Author: Jane Bringolf

Packaging and universal design

We all experience packaging that is hard to open without a knife, scissors and even teeth. Ergonomic researchers from the University of Wollongong provide an overview of a presentation about packaged food. Their study of packaged hospital food revealed some obvious results – much of it is difficult to open.

Lift that lid, unscrew that cap, pull that straw: food and beverage packaging has no regard for people with low dexterity. In hospitals it can mean missing out on a proper meal.

Four tetra drink packs showing different shapes in packaging.

Many people are frustrated by packaging and have issues opening it.  A series of 3 studies was undertaken with well people aged 65 years and over in NSW examining their interaction with routine hospital food and beverage items.  

The researchers checked for strength, dexterity, time taken and nutritional status. The most ‘problematic’ items were – tetra packs, cheese portions, boxed cereals, fruit cups and water bottles. Most packs required greater dexterity than strength while some packs could not be opened at all. For example, 39% of subjects could not open the cheese portion.

The overarching message is the need for manufacturers to design easy to open packages. Packaging has an important role to play in food provision and if well designed, assist older people remain independent and well nourished. 

The title of the article is, “Lift that lid, unscrew that cap, pull that straw: the challenges of hospital food and beverage packaging for the older user”.  Alison Bell has published more on this topic, including a PhD thesis. 

A case study

A glass container of flour is laying on its side with the flour spilling out.Researchers use the case of opening a packet of flour. They looked at information, instructions, size, transparency, rigidity, shape, material, handling and opening features. These are all  factors to be considered at the early design phase. 

Usability and technical aspects of packaging design should be considered together in the design process.  The title of the article is, “A Design for Affordances Framework for Product Packaging: Food Packaging Case Study“ in the Journal of Applied Packaging Research. 

The Engineering Design Centre at University of Cambridge has been looking a packaging and product design for some time. Find out more from the book chapter Designing Inclusive Packaging.

Sustainable packaging with universal design

Three pieces of fried chicken are placed in a white cardboard box.The resulting waste from product packaging is causing global concern. When it enters our oceans and food chains it becomes more personal. It’s also a personal concern when you can’t open the packaging without considerable effort or help. Packaging should suit both the consumers and the environment. So how to make packing easier to use and more sustainable?

A research paper from Thailand brings together universal design and sustainable design. The study looked at three main elements of packaging: what appeals to the buyer, level of environmental impact, and functionality. They also considered disposal of the packaging. Using a fried chicken container the researchers developed a prototype to see whether universal and sustainable design principles could work together. 

The article will be of interest for designers of packaging, including the graphic design. The title of the article is, Correlated Key Attributes for Sustainable and Universal Design: A Case Study through Meal Packaging in Thailand. 

 

Get started with universal design

The term ‘universal design’ has its early roots in the built environment, but it is so much more now. Meaghan Walls talks in a podcast about how she came to the universal design concept. She explains how universal design is now the design of everything.

a series of black icons on white background depicting people of all shapes and sizes, including a baby in a stroller, a person with a can and a wheelchair user. Universal design thinking. Universal design is about accepting and celebrating diversity as the graphic indicates. So, there are many ways to explain universal design. Two short videos can get you started with universal design thinking. 

This first video about universal design is powerful in its simplicity. One of the best explanations around. Great for introducing the idea of inclusion and universal design to newcomers. A good example of a universally designed video and universally designed explanation as well.

From the pixel to the city

Whether it’s a website or app, or a building or city, inclusive design principles can be applied. Inclusive Design: from the pixel o the city is a short video of designers’ comments, using animated drawings with voice overs. This adds A grey picture of the earth with raised areas symbolising citiesan interesting perspective to the topic of why we need to make everything inclusive – whether its about pixels or cities. It also shows that creativity need not be curtailed in designing information formats. The article also shows how the graphics for the video were created. The video has closed captions. 

The design of everything

The term ‘universal design’ has its early roots in the built environment, but it is so much more now. Meaghan Walls talks about how she came to the universal design concept in a podcast. She explains how universal design is now the design of everything.

The podcast is one of series by The Universal Design Project.  Meaghan Walls explains how she was first introduced to the concept during her master’s degree. She came to realize that it covered more than objects;

Head and shoulders of Meaghan Walls wearing a red top.

“universal design could be applied to all aspects of our community from services to programs, to processes and businesses. And that kind of blew my mind. And I realised you could take that common thread through all aspects of our engagement with the community.”

Logo for Good Fit Poor Fit podcast by The Universal Design Project.

Some nice points made in this 12 minute podcast that comes with a transcript. Walls discusses showers, invisible hinges, swing-away hinges, language, wayfinding and much more.

Shopping with cognitive challenges

Picture of a shopping mall with a plain grey floor and shops on each side. Thre is a woodend bench with armrests and backrest. In the distance you can see more shops.Shopping for groceries is a chore for most people. But for people with reduced cognitive abilities shopping can be a major challenge. Researchers in Sweden carried out a study of 29 people with cognitive challenges to find out their coping strategies. They found very different approaches to coping, but in every case the coping strategy was underpinned by a “personal and strong wish to maintain individuality and independence”.

The researchers found some good points for retailers including: clear paths that connect the entrance and exits with check out counters, clear signage, places to sit and rest (and reduce anxiety) and creating a sense of feeling safe in the environment. The title of the paper is, Shopping with Acquired Brain Injuries, Coping Strategies and Maslowian Principles, by Andersson, Skehan, Ryden and Lagerkrans, from the Swedish Agency for Participation. As with most personal case study research this is an easy read.  

The recommendations are also good for people without reduced cognition. For example, reducing “visual noise” and clutter helps everyone to find what they are looking for, and a clear path of travel is good for people using mobility devices. Again, thoughtful design is universal design.

From the abstract

In Sweden the expected life span has increased with approximately 25 years during the 20th century. This study is based on interviews with groups of older persons who experience cognitive problems and relatives. The interviewees were asked about everyday activities like shopping groceries, clothes or other necessities. The interviewees identified problems and described a series of strategies for coping.

The strategies range from complete withdrawal, an increased dependency on proxies to the development of elaborate techniques to mask their problem and obtain assistance. Following the current trend in the design of the Swedish sales environment – large scale, abundance of goods and Maslowian strategies for making people stay longer (and spend more money) – accessibility in the built environment is often an absent friend.

 

Studio units universally designed

It’s often said that universally designed dwellings need extra space. Designing accessible studio units puts that myth to bed. It’s how you design the space that makes the difference. It’s all about being creative.

Artists impression of the four unit complex from the street showing treas and plantings and low set building with an angled roofline.

According to Studio Bright, a project of four units are designed to accommodate Gold Livable Housing standards. The second living or study space can be closed-off to become a second bedroom for a caregiver or visitor.

Each unit is designed to catch natural light and is set in thoughtful landscaping. The four car parking spaces are flexible areas for communal outdoor space. Fruit trees and other plantings help foster a sense of community. The L-shaped units can be arranged in different ways, which means this model can be rolled out on other sites. 

More examples

The 2022 edition of the National Construction Code mandates equivalent of Livable Housing Silver Level. At first it was assumed small studio units couldn’t meet this standard and should be exempt. However, here are four floor plans to show how to do it. In some respects it’s easier to meet the standard because there is no waste space with corridors an there are only two doors. Have a look at the examples below.

53 sqm 1 bed apartment floor pan
53 sqm 1 bed apartment floor pan
50 m studio floor plan
50 m studio floor plan
50 m 1 bed floor plan
50 m 1 bed floor plan
36.3 m studio unit floor plan
36.3 m studio floor plan

Although the equivalent of Livable Housing Silver level features will be in the National Construction Code, each state and territory has yet to implement it in their respective codes.

Diversity and inclusion: not the same thing

The feet of two dancers. The woman is wearing red and white shoes and the man regular black shoes“Diversity is being asked to the party; inclusion is being asked to dance.” This is a great quote from Verna Myers. She is referring to the workplace and the employment and advancement of women and people of colour. It is relevant to all other groups because diversity and inclusion are both part of the movement for more inclusive and equitable societies.

The Harvard Business Review discusses this issue in Diversity doesn’t stick without inclusion. It is one thing to have a diverse population, but that doesn’t mean equity or inclusion will automatically follow. Diversity and inclusion are often lumped together in the employment context. They are assumed to be the same thing. But this is not the case.

In the workplace, diversity equals representation. Attracting diverse talent requires full participation to foster innovation and growth. This is inclusion. Getting diverse talent is one thing, including them fully is another. 

Diversity & Inclusion: Start Here

A hand-drawn graphic with faces of bright colours with big eyes. They are grouped in a bunch.

The Commons Social Change Library is about social change and driving social movements in Australia. While the context of their guide is about driving social change, most of the information is applicable in any situation. 

The Diversity & Inclusion: Start Here guide introduces key concepts and links to other resources. The key point is that inclusion is a social change movement and we can all do our part by including marginalised people in our ranks. That’s whether it’s the workforce, our local sporting team or our social change campaigns.

Carly Findlay is a disability activist who reminds us that disability is part of diversity. Carly’s video explains her experience. Judy Heumann’s TED talk is also worth a look. 

Kimberlé Crenshaw’s TED talk, The urgency of intersectionality is about race and gender bias. 

Kaytee Ray-Riek discusses marginalisation across the spectrum and ways of building trust and encouraging inclusive practice.  

Organisers of social justice events sometimes forget the basics of inclusion. Make your social justice event accessible spells out how to do it. 

Before people can get to an event they usually need information. The Internet is usually the first stop. So it’s important to Improve your website accessibility. 

There are many more resources on this website – you don’t need to be a campaigner to benefit from them. 

Brightly coloured books on a bookshelf with titles that represent social change.

The Commons Social Change Library is a not for profit organisation committed to educating for community action. They collect, curate and distribute the key lessons and resources of progressive movements around Australia and across the globe.

Editor’s note: I co-wrote a paper on inclusion being something where you have to wait for the “mainstream” group to invite you in. Inclusiveness is something that is present, it is happening now. You can see the slideshow version too which has some explanatory graphics.

UDL supports Indigenous culture

Universal Design for Learning (UDL) fits well with Indigenous ways of teaching and learning. That’s what Liz Stone discusses in a podcast – how UDL supports Indigenous culture. Liz is a woman from Turtle Island – the name that the Algonquian and Iroquoian speaking people call the north-eastern part of North America.

A bright yellow background with the words Think UDL.

The cultural iceberg – the feelings we can see at the top. What you can’t see is much bigger: the cultural beliefs, knowledge, and ways of being. They impact the way we learn.

Liz tells the story of when she was hired to provide Indigenous input to academic teaching. She found herself in a team who were using UDL principles in their teaching methods. This was a nice surprise because Indigenous ways of teaching are very similar. She says both are about meeting people where they are and making sure nobody gets left behind.

UDL is often only associated with disability and accessibility, but it is much more than that. Liz found that people with disability experience the same oppression as Indigenous people. Indigenous learning, knowledge ability is minimised similarly to people with disability.

After interacting and learning from the team Liz was set to teach her first class. She felt competent in the role. That was until she saw a student walking towards her who was blind. That was when she realised she had focused on visual content – another learning experience for her. With relief the student walked on to the next class.

UDL disrupts teaching culture

UDL disrupts the culture of academia by offering lots of options and valuing different things. It isn’t just for the classroom either or the written word. It should be looked at when we build our institutions and at times of crisis like COVID. Liz asks “Why aren’t we looking at Universal Design for Learning when we are creating contingency plans for example?”

If we don’t recognise the diversity of UDL and argue there is only one right way, we fall into Western ways of doing things again. Communities differ in the way they live and learn. So there is no one right UDL method.

The hour-long podcast has a transcript, which isn’t perfect because it is auto-generated. There is a long introduction before getting to the UDL content and discussion. It’s a refreshing take on UDL and how closely it links with Indigenous ways of living and learning.

The title of the podcast is Supporting Indigenous Culture with Liz Stone. There are links to other resources for teachers.

This website has a section on Universal Design for Learning where you can find out more.

Practitioner views of designing inclusively

The concepts of Diversity, Equity and Inclusion have evolved from different fields of endeavour and therefore there is no single way to explain it. Consequently, debating the differences between inclusive and universal design does little to progress the cause. In the end they mean the same thing. We need to get practical. So, checking in with practitioners and their views of designing inclusively is a good start.

Lots of different coloured words reading define. Designing inclusively.

A new paper, Aspects of Designing Inclusively from Practitioner Perspectives, reveals how practitioners relate to the concepts and the language. The author begins by articulating their take on the terminology, and then moves on to the study.

The first thing to note is that this paper comes from the UK where the term “inclusive” is preferred. Most countries use the term “universal” in keeping with the United Nations terminology. However, many writers in the UK like to differentiate between the two words.

The fact that they had difficulty recruiting participants is revealing in itself. Thirty organisations were approached and only 6 agreed to participate. However, this small group provided some useful insights.

The author makes the comment that designing inclusively is an approach to design, which it is, rather than an achievable goal. This is one reason Steinfeld and Maisel developed the 8 Goals of Universal Design. It’s also why universal design practitioners understand you start with principles and create the practical. It’s not a checklist.

Consequently, attempting to delineate differences in inclusive design and universal design is counter-productive. The following quote can be applied to inclusive design, design-for-all, human-centred design and universal design. We are in the era of co-design and continuous improvement. The concept of universal design has evolved since the 1990s

” Inclusion can be viewed as a continually evolving concept addressed incrementally from one project to the next as expertise develops and advancements continue.”

Page 515

From the conclusion

“Their insights provided an up-to-date account of inclusive architectural and design practices. Still, their perspectives were not always aligned. This is expected as each person holds different framings and object worlds during a project. For instance, it was expressed that a single mainstream design suitable to every person was not realistic.”

Participants said they prefer bespoke designs, arguing that it is better to design for the individual rather than attend to the mass market with one design. Participants also disliked the lack of quantifiable information.

From the abstract

The concept of inclusion in design is increasingly well known and often recognizes value in a greater diversity of people. Still, uptake is said to be limited in practice. The theoretical landscape provides several definitions and concerns, but they are often paradoxical. Rather than disentangle theory, this research turns to practitioners who design inclusively.

This research explores the ways people advocate for inclusion in design projects, prevailing aspects in the negotiations within multi-stakeholder projects, the motivations and mindsets that drive these aspects, and the opportunities they create for the improved uptake of inclusion.

These explorations highlight the value of including a more diverse group of individuals in the negotiations of a design project. Conflicting perspectives on effective uptake prevail in both practice and theory.

Let’s play together in NZ

The idea of inclusive playspaces is catching on. More design thought is being given to making them more welcoming and accessible for everyone. And it’s not just about children with diverse needs: parents and caregivers require design thought too. A case study from Auckland, New Zealand is a good example of how to create playspaces. So, let’s play together!

An article in the Journal of Public Space explains the project in detail. The project began with a review of the existing facilities and how to achieve the outcomes within budget constraints. The park was also a popular fishing spot so this also had to be considered in the planning.

Aerial view before construction. Let's play together project.

Locating the playground, car park and toilet together enables families to stay and play for longer.

The aerial view shows the separation of the toilet (L) from the existing play area (R).

The co-design process

The Manurewa Local Board contacted multiple organisations to invite them to participate in the co-design process. The co-design process was driven and guided by a project team, which consisted of a landscape architect and a project manager.

There was concern that using a co-design method would take the project over budget and require bespoke playground equipment. These assumptions proved not to be the case. Indeed, the learning from the process will be with the participants for all future projects.

Two draft concept plans were created and three outcome measures were set. These were:

  • Accessibility and inclusiveness
  • Overall connection
  • Increased utilisation

The article goes into detail about the play features and equipment and the adult and child change facilities. Bilingual signage in the park shows pride in the area’s strong Māori identity. Co-design methods might take a little longer but the pay-off is worth it. It’s worth doing for the great learning experience for all involved.

The title of the article is, Te Pua Keith Park – Nau mai, Haere mai Let’s Play Together. The article has many photos that highlight the key areas of the playspace. There’s a useful reference list as well.

There is also a magazine article that shows photos of the many park elements and features.

The communication board in the playspace.
The playground communication board

From the Abstract

Play equipment included vestibular, visual, and auditory pieces as well as a customised 2m high wheelchair accessible play tower. Caregivers could play with their children through smooth and step-free surfaces and an adult and child swing.

Communication boards were collaboratively designed with visual images representing various features of the playground. QR codes linking to online videos with New Zealand Sign Language were also provided.

The toilet facilities were crucial for many families, including those with bigger children or teens. Keith Park worked with a leading toilet manufacturer to co-design a bespoke double toilet block with enhanced accessibility features including an adult-sized change table.

Every aspect of the park was carefully selected and designed including fencing, furniture, plants and colours. Colour was used to guide children with low vision and created a play circuit to assist neurodiverse children. The playground welcomes all to play, which is a core tenet of child development, socialisation and participation.

Editor’s comment. If we keep using the term “all-abilities” it will always be considered “for disability” and not “normal” for everyone. This quote from the article is a case in point:

Manurewa Local Board “requested an all-ability playground, but also wanted to see Te Pua Keith Park be the best playground in Manurewa and be considered a local destination.”

Consequently, we should just use the term “inclusive” and drop “all-abilities” from our vocabulary to prevent the notions of being “special” in some way. Otherwise it isn’t inclusive thinking.

Designing bus transit infrastructure with universal design

Norway has a long-held commitment to universal design across all sectors. However, with the best will in the world the concept is still poorly understood in transport infrastructure. When Trondheim initiated its new rapid bus transit system, universal design underpinned the design parameters. But designing bus transit infrastructure requires some joined up thinking and joined up standards.

The Trondheim infrastructure experience

The case study of Trondheim in Norway shows how the best laid plans can go awry if there isn’t joined up thinking at the planning stage. Once this was realised the next step was finding ways to remedy the situation. That’s because Trondheim replaced their whole fleet with the new metro buses.

The new bus transit infrastructure in Trondheim. A long articulated bus in bright lime green and dark grey.

At a late stage in the planning process, with construction of the stations and delivery of the buses well underway, it was discovered that the stations and the buses had been built to different accessibility standards.

Photo of the Trondheim bus transit

In a conference paper Jacob Deichmann outlines the issues and the different ideas and lists them in a handy table. All the stations were built to Norwegian State guidelines for accessible design. The “kneeling” buses were designed and built in Belgium. But there was a big gap between bus and kerb edge. The size of the gap also depended on the skill of the driver in getting as close as possible to the kerb.

Once this discrepancy was discovered advocacy groups complained to the media and to politicians. The response was that they met the access standards, but manual flip ramps would be added. However, this does not provide equitable access as someone has to deploy the ramp taking up valuable travel time. And efficient travel times was a key element of the system.

The paper has a chart giving an overview of the different remedies suggested based on product research. It lists the various ramp systems, gap-fillers and bus pads at kerbside. The chosen solutions were training of drivers in the short term. In the medium term there was to be a trial of motorised ramps, the bus pad and a guiding system. Longer term solutions were the gap-filler method and raised platforms.

When standards and guidelines aren’t enough

Both the platform designer and the bus manufacturer followed valid guidelines and best practice. The lack of consistency in the guidelines makes it difficult for non experts in universal design to make the best choices. In the worst case scenario, following standards can prevent a universal design approach.

More training on universal design is required at the planning and procurement stage. The underlying concept of providing an equitable and accessible means of transport needs to be fully understood.

The title of the conference paper is Universal Design in the Metrobuss System of Trondheim, Norway – Challenges and Solutions.

The short video below shows the convenience of an automated Perth bus ramp deployed for a wheelchair user and then everyone else used it.

Automatic ramp on a Perth bus was used for a wheelchair user and then everyone else.

A better example of universal design is the Bergen Light Rail project.

Accessible and inclusive workplaces

There’s a lot of talk about inclusive workplaces and a diverse workforce, but a policy isn’t enough. The “how-to” is the tricky part. The Australian Human Rights Commission has produced a plain language guide to help employers recruit and include people with disability. The guide is titled IncludeAbility and is 10 pages (in PDF) and therefore sticks to the basics.

People with disability have the right to work on an equal basis with others, and in a work environment that is ‘open, inclusive and accessible to persons with disabilities’.

Graphic from the cover of accessible and inclusive workplaces called include ability.

The guide covers some old ground including the ageing 7 Principles of Universal Design and the Lendlease Design for Dignity Guidelines. And of course existing standards for the built environment. In terms of technology, readers are directed to the WCAG guide. Assistive technology and Employment Fund Assistance also get a mention. Case studies highlight some of the issues many people with disability face when getting work and while at work.

Workplace attitudes are the barriers you can’t see and are therefore the most difficult to overcome. There’s a list of questions employers can ask themselves that mostly relate to organisational policies and staff training. The Human Rights Commission offers staff training in capital cities.

Workplace technology

At an individual level, assistive technology bridges many of the gaps between being able and dis-abled. However, company websites should be accessible for staff as well as customers. Similarly, all key documents should offer accessible formats for staff and customers. the South Australian Government toolkit is referenced with more information on this topic.

Creating an accessible and inclusive workplace is available online where there are links to a PDF version and a Word version. The IncludeAbility website is has additional resources for people with disability and Frequently Asked Questions.

Editor’s comment: This document appears to be a gathering of existing information that’s been around for a while. It would be interesting to see what a co-designed guide would look like. That is, what do employers want to see in a guide and how do they want it presented.? A guide is a product so it can be universally designed too.

Accessibility Toolbar