Is it true that universally designed dwellings need extra space? Designing accessible studio units dispels that myth. It’s how you design the space that makes the difference. It’s all about being creative.
A project by Studio Bright, has four units designed to accommodate Gold Livable Housingstandards. Closing off the second living or study space creates a second bedroom for a 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. There are different ways to arrange the L-shaped units, which means this model is suitable for 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 pan50 m studio floor plan50 m 1 bed floor plan36.3 m studio floor plan
Although the equivalent of Livable Housing Silver level features are in the 2022 National Construction Code, not every state hasadopted it into their respective codes.
A good example of how thinking outside the traditional models makes our homes better.
“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
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.
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.
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 inclusionbeing 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.
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.
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 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.
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.
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.
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.
There is also a magazine articlethat shows photos of the many park elements and features.
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.
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.
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 paperJacob 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.
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’.
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. theSouth Australian Government toolkitis referenced with more information on this topic.
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.
Inclusive communication is key to any purchase for people with and without disability. Whether in written formats, online, or in person, communication is a critical part of the purchasing process. Service based businesses such as tourist attractions, restaurants and banks are difficult to access based on a survey by Business Disability Forum.
“I ended up staying with my current bank because I could not get information in easy read format from any other bank”
Almost half the survey respondents said that booking and/or visiting a restaurant, café or pub posed the most challenges. Booking holiday accommodation was also challenging together with leisure activities. Dealing with banks, insurance providers and utility providers also caused challenges. Buying new technology, software and entertainment media was less problematic for most respondents.
A lot of companies use PDFs, it is not accessible with screen readers… Allow [me to receive] that information in a Word format so I can read it. Avoid columns, rows and text boxes… You would have thought that by now a lot of these companies might have grasped this.
The Business Disability Forum’s research is UK based, but is useful information for all businesses. Community service organisations and governments also need to heed the call for more inclusive communication methods.
Key findings
The online survey showed there was no clear single preference for means of communication at the decision-making stage. The following quotes from the report need no further explanation.
By email or text. The spoken word is hard for me to understand on the telephone, especially when calling from a call centre.
… you need all of it. Live chat, phone, email. It’s got to be accessible in as many ways as possible and quick to reply otherwise you think “I won’t wait for that product” and they have lost your custom.
For me as a totally blind person, email, phone or face-to-face are my preferred methods of communication. Particularly if face-to-face, I want staff to come and ask if I want help, not be left wandering around. If online, I need pages uncluttered with adverts, products clearly separated, buttons or checkboxes al-texted and graphics clearly labelled.
Interestingly, Amazon online purchasing was identified as having a good communication system. This was because:
Contact points for queries before and after sales in customers’ preferred format
Being able to find detailed product information needed
Setting up the process for delivery
Quick purchase mechanisms that avoid repeat form filling
Captioning is an important part of making events inclusive, and more people than we realise rely them. People who are hard of hearing can capture words and names that they miss or are unfamiliar. For people who are deaf they are essential, especially if there is no-one to sign. People with English as a second language find captions helpful too.
Although most Australian venues say they have hearing loops for those who can use them, they are often not working or switched on. Or they are set to pick up all ambient sound, which makes them next to useless. So, captioning is essential if you want an inclusive event.
The image shows an additional screen for live captioning at an event. However, newer technology now supports captioning similar to that on a TV screen. This can still be done with live captioning rather than AI.
The move to hybrid events has taken the live captioner out of the room in favour of AI captioning. Zoom and Teams offer automatic captioning, which often fails to pick up the very words that people miss. For example people’s names and place names. If the listener misses the word or words, it is likely the AI captioning will too. For example, in Australia, AI captioning has no idea of how to translate Aboriginal place names.
Choose the correct type of captioning: Automatic is free but low quality. Live captioning uses court reporting systems to keep up with speech rates.
Send presentation material to captioners and interpreters before the event. This is so they can prepare product names and technical information in advance.
Send participant’s names in advance. This speeds up the captioning time.
Ask speakers to practice speaking more slowly.
Ask speakers to incorporate pauses to give time for captioners and interpreters to catch up. It gives time for listeners to absorb the information too.
Formalize the approach to land acknowledgement and visual descriptions. For example Mi’kmaq is pronounced ‘meeg-maw’ which is nothing like the English spelling.
Captioners are always behind the scenes but sign language interpreters need to be spotlighted simultaneously with the person they are signing for.
Looks like hybrid conferences are here to stay. That means conference organisers are finding new ways of working, and maximising digital capabilities. Conferences with a high academic content usually have poster sessions. Posters are a good way for emerging academics to present and discuss their work. But how to make online conference poster sessions inclusive?
Getting the best from digital presentations is based on both process and technology. Using the most suitable digital platform is part of the story. In their article on inclusive and virtual poster sessions, the authors discuss real time and on-demand presentations. Having both options allows for time zone differences especially for international conferences.
Use combined real-time and on-demand options for sessions
Use short video or audio introductions
Utilise Zoom for breakout rooms for real-time sessions
Provide demonstrations on how to use the poster platform and how to view posters and access Zoom rooms
Give more time between notification and the presentation date to give more time to prepare and submit before the conference
The advantage of online posters is the amount and depth of feedback received by presenters. The disadvantage is the lack of opportunity to network.
People who feel uncomfortable in crowds or noisy environments will appreciate this mode of delivery. The cost of paper and print are avoided and the poster can be stored digitally. Virtual sessions allow for captioning, and Auslan interpreters. The authors list several benefits of virtual poster sessions and provide guidance for conference organisers.
From the abstract
Poster sessions are an integral part of conferences. They facilitate networking opportunities and provide a platform for researchers at every career stage to present and get feedback on their work.
In Spring 2020, we designed and implemented a no-cost and accessible, asynchronous, and synchronous virtual poster session. Here, we outline our goals for hosting an inclusive virtual poster session (VPS). We also demonstrate a “backward design” approach and our rationale for using the Padlet and Zoom platforms. At the 2021 Conference we shared lessons learned to help future poster session organisers to be accessible and inclusive.
Virtual poster sessions have great potential to improve collaborations and science communication experiences at scientific conferences and in undergraduate classrooms.
We are seeing more people with disability in films, tv and stories. Both the presence of people with disability and images depicting disability are being integrated into computing. But are the processes for developing inclusive imagery also inclusive?
If the only images available to illustrate accessibility are pictures of wheelchair users, then it becomes difficult to get people to understand and acknowledge the huge range of unique user needs.
A short article by Emory James Edwards addresses some of the issues related to diversity and inclusion in computing. Designers regularly use personas to help them communicate with developers. They each know what the other is talking about. But these ‘design assets’ as they are called, have not included images of people with disability, non-western users, or older adults.
Although people with disability are getting more recognition, the images are still prone to stereotypes. With luck, as we see more images of people with disability we could see increased understanding of the need for accessible technology.
If people who are blind are only depicted as wearing sunglasses or using a guide dog, but never depicted as using a white cane or walking with a sighted guide, it makes invisible the variety of skills and preferences of people who are blind or have low vision
More images of disability is not enough – they could even reinforce stereotypes. It gives people the illusion of knowing what life is like with a disability.
Tips for inclusive image generation
Edwards explains six key points:
Do not reinforce isolated, sad or pitiable stereotypes.
Avoid being overly “sweet” or creating “inspiration porn”.
Show the diversity of the the disability community. That includes gender and nationality.
Consult with people with specific identities.
Make a commitment to long-term engagement with people.
Make inclusion the default position without resorting to tokenism.
The title of the article is, Putting the Disability in DEI Through Inclusive Imagery. Diversity, Equity and Inclusion is about changing the paradigm in computing and other fields. Technology is an essential part of modern life. The reference list at the end is also useful.
A picture can paint the wrong words
For those who understand the issues with the picture shown, there is no need to explain. But there are others who see two good looking young people, one in a wheelchair being pushed by the other. They are wearing bright colours and looking happy as they make their way through an empty shopping mall. For the uninitiated there are three key issues with these companion pictures.
First, perpetuates the stereotype that wheelchair users must be helped by being pushed rather than mobilising independently. A person walking alongside would be better.
Second, it is clear that both of them can walk as they change places with each other to be pushed in the chair.
Third, the type of wheelchair is usually found in a hospital setting. It is not one that a person would normally own let alone use it to go shopping. Wheelchair-user models would come with their own wheelchair.
Wheelchair users are not the only way to convey diversity or disability. The majority of disabilities are invisible, e.g. low vision, hearing loss, heart disease. So pictures of groups of people from all walks of life are much better. Too many of these pictures show a lone wheelchair user in places devoid of other humans. This is not real life.
“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.
