Author: Jane Bringolf

Dementia friendly outdoors

We know that people want to stay home as they age. This does not change for people with dementia. Staying safe at home also means staying safe in the neighbourhood, not just at home. That means we need a dementia-friendly outdoors.

Ash Osborne writes in the Access Insight magazine about dementia and outdoor environments. Although dementia is NOT a normal part of ageing, one in ten people over the age of 65 experience dementia. It is the single greatest cause of disability for this group. 

A black and white paved area. The black pavers are laid in an "S" shape and look like a long black snake against the white pavers. Not very dementia friendly outoors.

Osborne takes us through the key design elements that support people with dementia as well as other groups. Depth perception often changes and that means strong changes in contrast can be perceived as steps or a hole. This can lead to falls.

Sun cast shadows through a pergola with large beams create shadows on the footpath that look like steps.

Wiggly lines in paving and sun-cast shadows from a pergola are similar situations. A black mat at a doorway looks like a hole in the ground and pooled lighting can be confusing. So the images show what NOT to do.

Distortions of perception are not just experienced by some people with dementia. So, once again, think universal design.

hallway with lighting across the floor making it look like steps.

Osborne’s article, Age and Dementia Friendly Outdoor Spaces is an informative introduction to the topic. 

Dementia and urban design

In Improving the lives of people with dementia through urban design, Barbara Pani presents four brief case studies: a gated community, a dementia-friendly city, intergenerational housing, and health services at a neighbourhood level in a social housing estate.

The article provides technical information and in the conclusion raises several points. Retrofitting existing buildings could be better than a massive redevelopment.

Consideration of people with dementia could also be good for the wellbeing of people with mental health issues, and the importance of developing social spaces at the neighbourhood level. 

Many people with dementia are able to live independently for several years before they need constant care and support. Studies are showing that the design of the built environment is influential in supporting people with dementia to maintain their sense of well-being and independence.

Out and about with dementia

Getting out and about is good for everyone’s physical and mental health. However, the fear of getting lost or confused when outside the home prevents many people with dementia from leaving home. Consequently, they tend to limit their time away from the house. But with good planning and community help, people with dementia can maintain the benefits of walking and taking a holiday.

“I am a person.

Sometimes people like to go for walks, even people with dementia. Sometimes people get lost, even people without dementia”

Taken from Kate Swaffer’s poem, ‘Wandering along the beach’. (2014)

Front cover of Walking with Dementia.

Dementia Australia has two booklets, Walking safely with dementia, and Travelling and holidays with dementia. These booklets are designed for people with dementia and their families. However, the information is good for communities who want to make their places and spaces dementia friendly.

Walking

The walking guide features strategies people can take to make sure they stay safe and know what to do if they become lost. They can be as simple as carrying identification and establishing familiar routines and places. The section on safety involves avoiding crowds and disorienting entry and exits. Double entry and exits in shopping centres can cause confusion for people without dementia. Directional signage on the way out of the toilet is useful for everyone.

Dementia Australia has a Dementia-Friendly Communities program where people can learn more about dementia and how they can help. There’s a list of things you can do if you meet someone who may be lost.

“My mother has dementia, but her life continues to be enriched with fulfilment. We went on a cruise last year that provided us with uninterrupted time, gave me some time to relax and just be there for my mum while our needs were taken care of. It was difficult at times, but so rewarding to have shared this time together”

Front cover of Travelling and holidays with dementia.

Travelling and holidays

Similarly to the walking guide, careful planning is key to success. The holiday booklet covers travel by sea, air, car and public transport. There’s a checklist of things to consider and how you can plan to optimise your level of capability. When it comes to accommodation, it’s useful to notify hotel staff. Some hotel accessible rooms might be more comfortable.

There is nothing in this booklet for transportation agencies for people with dementia. However, it gives travel and accommodation providers insights into the lives of people with dementia and their families.

Design justice in engineering courses

Typical engineering courses have plenty of design content but they lack concepts of design justice. Engineers have done much to improve lives for the better. However, there are instances where the opposite occurs and unintentional harms are caused. Time to introduce the concepts of design justice into engineering courses, according to a recent paper.

Using a design justice lens, the inequities in the built environment come to light. Design justice seeks to address the ways in which design decisions perpetuate systemic injustices.

A six lane highway through an urban area.

The paper describes how undergraduate students were tasked to assess an established neighbourhood where major highway now divides what was a thriving neighbourhood. Students were asked to review the case using principles of design justice.

Principles of design justice

The 10 principles of design justice are compared to the Engineering Code of Ethics. This is important because engineering ethics are about engineer practice, not who they design for. For example, avoiding conflicts of interest is not the same as being collaborative and a facilitator of design. The list of principles focus on the users of the design and introduces elements of co-design. These principles shift the focus from their skills as engineers to their skills of listening to and understanding users.

Self reflection on the learning

The author tracks the methods used and then uses direct quotes from students to highlight the learning. Here are two examples:

“The real lesson of the exercise though is just how big of an impact design can have on people and how long that the impact can be felt even generations later.”

“I have been aware that design can cause unintended harm but have never had a list of principles to reference when creating a design. I can now use this list to create just designs in my life.”

A group of men in hard hats, and with tools in their hands, stand near a bulldozer in an urban road. A run down apartment block is in the background.

The principles of design justice are a good framework for engineers and others involved in design. The engineering profession is seeking ways to improve diversity and inclusion within their ranks. Now it is time to ensure diversity and inclusion is part of their everyday activity.

The title of the paper is, Incorporating Design Justice Activities in Engineering Courses, and good for all built environment educators.

Teaching engineers empathy

Universal design and empathetic design for engineers discusses similar issues. Here is an excerpt from the abstract.

This article explores the relevance of universal design and empathic design in education. Universal design focuses on creating accessible and usable products, environments, and systems for individuals with diverse abilities.

Empathy involves understanding and sharing the feelings of others, encompassing cognitive, emotional, and compassionate empathy. Teaching empathy to engineers is emphasized as a crucial aspect. By developing empathic skills, engineers gain a deeper understanding of user needs and perspectives, leading to more inclusive and user-centered design solutions.

Effective communication techniques such as asking open-ended questions, active listening, observation, and perspective-taking are explored. The article also explores methods for measuring empathy, thus enabling engineers to assess the effectiveness of their empathic design approaches. The challenges facing students, teachers, and university authorities in implementing such courses are also bulleted.

Everyone Can Play update

Water and adventure play, and connection to Country and community, are now part of the very successful playspace guideline, Everyone Can Play. The original guide broke new ground by taking a universal design approach from guide concept through to the design of the guide itself. The result was a very readable and informative guide with just the right amount of information. The update process followed a similar process where stakeholders were involved at every point. A great example of how an iterative process brings great results.

By incorporating the unique characteristics of the local environment, we can create playspaces that foster greater connection, discovery and celebration.

Part of the front cover of the Everyone Can Play Guideline. It has playful lettering.

The six guiding design principles were adapted from the 8 Goals of Universal Design to suit the context of playspaces. In many ways these design principles can apply almost anywhere.

The six guiding design principles are: Find, Fit, Choose, Join In, Thrive, and Belong.

Six design principles of Everyone Can Play: Find, Fit, Choose, Join In, Thrive, Belong.

The 2023 edition of Everyone Can Play is available as a large PDF document, or on the dedicated Everyone Can Play website. The website has videos, stories, case studies and other resources that bring the guideline to life.

Can I get there? Can I play? Can I stay?

The three “Can I’s” remain the fundamental elements of the guideline, and the six design principles build on these. These three principles embody the essence of universal design.

The three Can I's. Can I get there? Can I play? Can I stay?

The original co-design process was documented for a conference paper in 2022. It is titled, Can I get there? Can I Play? Can I Stay? Creating an Inclusive Playspace Guide in Australia. It is open access.

Everyone can play more

Leading up to the latest edition of the guideline, the NSW Government published separate sections on Nature Play, Water Play, and Place and Play. These were updated for the 2023 edition of Everyone Can Play. However, the original material remains a handy ready-reference.

Nature play

Access to nature depends on where you live, cultural background and level of capability. Incorporating nature into playspaces offers everyone the opportunity to experience the joy an benefits it can bring. That is, regardless of age, ability, background or postcode. Nature play spaces are usually made of natural materials such as plants, rocks, logs, sand, mulch and water.

The nature play sliding scale from one or two nature elements to a totally natural environment.

Nature play can be a playspace with simple play elements through to a natural space with minimal formal play elements. Combined with custom play equipment they give a variety of experiences. A nature playspace can even reduce ongoing maintenance costs. Two case studies provide extra ideas for designers.

Water play

Access to water for play varies depending on where people live. Incorporating water into playspaces is a good way to bring the benefits of this type of play to communities. Water play can be as elaborate as a splash park or as simple as a tap or bubbler. And water play doesn’t always mean you have to get wet.

Water play sliding scale from a tap to a full splash park.

Level access to water play activities is a must. Taps at different heights, raised troughs, easy push buttons and large levers to control or pump water are good for everyone. Water play in playspaces can provide a safer more controlled environment to interact and play with water. It also gives people access to water in area without natural bodies of water.

Place and Play

Expanding on the principles of Can I get there? Can I play? Can I stay? this document encourages people to ask:

Can I connect?

Can I discover?

Can I celebrate?

A map diagram using Aboriginal techniques and art.

Connecting with a place should always start with a local conversation to understand community dynamics and desires. Australia is home to the oldest living culture in the world and we have access to beautiful and diverse landscapes. These unique environments should foster connection, discovery and celebration.

Acknowledging and celebrating the land we are on strengthens connection with Country. Natural materials drawn from local sources are a way of sharing local history while playing.

Inclusive playgrounds: perspectives of users

Inclusive Playgrounds: Insights Into Play and Inclusion From the Perspectives of Users and Providers is a doctoral thesis on inclusive play. The overall aim of the thesis is to gain a deeper understanding on play and inclusion from the perspectives of playground users (children with and without disabilities and advocates of children with disabilities), and playground providers (including experts in universal design).

Findings suggest that universal design might be a useful approach to design for inclusion in playgrounds. This is because it was found that for the universal design experts, the social environmental elements and the sociocultural and geopolitical elements were at the beginning of the design process and guided the design of the physical environmental elements accordingly. 

Spatial justice and creative co-design

Inclusive design concepts go beyond codes and standards. This requires new approaches using creative practices according to Janice Rieger’s new book. She presents creative co-design methods well beyond standard workshop techniques. For designers in any discipline these techniques shine a light on spatial justice and creative co-design methods.

The case studies centre on museums, malls, universities and galleries illustrate co-design methods applicable to other public places. The book exposes ableism in architecture and design and stimulates debate about current practice. Rieger challenges and expands our understanding of power in architecture and design that creates injustices.

Using a justice-based lens the case studies in each chapter have take-aways for creating inclusive, universally designed places and spaces. The language in this text is generally for professionals and scholars.

Perspectives of power leads the discussion followed by issues of ableism and how to design differently. Here Rieger uses her experiences of using short films and multisensory storytelling. Part 3 looks at constructing inclusive experiences followed by a look at spatial justice in the future.

The title of the book is, Design, Disability and Embodiment: Spatial Justice and Perspectives of Power. The book is available for purchase from the Routledge website with access to a preview and the table of contents.

From the Overview

This book explores the spatial and social injustices within our streets, malls, schools, and public institutions. Going for a walk, seeing an exhibition with a friend, and going to school are conditional for people with disability.

This book stimulates debate and discussion about current practice and studies in spatial design in the context of disability. Case studies of inclusive design in museums, malls, galleries and universities challenge and expose the perspectives of power and spatial injustices that still exist within these spaces today.

The international case studies purposely privilege the voices and perspectives of people with disabilities, to expose the multisensorial perspectives of spatial justice in order to understand inclusion more holistically through embodiment.

This book is for anyone in the design or arts who want a world where spatial justice is possible. It offers a new perspective of spatial design through critical disability studies, allyship and codesign, where tangible approaches and practices for inclusive design are explored.

From Rob Imrie’s review of the book

Highly regarded researcher and author Rob Imrie has written a review of Rieger’s book in Disability & Society. He writes of her challenge to the power of ableist architecture and the bias towards sight and seeing. Here are two pertinent extracts from Imrie’s review:

“For Rieger, echoing earlier work by Oliver (1992), about the need for emancipatory research, there can be no such thing as inclusive design based on data generated by conventional social relations of research, in which disabled people are objects of the process. Rather, what is needed is a transformation in the conduct of research, in which disabled people participate in a process of co-design. While the book describes a variety of co-design projects, I wonder if these are sufficient in tackling disablism and spatial injustice?”

“[Rieger’s observations] raise the question of how far design professionals are willing or able to cede control, and embrace a different set of relationships with their clients and users? More importantly, how will such changes transpire, given that much of the design of space is channelled through corporate development companies, in which architects have little influence?”

Thinking universal design first

Creating inclusive, universally designed places and spaces includes many professions, but it is often the architects who take the design lead. However, architects around the world understand universal design in different ways. For some it means complying with minimal disability access legislation at the end of the project. But for the enlightened, it means thinking universal design first – from the outset. For many it is somewhere in between.

Two academics, an architect and a social scientist, applied a set of universal design criteria to various projects to find good examples. They present their findings in a paper along with their selection criteria and examples.

Four case studies are central to this research on the application of universal design principles. The Dialogue Centre in Warsaw, the Alexandrina Library in Alexandria, the Issam Fares Institute in Beirut, and the Winter Visual Arts Center, Philadelphia. Image: Dialogue Centre Przelomy by KWK Promes. Photo by Juliusz Sokołowski.

An open town square with grey paving. The photo was taken after rain and there is one lone person on the square which is the roof of the building.

The paper begins with an introduction and a literature review. The method of the study includes their parameters of analysis and selection criteria. Diagrams and photographs add to the explanations and provide a deep view of each of the projects. A table presents a comparison of the four projects on 6 criteria: community involvement, access and equitable use, transgenerational, legibility, flexibility and equity of gender and age.

What they found

Overall, the Dialogue Centre had more universal design ideas, whereas the other three focused on people with mobility impairments. The Issam Fares Institute‘s main function is to research solutions for all ages and genders. However, this was not architecturally evident. The architects involved the students at the Winter Visual Arts Center in the design, but flexibility for access is low. The Alexandrina Library is the oldest building in the case studies, completed in 2001. The building has separate access for people with mobility impairments, but the library content is good for all ages and has sections for people who are blind.

The researchers conclude that universal design is a solid starting point for design, and their assessment criteria are a good basis for creating inclusive and equitable use of major public buildings.

The title of the article is, Improving assessment criteria of universal design: Towards an equitable approach.

Image of Bibliotheca Alexandrina in Egypt. Photo: Gerald Zugmann

External view showing the solid granite curved shape set against the city landscape.

From the abstract

Architecture is for everyone. It needs to give a chance to everyone to feel included in facilities and public spaces. When architects design built environments following disability regulations they tend to think of it as a burden. But what’s needed is an innovative architectural approach. A universal space is a place where all people can fit and feel equal and satisfied regardless of individual characteristics or social grouping.

Taking a universal design approach is either used wrongly or divided into accessible or/and inclusive architecture. This research investigates the significance of universal design to create spaces and environments that everyone can use.

This research uses a scientific methodology by first reading the literature on universal design and its application in the design of spaces. This is followed by examining and comparing four chosen case studies, which are from Poland, Egypt, USA and Lebanon. The findings support the authors’ argument that universal design is a solid starting point for appropriate design solutions. A series of recommendations are made about the effective use of this architectural approach.

Cohousing a natural for universal design

Cohousing is about community. It’s about creating a collection of homes in a way that emphasises community interaction. It aims to recapture the positive aspects of village life in a modern context. Matt Daly and Myfan Jordan say that cohousing is a natural for universal design. That’s because it offers an alternative to the inaccessible mass market housing currently available.

Cohousing originated in Denmark in the 1960s. The idea has spread to other countries, but has been slow to take off in Australia.

Graphic of cohousing showing houses, community garden, playground, pool, parking and the common house.

Cohousing groups begin by committing to land purchase and designing and building their homes. When established, members share in the running of the small community. For example, Women in Cohousing is a group of women aged 50 to 80 years. They purchased land in rural Victoria and will design a village of 30 units, a common house, workshop and gardens. Collaboration, sustainability, accessibility are key elements of their community.

The more established communities now have residents who are ageing. Consequently, more thought is being given to designing with accessibility in mind. Recent studies show that social isolation is an issue for all ages. Social interaction across the ages is a cornerstone of the cohousing model.

You can read more detail in Daly and Jordan’s short article, Cohousing: a ‘natural’ for universal design. There is also a reference to UTS research for cohousing for older people. A separate paper discusses three models of cohousing for older people.

In the video below, residents of two cohousing communities provide a personal view of cohousing. They explain how they work and the importance of having people of all ages living together. 8 minutes.

Put pedestrians first

Transport planners and engineers will be familiar with both the Safe System approach and the Movement and Place framework. The implicit assumption is that these approaches will put pedestrians first. But will they? The quest for reducing car use is focused on people walking and cycling more. Bike riders have successfully advocated for better cycling conditions in major cities. But has the infrastructure been beneficial for walkability and wheelability?

A universal design approach takes and inclusive whole of population view. It acknowledges that pedestrians are diverse and have varying abilities in negotiating street infrastructure.

A busy intersection in Sydney showing pedestrians, a cyclist and a bus. Put pedestrians first.

Transport planners and engineers are guided by regulations related to the concept of mobility. However, this means things like transport demands, traffic impact and land use. A pedestrian’s view of mobility is more about moving around easily, safely and without impediments.

When the issue of equity arises, it is often framed from a transport disadvantage view. That means identifying specific pedestrian groups who need special treatment or accommodations. A commonly used collective term for all these groups is “vulnerable pedestrians”. But all pedestrians are vulnerable in the presence of motor vehicles. This terminology implicitly perpetuates negative stereotypes which lead to planning assumptions that are not necessarily accurate.

Older pedestrians are not all “slow walkers” and not all slow walkers are older. Given that most older people live in the community, it is a nonsense to just do special pedestrian treatment around aged care facilities. Same thing for children – they do more than just go to school.

See more on this discussion in Jane Bringolf’s article in Sourceable titled, Planning for walkability: Put pedestrians first. If we are serious about encouraging people to get out of their cars, it’s time to put pedestrians at the top of the road user hierarchy.

Making streets safer for pedestrians

This Fast Company article poses the idea that these painted designs are safer for pedestrian. However, not everyone will be safer if there is too much visual “noise”.

Aerial view of an intersection where bright artworks are painted on the corners of the intersection.

There’s a simple way to make streets safer for pedestrians.

According to a Fast Company article, most serious accidents happen at intersections. One way to prevent them is not a new traffic signal but a bucket of paint. Street art, literally on the roadway at intersections, seems to provide one solution.

The bright colours are difficult for drivers to miss and tend to cause them to slow down. Or at least, to be more cautious and more attentive to pedestrians. If it works as a traffic calming solution then it’s a good idea. However, is it a good idea for all pedestrians?

People with cognitive conditions and reduced visual perception could find the painted surfaces distracting. While the street art is welcome on the endless asphalt, it would be good to get user testing from different groups.

Aerial view of a street intersection showing the street art painted on the road surface. There is a mix of different brightly coloured patterns.

Don’t need new signals, just a bucket of paint.

The Fast Company article has many pictures of attractive brightly coloured artworks at intersections which tell the story. The pilot project was funded by Bloomberg Philanthropies and now it’s being rolled out in different states.

More than three quarters of the projects studied saw reduced traffic crashes after the artworks were installed. Now Bloomberg Philanthropies plans to continue the work in Europe.

The title of the article is, “The ridiculously simple way to make streets safer for pedestrians”.

Photos from the Fast Company blog site.

UDL at The University of Sydney

Universal Design for Learning (UDL) is a well established concept, but implementation remains at the edges of teaching. A large body of literature researching how to do it is useful but many education systems still treat it as “special” learning especially in schools. But there is some movement on UDL at The University of Sydney.

UDL follows the same concept of universal design found in other disciplines. It is about creating inclusive learning environments, tools, and activities. And in the same way that universal design benefits everyone, UDL does the same.

Two pairs of women sit at a table with paper and pens. One of the pair looks to be explaining something to the other.

There seems to be a little more progress for UDL in higher education where students are adults rather than children. The right to an education becomes more evident at this level and UDL is a good way to create inclusive leaning for everyone. But it does require a change in mindset.

The Australian Disability Clearinghouse on Education and Training (ADCET) is a good resource for the tertiary education sector. Their one hour webinar on implementing UDL at The University of Sydney tells an interesting story.

Presenter, Sarah Humphreys, introduces the significance of UDL and how she established a pilot project in 2021 at the University of Sydney. The pilot, “Designing for Diversity” focused on one academic and one unit of study. Part of the process was developing relationships with stakeholders to find a common language to support a shift in mindset.

Sarah Humphries provides examples of the evaluation processes to illustrate how the iterative process worked and generated resources. The UDL is still in its early phase because the focus is not to prescribe or standardise how UDL is used. It is more about a cultural change over time.

The title of the ADCET webinar is, Implementing Universal Design for Learning at the University of Sydney – Lessons Learned and Scaling Strategies. It is available on the ADCET website or on YouTube below.

Walking and wheeling not equitable

A survey of people with disability in England found that getting out and about in their neighbourhood difficult if not impossible. Two not-for-profit organisations ran a six month inquiry which revealed waking and wheeling is not equitable for all. Similar experiences have been identified in Australia. Footpaths and time to cross the road feature strongly.

“We believe everyone should have the right to walk or wheel around our neighbourhoods with ease, independence and confidence.”

Front cover of the report on walking and wheeling. It shows people with various mobility devices walking along a neighbourhood street.

Transport accessibility gap

Physical barriers to wheeling and walking are only part of the issue. Participants said they are afraid of negative comments from other people when walking or wheeling. Not having the right mobility aid was also an barrier to traveling safely and independently.

Disabled people take 38% fewer trips across all modes of transport than non-disabled people.  This pattern is similar for walking and wheeling. In England, for example, disabled people take 30% fewer walking trips than non-disabled people. ”

Image from the report showing a man in a wheelchair and a woman walking across a zebra crossing.

What to do about it?

The Executive Summary of the report lists 9 solutions with recommendations. First on the list is to involve people with disability in walking and wheeling policy and practice. Dedicated and well maintained footpaths are another key feature for improvements.

“It’s very frustrating seeing beautiful smooth roads for cars whilst walking on pavement surfaces that are falling apart.” Workshop participant

Image from the report showing a broken footpath. The text reads, Create dedicated pavement funding to maintain and improve pavements.

Footpath clutter, bollards, outdoor dining, and electric vehicle chargers need to be managed better. Some people don’t leave their homes on garbage collection days. Then comes the issue of interacting with cycle paths and cyclists. More formal crossings, kerb ramps and tactile paving would encourage them to walk or wheel more.

We need more time to cross the road

Transport engineers use a standard walking speed to time traffic signals at I.2m per second. UK transport guidance updated this to 1.0m per second but this is still to quick for slow walkers and people wheeling. This makes people feel unsafe and limits their ability to get out and about. Research cited by Australian researchers found that people using a cane or crutch walked 0.8m per second and people using a walker 0.63m per second.

The blog article with an overview is titled, Disabled Citizens’ Inquiry: Giving disabled people a voice in walking and wheeling policy and practice. You can also download the Executive Summary and the Full Report of the Inquiry. The report comes in alternative formats too.

Although this is report is based on English conditions, the findings support other research in Australia and elsewhere. The section on Transportation on this website has more.

Inclusive and accessible libraries

We know public libraries have books and magazines, but they are often a major focal point in a community as well. But not everyone can take advantage of the many and varied library resources, and it’s not just about being able to read. Getting to and around a library and being made welcome will encourage more people to take advantage of their local library. So what actions can library staff take to make inclusive and accessible libraries?

Malmo City libraries in Sweden developed a guide to accessibility for their staff. It’s titled, A Library Without Obstacles: A Guide to Accessibility. The guide is easy to read and follow and is useful for any information service, not just libraries. It’s translated to English and consequently, some terms are specifically Swedish.

Libraries in Sweden must be accessible to all and provide an equal opportunity to enjoy literature and knowledge. Their basic premise is whatever is necessary for some is good for everyone. This premise holds for all information services. Image is the front cover of the guide.

Front cover of A Library Without Obstacles with a photo of a girl with a tablet close to her face. She is smiling. Inclusive and Accessible Libraries.

What do libraries offer besides books?

Libraries across the globe arrange events throughout the year including school holidays. Many offer community information services, and librarians have skills in finding information when looking for something in particular. Events must be as accessible as possible and visitors like to know the level of access they can expect. The guide lists some minimum requirements. The way information is presented is also important.

“We write so everyone can understand. Plain language means using words that are easy to understand in a clear and simple structure. Use everyday language, write short sentences, and begin with the most important information.” Image is from the guide.

A photo from the Guide showing a young man in a blue shirt working on his laptop. The text says, Accessible information and communication.

Reading without obstacles

Most libraries offer adapted media such as talking books, large print and easy to read books. Getting to the library and finding your way around is key for people with physical disabilities. The aim of an inclusive and accessible library is that everyone should be able to reach their next book.

While this guide is for public library staff, the content is applicable to other institutions and services that provide public information. An excellent resource with many of the actions easy to achieve.

Accessibility Toolbar