Jane Bringolf, Author at - Page 40 of 111

Transportation in the future

The language of transport is shifting from discussions about infrastructure to the mobility of people. It’s therefore essential we consider the the diversity of our population in future thinking and designing. But what would people with disability want from transportation in the future to make mobility easy and useful? A group in Europe decided to find out.

An interactive, real time, accessible journey planner was the most popular idea. This is because it would make travel more convenient and safer and enable independence.

On the other hand, bike sharing, e-scooters and motorbike taxis were not popular with respondents.

People with vision impairment and hearing impairment weren’t that interested in an accessible journey planner. Two-wheeled solutions weren’t popular either with these two groups. Women had the most reservations around transport and different modes of mobility.

Cycle lanes received a luke-warm response across all disabilities. However, accessible cycle lanes were relatively more popular.

People with disability are open to using robots, artificial intelligence alerts and wearables. Therefore, designers of environments and systems need to work together for seamless integration.

As we know, what is good and useful for people with disability usually ends up being good for everyone. Consequently, the white paper is a useful resource with good recommendations for transport planners.

The white paper title is, Views of people with disabilities on future mobility. The research was funded by the European Union.,

The white paper explains their survey methods and findings, the issue of gender balance and future recommendations. It also offers design directions and policy and industry recommendations.

A key recommendation is to ensure all AI solutions are co-designed to avoid bias and ensure equal access.

In summary

Future transportation systems should pay attention to the most mentioned complaints about:

- - Getting on and off the means of transport
  - Reaching the transport mode
  - Using station facilities
  - Travel delays
  - Comfort on board
  - Limited access to information
  - Autonomy
  - Social barriers
  - Accessing help
  - Friendliness of the surrounding environment
  - Getting users oriented

The European funded group is TRIPS – Transport Innovation for disabled People needs Satisfaction. Their aim is to make public transport more accessible for people with disability, older people, and really everyone.

There are links to the supporting organisations and methods of contact at the end of the report.

Getting a mind-shift with design students

four photos of students experiences barriers in the built environment. — Figure 2 from the study

Societal stereotypes and assumptions about people with different levels of capability are difficult to shift. It takes more than a disability awareness exercise which is easily forgotten when students graduate. Students need to be immersed in the issues. So how can you get a mind-shift with design students?

A paper from Europe presents a case study of a practical teaching method where students identified real barriers to access by observing people with disability encountering barriers. From this, the students also created design solutions. The learning took place over three weeks which allowed students to be fully immersed in the issues.

The learning activities were conducted as an outdoor simulation in collaboration with a higher-education institution, a clinical centre, and people with disability.

This was much more than a disability awareness exercise that is easily forgotten when students enter the real world of architecture and design. The process was about getting a mind-shift to understand and to create with an inclusive approach.

The title of the paper is, Experiential learning approach to barrier-free design in architectural education. It proposes a method involving different stakeholders, simulation, mapping and creative design. It has some nice images to illustrate points and student designs. The paper comes from Bosnia and Herzegovina which has recently commenced their accessibility journey.

Architecture students attitudes

The attitudes of architecture students to universal design is the focus of a Deakin University study. It builds on previous work (Design 4 Diversity) in 2010 on inter-professional learning for architecture and occupational therapy students. The findings of this latest study show that while architecture students viewed access to public environments favourably, there was a mixed response in relation to private homes.

Reasons not to include universal design features in homes included cost, client desires and restrictions on creativity. For example, “Over-designing for the sake of making the residence accessible in the future, just in case, is an unnecessary cost”; and “Private homes should be designed to the individual”; and “Legislation restricts design, resulting in negative impacts the ‘requirements’ did not intend”. These reasons are not referenced in evidence and indicate an attitudinal bias.

The study used a quantitative approach and applied statistical techniques to the data. The first part of the document covers the history of universal design, and there is an extended section on methods and statistics. For followers of UD, the Discussion section is of most interest.

The authors of Students’ Attitudes to Universal Design in Architecture Education, are Helen Larkin, Kelsey Dell, and Danielle Hitch. Journal of Social Inclusion, 2016.

Similar papers

See also Hitch, Dell and Larkin from Deakin University, who also review some of the related literature. The title of the article is, Does Universal Design Education Impact on the Attitudes of Architecture Students Towards People with Disability? Published in the Journal of Accessibility and Design for All.

Researchers from the University at Buffalo presented their research on the incorporation or otherwise of universal design in architectural education at the 3rd International Conference on Design Education Researchers. “Universal Design in Architectural Education: A U.S. Study” was published in The Proceedings of the 3rd International Conference for Design Education Research Vol 2, which has many other articles on the topic of design education.

Using AI to remove accessibility barriers

The latest CanAxess newsletter features a visual podcast on AI for Accessibility. The team from Global AI discuss how using AI to remove accessibility barriers can help people with cognitive impairments understand content better.

There’s a second video on Inclusive Design 24. This one is about using screen readers to evaluate a website. There is also a link to a repository of downloadable screen readers testing resources.

Other articles include automating accessibility testing and a list of useful links about usability. Jonathan Kaufman writes in Forbes magazine about how accessibility is a wake up call for the progress of business evolution. He writes:

“Microsoft’s CEO Satya Nadella said, “… top of mind for me… is how we must make Microsoft products accessible to the more than 1 billion people globally of all abilities… Universal design is central to how we realize our mission and will make all our products better.”

Discover more about accessibility in the ICT and Universal Design section of this website.

Universal design evaluation framework

A diagram that shows the three key areas and how they overlap to create universal design. — Figure 2 from the article

Finding ways to help people understand universal design is not easy. Many have tried by creating frameworks, policies, and guidelines. Many have stayed with the 7 principles of universal design, now thirty years old. Some have used these principles as a checklist for implementation or evaluation. Others have attempted their own definitions and explanations. So it’s good to see a a useful and thoughtful evaluation framework for understanding and implementing universal design in the built environment.

Mosca and Capologo have developed a universal design framework for the built environment that is up to date with current thinking. It encapsulates physical, sensory and social qualities of the environment. The background research for the framework included stakeholder input. This takes it beyond access compliance and evaluates aspects such as user convenience and social inclusion.

Three key elements or universal design categories:

1. Physical-Spatial Quality: the capability of the environment to foster easy, comfortable, functional, and safe use of space and objects. This means being able to physically interact with a system;
2. Sensory-Cognitive Quality: the capability of the environment to foster orientation, comprehension of the service, and comfort of users. This refers to the features that impact peoples’ senses and cognition;
3. Social Quality: the ability of the environment to enhance well-being and inclusion. It considers emotional stimuli and social integration among users.

The framework is about performance and assessing the quality of the built environment beyond access. Mosca and Capologo used 21 indicators and 8 main criteria in their work.

The title of the article is, Universal Design-Based Framework to Assess Usability and Inclusion of Buildings. It is pleasing to see a framework that includes a human centred design and co-design approach.

Abstract

Universal Design (UD) offers different sets of principles that can be used as reference in design practice to meet the needs of the vast majority of a population. However, there is a lack of an accountable approach to measure and analyze the built environment through UD performance. This study aims to develop an evaluation framework to assess UD in public buildings to determine, in addition to accessibility requirements, the usability and inclusion of projects for different users.

Multicriteria Decision Analysis (MCDA) was adopted as research methodology to systematically and scientifically develop the framework, which was structured based on knowledge derived from: an in-depth literature review on UD evaluation and workshops with stakeholders and experts. The selection and comparison of a pool of criteria is described including the cognitive mapping technique for translating information gathered by workshops.

A hierarchical framework was created, consisting of three main categories of UD (i.e. physical-spatial quality, sensorial-cognitive quality, and social quality), eight criteria (i.e. usability, functionality, safety/security, wayfinding, understanding, environmental factors, well-being, and social inclusion), and 21 indicators.

The proposed framework can be considered as an innovative approach in the field of accessible design evaluation since it explores the relation among a multiplicity of aspects, including human performance and social factors, to evaluate the quality of UD buildings

Editor’s note: I’ve seen a lot of attempts at frameworks and this is one of the best so far. Yes, universal design is evolving.

Cities People Love: Letting children play

Line drawing by Natalia Krysiak showing children playing in a street in Cities People Love article.r — Play Street drawing by Natalia Krysiak

Cities People Love website has an article about prioritising children over cars. Designing streets to actively encourage play is a growing trend in Europe. The concept, known as ‘Woonerf’ was originally implemented in the Netherlands and Belgium. It aims to equally balance the needs of drivers with those of pedestrians, cyclists and children at play.

Signage, low speed limits and traffic calming bumps and bends are part of the solution. Temporary street closures are another strategy to encourage play. It’s a collective responsibility to ensure the safety of children playing.

Natalia Krysiak’s article is titled, Cities for Play: Designing streets that prioritise children over cars. In one example, she describes the design of the Hackney Play Street which has rocks, logs and a cubby house. The picture below clearly shows the seating, a log and tree plantings following the route of the footpath.

The street has a wide nature strip alongside the footpath with seating, grassed area and a log. Hackney Play Street design by Muf Architecture. — Image from Cities People Love: Hackney Play Street

Krysiak says we should start questioning why the convenience of drivers is prioritised over the health and wellbeing of children in street design. After all, placing children’s play at the heart of neighbourhood design benefits everyone.

There are links to other publications, one of which is Designing Child-Friendly High Density Neighbourhoods.

The 1000 Play Streets Toolkit is a great Australian resource. The Toolkit is specifically designed with advice for local governments.

Ageless communities win the day

Apartments in shades of grey are linked by a graded pathway to provide accessibility. Ageless communities. — Image courtesy Guy Luscombe

It’s taken a pandemic to realise that for most people aged care isn’t something they choose or want to remain in. And it won’t be in the future. But what can we do differently? A workshop led by University of Queensland and aged care providers came up with a novel idea – ageless communities. This is what older people have been asking for.

The changes to home design in the building code will help people who buy/rent new homes in the future. So it’s time to re-think aged care design. A workshop run by The University of Queensland found that people wanted a real home with a real front door. So large institutional models are no longer in favour.

Another key theme was staying put and bringing services to the home. Micro communities linked to the wider community are a good alternative. Homes with front doors on public streets are good for any age if the homes are designed appropriately. The University of Queensland project also responds in part to the Royal Commission into Aged Care. Small home models were one of the recommendations. The article is titled Smaller ageless communities predicted for care design.

Homes for life beyond 100

Four older men wearing hats sit at a square table in the park.

Don’t be fooled by the headline. The segregated model of housing lives on in the minds of the housing and construction industry. But when you look at what their new ideas are, their homes for life beyond 100 look remarkably like those in our ordinary neighbourhoods.

The “senior housing industry” in the United States is staying with the notion of segregation as the solution to living in later life. Residents could stay for as long as 40 years and that means their business model has to change. How these places are planned and built need a product recall. That’s what Nate Berg writes in a FastCompany article.

Health and fitness, intergenerational housing, and introducing university students into the mix is part of the new way of thinking. The way the designs are described in the article seem like good designs for all ages. Why can’t people of all ages walk from their apartment to the shops and restaurants? Segregated housing for people in later life perpetuates ageist attitudes and reinforces stereotypes. The notion of walkability and amenity is something everyone can enjoy.

Staying connected

According to the article senior housing models are changing from insular layouts to one that’s more connected and encouraging of social interaction. Interweaving senior housing with preschool activities is part of this “new” idea. The title of the article is How to design homes for life well beyond 100. It also covers issues of affordability and being creative with small spaces.

If we are to combat ageism inclusive designs have much to offer. A new version of the segregation model might not be the way of the future after all. However, the senior housing industry both in the US and Australia is expecting to sell more of their products in the future. Building family homes that will last your lifetime is a challenge to their business model.

Design with people with dementia

It’s not often that people diagnosed with dementia get asked what works for them in terms of home design. People with dementia want to age in place in the same way as others. However, this requires integrated and diverse living solutions. The only way to do this is to design with people with dementia.

In a master’s thesis, Kembhavi explains the background to her research and the research objectives. Using a co-design process she identified three key concepts important to people with dementia: choice, integration, and service support. The process was not linear – many modifications and iterations were required to arrive at the final result.

To begin, the idea of aging in place was investigated. This inquiry created the first design challenge. That is, factors that make aging in place difficult. This resulted in the adoption of a user-centered design philosophy. User-centred design focuses on the requirements and desires of users throughout the concept development process.

This paved the path for the second research topic: ‘how can people with dementia be involved in developing living solutions for themselves?’

Title of the thesis is, Integrated living environment for people with memory decline. Author Shreya Kembhavi, Aalto University. Helsinki city housing company housing was the context for the research.

This masters thesis covers a literature review, design methods, and an implementation strategy. It includes case studies with images and explanatory graphics. The conclusion explains the background to the research, and how the research was done.

From the abstract

Giving people the ability to choose their way of life is an effective way of developing living alternatives for people with dementia. Residential services and spaces, engagement services and spaces, and support services and spaces must be addressed through service and space provision to enable aging in a place of choice. A strong network of these elements in the area could potentially allow a greater population to age in place.

By integrating the serviced housing with the housing for other user groups, the thesis proposes a strategy that incorporates serviced housing as a component of the standard housing stock. The serviced housing is built on the principles of residency, engagement, and support. As part of this approach, new services such as drop-in consultations for persons seeking advice, social spaces such as a cafés, and residential services such as a dementia hotel are proposed.

A branding strategy is advised to de-stigmatize and incorporate people with memory decline. This is an attempt to change an image associated with such spaces, into one that is inclusive and open to the community. The thesis with demonstration of the concept’s scaling and its benefits in the realm of living solutions for people with dementia.

Universal Design for Learning and Teaching

People have different ways of learning and cultural background can influence a person’s approach to learning. Universal Design for Learning (UDL) is usually associated with school children with learning difficulties. But it is much more than this. Difficulties with learning can also be attributed to teaching methods. Consequently, we need universal design for learning and teaching.

A good description of UDL is in the Ahead Journal article by Kevin Merry titled, Universal Design for Learning – It’s Just Good Teaching.

“UDL is an approach that incorporates a variety of options to allow it to be accessible and inclusive to diverse groups of students possessing a wide variety of learning needs and preferences”.

Merry discusses both cultural differences and disability and lists the three pillars of UDL. The aim of UDL is to create expert learners who are motivated and goal-orientated. Merry proposes a Cheese Sandwich analogy.

The Cheese Sandwich

Merry created the Cheese Sandwich approach to supporting learning. It is a process “that helps students to become expert learners by supporting their mastery over each of the cognitive skills in Bloom’s Taxonomy (1968).”

Diagram of Blooms Taxonomy, cognitive skills - Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation — Figure 1. Bloom’s Taxonomy

The cheese is the contact time with teachers and the slices of bread are the times spent learning independently. Teacher contact time includes peer support and application of higher order skills and collaborative learning.

In the slices of bread time, students consolidate their knowledge and understanding.

Merry explains that UDL was initially focused on classroom-based practice where modifications were made to existing methods. But there is a case for creating universal teaching, not just learning. His article goes on to explain the CUTLAS approach. CUTLAS is Creating Universal Teaching, Learning and Assessment Strategies and the article describes this in some detail.

This website has a section on Universal Design for Learning, and Lizzie’s UDL File has practical ideas. Lizzie provides the basics of the three pillars in the video below.

Ageing is ordinary

Ageing is ordinary – everyone is doing it. But somehow it’s thought of as an older person’s state of being. Policies, buildings, places, and products have a side-bar for older people. These side-bars are separate special policies, places to live, places to go and things to use. However, older adults want ordinary designs that work for them as well as others. It’s what gives a sense of inclusion and belonging. This segregation and stereotyping is not good for health. What older adults need is more universal design.

Peter Snyder is an advocate for universal design across products, services and built environment. In his article he explains the impact of “specialness” on the health and well-being of older adults. Stereotyping is particularly damaging. Some stereotypes are obviously not true, such as older people can’t deal with technology. But that doesn’t stop people from perpetuating them and that includes older people themselves.

When older people complete a memory test after reading that older people have impaired memory function, they perform more poorly than those who didn’t read the material. And the reverse is true. A positive statement brought about an improvement in the memory test. Snyder adds that if cognitive decline was a basic human trait, it would be seen across all cultures. However, this is not the case.

Snyder’s article argues that our beliefs about the ageing process have a significant impact on our wellbeing in later life.

The role of designers

If and when we need a product to help with a daily task, why does it need to be a special one? And why does it have to be purely functional with no aesthetics considered in the design? Too many functional products are clunky and ugly. It’s why people shun such products such as walking canes and mobility devices. It’s depressing.

By definition, stereotypes are rarely, if ever, true – even positive ones. But used as positive feedback it can work. But not by citing such things as “older people are wiser”. It is done by creating services and products that are inclusive so that age becomes irrelevant. This is why older people need universal design.

A good article showing the unintended consequences of ageist stereotypes on health and wellbeing and what designers can do about it. The title is, Universal Design as a Paradigm for Providing Health Interventions for Older Adults.

What do Ableism and Ableist mean?

Disability rights, accessibility and inclusion have come a long way. But we are not there yet. Despite legislation, public policy statements, and access standards, it’s taken more than 50 years to get to this point. Ableism and ableist attitudes are alive and well. Yet many people aren’t aware of how this undermines inclusion and equitable treatment. The same goes for ageism.

An article in Forbes magazine sums up the sentiments well. The word ‘ableism’ gives voice and substance to real experiences. But it can also discredit people for an offensiveness they don’t see or don’t agree exists. The title of the article is, Words Matter, And It’s Time To Explore The Meaning Of “Ableism.”

The Wikipedia definition explains Ableism “is discrimination and social prejudice against people with disabilities or who are perceived to have disabilities. Ableism characterizes persons as defined by their disabilities and as inferior to the non-disabled. On this basis, people are assigned or denied certain perceived abilities, skills, or character orientations.”

Ableism is expressed in ideas and assumptions, stereotypes, attitudes and practices. Physical and social barriers in the environment is also a form of ableism. Usually it is unintentional and most people are completely unaware of the impact of their words or actions.

Different types of ableism

Andrew Pulrang discusses both personal and systemic ableism. Here is his list on personal ableism.

1. Feeling instinctively uncomfortable around disabled people, or anyone who seems “strange” in ways that might be connected to a disability of some kind. This manifests in hundreds of ways, and can include:

- - Being nervous, clumsy, and awkward around people in wheelchairs.
  - Being viscerally disgusted by people whose bodies appear to be very different or “deformed.”
  - Avoiding talking to disabled people in order to avoid some kind of feared embarrassment.

2. Holding stereotypical views about disabled people in general, or about certain sub-groups of disabled people. For example:

• Assuming that disabled people’s personalities fit into just a few main categories, like sad and pitiful, cheerful and innocent, or bitter and complaining.

• Associating specific stereotypes with particular conditions. For example, that people with Down Syndrome are happy, friendly, and naive.

• Placing different disabilities in a hierarchy of “severity” or relative value.

3. Resenting disabled people for advantages or privileges you think they have as a group. This is one of the main flip sides of condescension and sentimentality towards disabled people. It’s driven by a combination of petty everyday resentments:

• Disabled people get good parking spaces, discounts, and all kinds of other little unearned favors.

• Unlike other marginalised groups, everyone likes and supports disabled people. They aren’t oppressed, they are coddled.

• Disabled people don’t have to work and get government benefits for life.

Overcoming ableism: challenging values

Overcoming ableism takes more than attending a disability awareness workshop. It’s also more than checking out the right words to use when talking about disability. If things are to change for people with disability, we have to challenge values and assumptions.

Andrew Pulrang writes that the stereotype of people with disability is one of fragility and weakness – it’s associated with illness. Disability services are ‘care’ services, not just services for practical assistance. Workplaces assume people with disability can’t handle the pressures of work.

He concludes his article with, “The roots of ableism run deep. Sometimes to get at them we have to dig deeper, and disrupt not just our habits, but some of our most basic ways of thinking.”

The title of Pulrang’s article is, Fighting Ableism Requires Us To Challenge Some Of Our Most Cherished Values.

A last word

Pulrang concludes with a few reminders. People with disability can be ableist too. They grew up in an ableist society. Ableism isn’t a new ‘ism’ – it is a word that sums up longstanding oppression and injustice. So when it is used, don’t take it as an insult. Ableism is a way of talking about a set of real experiences that people with disability experience. It’s a way to talk about them.

Author: Jane Bringolf