A caring city is one that understands the dynamic relationship between individuals and their surroundings. But are our cities caring or careless in their design? Carelessness makes cities uncomfortable, ugly and dull, with traffic movement taking priority over pedestrians. This extends to a multitude of steps and stairways making access difficult or impossible for some.
Charlotte Bates argues that we need more caring in our cities. Her book chapter is a discussion based on three case studies that illustrate ways to configure care in the design of urban environments. The examples are of an open space, a hospital complex, and a housing estate.
In each example, people are have the opportunity to come together or to retreat into private space. Intimacy and spontaneity are encouraged so that “caring spaces enable connections to be made”. As Bates says, the notion of caring design challenges the designs based on property-led narratives.
Biophilic design is about the health and wellbeing of building occupants. So is universal design. Biophilic design is receiving interest in design disciplines, but buildings also need to be inclusive. Otherwise the biophilic aspects are lost.
An article by Andrew Heaton in Sourceable discusses some of the studies of offices, hotels, schools and other public buildings. Natural light, natural materials such as timber, and living plants make people feel better. Students study better and hotel guests appreciate the extra sense of comfort. And it goes beyond views from a window. Sounds of nature, textured material, direct sunlight, and natural patterns all have an effect.
It is no surprise that being able to look out at nature and water views effects wellbeing. If it didn’t, homes, hotels and offices would charge a premium for them. They are in demand because people prefer them, even if they don’t know why.
Designers can relate to the term “inclusive design” more than other terms. This was one of the findings of a Swedish study. Designers had a general sense of “accessibility”, but they felt intimidated by the term. They thought it was for extreme cases for a few people and something they could ignore.
Designers also thought accessibility was a higher requirement than inclusive design. They felt inclusive design sounded more inviting and positive than accessible or universal design. The workshop method used in this study drew out many fears and anxieties designers had about people with disability. The workshop process was therefore a way of educating and allaying these fears and other perceived difficulties.
This is an important study for design educators, advocates for people with disability and older people, and creators of guidelines. Perception is everything – it underpins attitudes and in turn, designs. The caveat of language is that the study was not conducted in English. So the direct translations might not apply elsewhere. But the study has much more to offer than terminology.
Terminology for inclusion has always been a problem in design disciplines. It’s also an issue for people working in the world of universal design, inclusive design and design-for-all. Each of these terms, and others, such as human centred design and user centred design, have evolved from different spaces. But their aims are all the same. Regardless of the term, getting users to participate in designs, not just comment on prototypes, will result in inclusive outcomes.
The title of the article is, “InclusiveDesign Thinking: Exploring the obstacles and opportunities for individuals and companies to incorporate inclusive design”. It’s by Esra Kahraman from KTH Royal Institute of Technology EECS, Sweden.
Abstract: Exclusion by design can be seen in every corner of our society, from inaccessible websites to buildings and it has a significant impact on people with disabilities. As designers and people who have a hand in shaping our environment, having a more holistic view of the target groups when designing for available and new technologies is essential, something that is currently missing. Not only to combat design exclusion but also to challenge and improve current and future products. Related research shows that there are ways to challenge design exclusion but the question of why more inclusive design practices are still not in place remains. This study aims to answer the question: What are the obstacles keeping designers from making more inclusive design choices and what opportunities are there? What are the internal and external factors and how can they be tackled? The methods chosen to answer these questions were primarily qualitative in forms of interviews, field study, and a workshop. The results from the interviews and empathy building activities done in the workshop highlighted common obstacles the designers felt in their workplace, both on a personal and corporate level.
A design project for a new school building shows how to make it inclusive for everyone. Architects involved users from the outset and then applied the knowledge they gained. This was no typical building because the task was to integrate two existing schools into the one building. One was a primary school and the other is described as a special school. The story is told in a video which begins with the architects talking about their approach. The video goes on to discuss all the elements they needed to consider which make this an excellent exemplar for all buildings.
Good examples of incorporating user feedback are the installation of footbaths. The area has a high Somali population who like to wash their feet before praying. Understanding that some children with autism find sharp building lines difficult influenced the curved building shapes within the building. The placement of toilets so staff don’t have to walk the length of the building each time was another factor in the final design. Integrating overhead hoists for transferring children to and from wheelchairs so that it just looked like part of the overall design – not special. Small details also make a difference. An interesting point was installing different tap styles because it is a learning experience for the children. And of course energy efficiency was not forgotten in the design process.
A very useful and interesting video from the UK for anyone interested in design. There are few good examples of inclusive design in action so this is welcome change.
A second video shows it’s very productive to involve children in the design process. It’s too easy to dismiss them on the basis that they are too young to know much. It’s also a learning process for them too.
The picture a the top is of the courtyard in the new school.
Standard terms allow us to communicate effectively with each other. For researchers it makes it easier to follow a strand of research. With so many ways of talking about universal designit’s little wonder researchers are trying to find a way around this. However, it will always be a blurry field of investigation because the genie is already out of the bottle. It’s too late to change things now.
User perspectives and user involvement is part of the process of designing universally. A research paper on user perspectives bemoans the terminology problems and attempts to seek some clarity. The authors argue user participation is not a method because there is no rule-based procedure to follow. Research logic is not consistent across studies. So they claim there is no way to validate the design decisions. They conclude that as there is no concise definition, and it’s unlikely to happen, it will be down to an agreed understanding.
In a nutshell, there is no one method or process for user involvement in design. Attempts to devise one and give it a name will be unproductive. Rather, let the status quo remain and agree to an understanding between designers and design academics. Universal design does not offer the comfort of a step by step approach – it requires skill and creativity. That leaves it open for more than one way to achieve design outcomes.
The paper is somewhat technical and discusses the issues of multidisciplinary terms and multi-level inter-dependencies, and of course, terminology. The title of the paper is, Methodological foundations of user involvement research: A contribution to user-centred design theory. It was published in the Proceedings of the Design Society 2020 Conference.
Abstract: The concept of involving user perspectives into product development processes has its roots in the early 1960s. Although this seems to be following a quite long tradition, as a design research field, it did not improve substantially and, so far, no consistent perception or even definition of the concept can be found. The paper points out where design research on user involvement still lacks methodological and theoretical foundation and makes the attempt of providing impulses for systemizing the existing body of knowledge within the Design Society as a research community.
What is it about designs that either include or exclude users? Many designs are everyday – the things we hardly notice. That is, until we have difficulty using them. Design students need to see how exclusion happens.
Deborah Beardslee takes the perspective of physical ability to analyse how inclusion and exclusion happen in the design process. She notes that most designs work reasonably well for most people even if they aren’t designed that well. But we are all familiar with some degree of compromised experience. For example, hard to read instructions, doors that are difficult to open, places difficult to navigate and generally unappealing places.
Beardlee’s article will be of interest to design educators as well as practitioners. It focuses on examining everyday interactions with commonplace items with analysis of several examples. The aim of the paper is to encourage strategies for educating designers to be more inclusive.
Abstract: Age and physical ability are natural filters for assessing the successes of designed objects, messages, and experiences. Design problem solving contributes (or not) to the resolution of challenges faced by aging and/or physically challenged individuals as they interact with products and contexts in the built environment. This paper examines some design details, solutions, and situations that impact everyday inclusivity and quality of experience, and suggests approaches toward understanding and increasing interaction success for all of us.
The comparisons presented in this work are intended to initiate an evolving platform for the discussion and development of design education strategies and content that prioritize aging and physical ability issues. Some familiar macro and micro examples have been chosen to illuminate everyday user interactions, challenges, and considerations. Ideally, increased exposure to these aspects, through audience-, age-, and ability-related projects, courses, and curriculum, will strengthen awareness and empathy in young design students, and encourage thoughtful, and more inclusive, design in the future.
Truly inclusive designs are never really finished, and it takes more than a checklist. It’s about exploring the world with a new map. An article on the Automattic website shows how to begin the journey into inclusive design. The emphasis is on technology, but the concepts apply to other design fields. There are three main steps:
Broadening perspectives and building empathy
Bringing diversity into teams and processes
Building inclusion into designs
Each of the three steps are explained in more detail in the article. Some concepts such as colour contrast are well-known to designers. Less considered factors are providing cost-accessible options of designs, and designing for low bandwidth. Designs should be adaptable for longer life and empower clients to continue without more designer input. These ideas really show that client needs are at the centre of the design. Designing out “pain points” is essential for all users.
Design is a powerful tool and inclusive design has the “potential to unite heterogeneous cultures in shared understanding. To make products and experiences globally accessible.” Good design is inclusive design.
Arthritis is a common condition and is not often referred to as a disability. However, the pain of arthritis is disabling. So how to design out pain? Design Councilran a workshop with people with arthritis. They found that no-one was interested in special products, which are often stigmatising. So the principle of inclusive design became the top issue.
“Inclusive design is crucial. You have to step away from the idea that it’s “older people” having a problem and start looking at a universal problem and therefore a universal solution.”
They found the most important thing was that people want desirable, stylish, mainstream products that anyone would want to own. People don’t want medicalised, stigmatising equipment. Clearly, including the user-voice is the way to design for all rather than the mythical average.
The articleis titled, Ollie Phelan of Versus Arthritis writes about the importance of the end-user being at the heart of design, and can be accessed on the Medium.com website where there is more information.
This short video about universal design and communications technology is powerful in its simplicity. The concepts can be applied to anything. One of the best explanations around. Great for introducing the idea of inclusion and universal design to others. A good example of a universally designed video and universally designed explanation as well.
Oslo University is offering a Masters course in UD of ICT.
Universal design is diverse in its terminology and explanations. Those who prefer “inclusive” design will also have their take on this. The Commission for Architecture and the Built Environment (CABE) describes inclusive design as:
“Inclusive design is about making places everyone can use. It enables everyone to participate equally, confidently and independently. Inclusive design is everyone’s responsibility. That means everyone in the design and construction process”. CABE has a booklet explaining each of the principlesof inclusive design in more detail and with photos:
1. Inclusive design places people at the heart of the design process. 2. Inclusive design acknowledges diversity and difference. 3. Inclusive design offers choice where a single design solution cannot accommodate all users 4. Inclusive design provides for flexibility in use. 5. Inclusive design provides buildings and environments that are convenient and enjoyable to use for everyone
CABE says, if the principles are applied, developments will be:
Inclusive so everyone can use them safely, easily and with dignity. Responsive taking account of what people say they need and want. Flexible so different people can use them in different ways. Convenient so everyone can use them without too much effort or separation. Accommodating for all people, regardless of their age, gender, mobility, ethnicity or circumstances. Welcoming with no disabling barriers that might exclude some people. Realistic offering more than one solution to help balance everyone’s needs and recognising that one solution may not work for all.
At the heart of all explanations is the quest for inclusion – to include as many people as possible in every design. The list above has similarities with the classic 7 principles of universal design and the 8 goals. Barclays Bank also has a set of principles for inclusive design for the digital world.