This YouTube video shows a wonderful new invention. It is a glove that “talks”. While it is specialised design and not universal design, it reminds us how deaf blind people can extend their ability to participate in everyday activities if and when the rest of the world is designed to include everyone. The video has closed captioning in English.
Every Reader a Library, Every Library its Reader: Designing Responsive Libraries for Our Communities
The National Library Board of Singapore is embracing new ways of reading, learning and creating knowledge. Their aim in revamping their libraries is to be inclusive of learning styles as well as being physically accessible.
The article includes a case study with illustrations of the re-modelling of an existing library.
Homes for Strong Families, Children, Seniors and All Others. How Universal Design, Design for All and Forty Principles of TRIZ Enforce Each Other.
This short paper by Kalevi Rantanen shows how to combine the principles of universal design and design-for-all with the 40 principles of TRIZ. It gives another perspective on how to apply the principles of universal design in a problem solving context.
The 40 Principles of TRIZ are a list of simple, and easy to learn rules for solving technical and non-technical problems quickly and simply. Studying these existing solutions can inspire people to solve new problems and imagine innovative solutions. They show how and where others have successfully eliminated contradictions and take us to the proven, powerful recorded solutions contained in the patent database. These 40 Inventive Principles may be used to help solve both technical and non-technical problems.
The Inclusive Design Toolkit. This page link takes you to the section on user capabilities that need to be considered when designing products. It shows how many potential purchasers are left out by not considering universal design principles. Good information is available on other parts of the website as well.
The Toolkit was devised by the Engineering Design Centre at the University of Cambridge (UK) – hence the use of “inclusive” and not “universal” design.