its accessibility for people with disabilities. It also facilitates access for people with shopping carts, baby strollers and luggage.

When a telephone’s call display system is augmented with audible call display (a computerised voice that announces the telephone number of incoming calls), it not only makes call display technology accessible for users with vision impairments but also relieves sighted users of the need to sprint across rooms to look in a tiny display window to determine a caller’s identity.

The basic premises of Universal Design are: (i) that people with disabilities ought to have meaningful access to the same products, buildings and facilities as everyone else and (ii) that enhanced accessibility benefits everyone.

Universal sign for access

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8.2 Universal Design PrinciplesThe overall intent of the universal design approach is to simplify life for everyone by making policies, products, communication and the built environment more usable by as many people as possible at little or no extra cost. Universal design principles are:

Principle 1: Equitable use -The design is useful and marketable to any group of users.

Principle 2: Flexibility in use -The design accommodates a wide range of individual preferences and abilities.

Principle 3: Simple and intuitive use - Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills or current concentration level.

Principle 4: Perceptible information - The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.

Principle 5: Tolerance for error - The design minimizes hazards and the adverse consequences of accidental or unintended actions.

Principle 6: Low physical effort - The design can be used efficiently and comfortably and with a minimum of fatigue.

Principle 7: Size and space for approach and use - Appropriate size and space is provided for approach, reach, manipulation and use regardless of user’s body size, posture or mobility.

These principles in no way comprise all criteria for good design (e.g., additional building code regulations, other access guidelines and standards), only those for universally-usable design. Certainly, other factors are important, such as aesthetics, cost, safety, gender and cultural appropriateness.

Designing any product or environment involves the consideration of many factors including aesthetics, engineering options, environmental issues, safety concerns, and cost. Often the design is created for the “average” user. Universal design is an approach to the designed products and environments, including instruction that takes into consideration the variety of abilities, disabilities, racial/ethnic backgrounds, reading abilities, age, and other characteristics.

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Rather than focus on adapting things for an individual at a later time, an accessible universally designed learning environment is created to be accessible to everyone from the beginning. When designers apply universal design principles, their products and services meet the needs of potential users with a wide variety of characteristics. Disability is just one of many characteristics that an individual might possess.

For example, one person could be 1.8 metres tall, female, forty years old, a poor reader and deaf. All of these characteristics, including her deafness, should be considered when developing a product or service, including instruction, she might use.

8.3 Examples of universal design• Smooth, ground level, entrances without stairs• Wide interior doors and hallways• Lever handles for opening doors rather than twisting knobs• Light switches with large flat panels rather than small toggle switches• Buttons and other controls that can be distinguished by touch• Bright and appropriate lighting, particularly task lighting• Auditory output redundant with information on visual displays• Visual output redundant with information in auditory output• Contrast controls on visual output• Use of meaningful icons with text labels• Clear lines of sight to reduce dependence on sound• Volume controls on auditory output• Speed controls on auditory output• Choice of language on speech output• Ramp access in swimming pools• Closed captioning on television networks

8.4 Universal Design for Learning (UDL)/Skills DevelopmentThis is a set of principles for curriculum development that give all individuals equal opportunities to learn.

UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone - not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

Universal design principles can be applied to any product or environment.

In terms of learning, universal design means the design of instructional materials and activities that make the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember.

Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with differing abilities. These alternatives are built into the instructional design and operating systems of educational materials-they are not added on after-the-fact. (Research Connections, Number 5, 1999, p. 2)

When designing classroom instruction or a distance learning class, strive to create a learning environment that allows all students, including a person who happens to have a characteristic that is termed “disability,” to access the content of the course and fully participate in class activities. Universal design principles can apply to lectures, classroom discussions, group work, handouts, web-based instruction, fieldwork, and other academic activities. Below are examples of instructional methods that employ principles of universal design. Applying these strategies can make your course content accessible to people with a wide range of abilities and disabilities, ethnic backgrounds, language skills, and learning styles.

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Assistive devices improve the quality of life for all!

8.4.1 Class climate. Adopt practices that reflect high values with respect to both diversity and inclusiveness. Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs.

8.4.2 Physical access, usability, and safety. Assure that activities, materials, and equipment are accessible to and usable by all students and that all potential student characteristics are addressed in safety considerations. Example: Develop safety procedures for all students, including those who are blind, deaf, or wheelchair users, label safety equipment simply, in large print and in a location viewable from a variety of angles, repeat printed directions orally.

8.4.3 Delivery methods. Use multiple accessible instructional methods. Example: Use multiple modes to deliver content and motivate and engage students-consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, etc.

8.4.4 Information resources and technology. Ensure that course materials, notes, and other information resources are flexible and accessible to all students. Example: Choose printed materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the class begins and to allow adequate time to arrange for alternate formats, such as books on tape.

8.4.5 Interaction. Encourage effective interactions between students and between students and the instructor and assure that communication methods are accessible to all participants. Example: Assign group work for which learners must support each other and that places a high value on different skills and roles.

8.4.6 Feedback. Provide specific feedback on a regular basis. Example: Allow students to turn in parts of large projects for feedback before the final project is due.

8.4.7 Assessment. Regularly assess student progress using multiple, accessible methods and tools and adjust instruction accordingly. Example: Assess group/cooperative performance as well as individual achievement.

8.4.8 Accommodation. Plan for accommodations for students for whom the instructional design does not meet their needs. Example: Know how to get materials in alternate formats, reschedule classroom locations, and arrange for other accommodations for students with disabilities.

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8.5 Design for All (DfA)Design for All (DfA) is a design philosophy targeting the use of products, services and systems by as many people as possible without the need for adaptation. Design for All is design for human diversity, social inclusion and equality (EIDD Stockholm Declaration, 2004).

According to the European Commission, it “encourages manufacturers and service providers to produce new technologies for everyone: technologies that are suitable for the elderly and people with disabilities, as much as the teenage techno wizard.” The origin of Design for All lies in the field of barrier free accessibility for people with disabilities, where it has been recognised that this provides benefits to a much larger population.

8.5.1 Examples of Design for AllThe following examples of Designs for All were presented in the book Diseños para Todos/Designs for All published in 2008 by Optima studio with the support of Spain’s Ministry of Education, Social Affairs and Sports (IMSERSO) and CEAPAT:

• Electric Toothbrush, Tactile paving, Automatic door • Low-floor bus, Trolley case, Flexible drinking straw, Google, Audio book

8.5.2 The Process of Universal Design in learning/skills developmentPrinciples of universal design can be employed to the development and delivery of any course. In order to apply this model the instructor must select appropriate strategies for the delivery of instruction and then to apply universal design to specific activities in a classroom. Specifically, the instructor needs to:

• Select the course, goals, overall content to which they wish to apply universal design.

• Define the “universe,” the group of students who are qualified to enrol in the course. Identify the potential diversity within the group with respect to gender, age, size, ethnicity/race, native language, learning styles, and abilities to see, hear, move and manipulate objects, and learn.

• Apply universal design as well as preferred standards for good practice to the overall design of instruction (e.g., choose lecture, discussion, cases, online notes, and models for delivering a specific topic to maximize the learning of students with the wide variety of characteristics identified in step 2 above).

• Apply universal design to specific instructional methods and curriculum materials (e.g. assure that the course website meets accessibility guidelines).

• Develop processes to address the accommodation needs of specific students with disabilities for whom the course design does not automatically provide access (e.g., refer students who need sign language interpreters to the disabled student services office).

• On an ongoing basis, monitor effectiveness of the instruction by gathering feedback from student participation and learning and make modifications based on this feedback. Also include universal design issues in the course evaluation and make course modifications based on this feedback.

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Access for Individuals Who Are Blind or Have Low VisionThis symbol may be used to indicate access for people who are blind or have low vision, including: a guided tour, a path to a nature trail or park, and a tactile tour or a museum exhibition that may be touched.

Symbol for AccessibilityThe wheelchair symbol is used to indicate access for individuals with limited mobility including wheelchair users. The symbol is also used to indicate an accessible entrance, bathroom or that a phone is lowered for wheelchair users. Remember that a ramped entrance is not completely accessible if there are no curb cuts, and an elevator is not accessible if it can only be reached via steps.

Telephone Typewriter (TTY)The sign is for a TTY. This device is also known as a text telephone (TT), or telecommunications device for deaf people (TDD). TTY indicates a device used with the telephone for communication with and between deaf, hard of hearing, speech impaired and/or hearing people.

Volume Control TelephoneThis symbol indicates the location of telephones that have handsets with amplified sound and/or adjustable volume controls.

Assistive Listening SystemsThe sign is for systems that transmit amplified sound via hearing aids, headsets or other devices. They include infrared, loop and FM systems. Portable systems may be available from the same audiovisual equipment suppliers that service conferences and meetings.

Accessible Print (18 pt. or Larger)The symbol for large print is “Large Print” printed in 18 points or larger text. In addition to indicating that large print versions of books, pamphlets, museum guides and theatre programmes are available, you may use the symbol on conference or membership forms to indicate that print materials may be provided in large print. Sans serif or modified serif print with good contrast is important, and special attention should be paid to letter and word spacing.

Sign Language InterpretationThe symbol indicates that Sign Language Interpretation is provided for a lecture, tour, film, performance, conference or other programme.

Not everybody is fully able. Some people are born with disabilities, others acquire them due to injury, and anyone who lives long enough will likely acquire a disability of some sort. These people want, need, and deserve access to our communities.

8.6 Universal Disability Symbols

LargePrint

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Closed Captioning (CC)This symbol indicates a choice for whether or not to display captions for a television programme or videotape. TV sets that have a built-in or a separate decoder are equipped to display dialogue for programmes that are captioned when selected by the viewer. Also, videos that are part of exhibitions may be closed captioned using the symbol with instruction to press a button for captioning.

Opened Captioning (OC)This symbol indicates that captions, which translate dialogue and other sounds in print, are always displayed on the videotape, movie or television programme. Open Captioning is preferred by many including deaf and hard-of-hearing individuals, and people whose second language is English. In addition, it is helpful in teaching children how to read and in keeping sound levels to a minimum in museums and restaurants.

Braille SymbolThis symbol indicates that printed material is available in Braille, including exhibition labelling, publications and signage.

Audio DescriptionA service for people who are blind or have low vision audio description makes the performing arts, visual arts, television, video, and film more accessible. Description of visual elements is provided by a trained audio describer through the Secondary Audio Program (SAP) of televisions and monitors equipped with stereo sound. For live audio description, a trained audio describer offers live commentary or narration (via headphones and a small transmitter) consisting of concise, objective descriptions of visual elements: i.e., a theatre performance or a visual arts exhibition.

RampsRamps are essential for wheelchair users if elevators or lifts are not available to connect different levels. However, some people who use walking aids have difficulty with ramps and prefer stairs. The ability to manage an incline is related to both its slope and its length. Wheelchair users with disabilities affecting their arms or with low stamina have serious difficulty using inclines.

The Information SymbolThe most valuable commodity of today’s society is information, to a person with a disability it is essential. For example, the symbol may be used on signage or on a floor plan to indicate the location of the information or security desk, where there is more specific information or materials concerning access accommodations and services such as “LARGE PRINT” materials, audio cassette recordings of materials, or sign interpreted tours.

OC

CC

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Braille

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