Author: Jane Bringolf

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

architecture blueprint with rule and pencilThe 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

a graphic representing Artificial Intelligence. Using AI to remove accessibility barriersThe 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.

Diagram showing stakeholder input.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

Front cover of the thesis. 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

A group of five students cluster around a computer screen. They look as if they are seeing something important. 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 often associated with school children who have 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
zoom 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

An older woman sits in an armchair. She is wearing a purple knitted jacket and is smiling into the camera. 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?

A man in a wheelchair is separated from the crowd by a low concrete barrier. Ableism and ableist.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

Small golden stars scattered on a table. Overcoming ableism challenges 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. 

Universal design joins the dots for urban design

Aerial view of a city with tall buildings separated by green open space. in urban design.It’s not just the buildings or landscaping that make cities – the spaces in between matter too. These is where the social aspect sits. Blue and green infrastructure and public art are important factors and it’s universal design that joins the dots for urban design.

Landscape architecture, green/blue infrastructure, artistic strategies and universal design work together for attractive and safe public areas. This is the proposition in an article in the latest issue of Urban Planning. The key point of the article is “in-between spaces” and how to transform them.

The article’s theoretical framework is about the relationship between the elements of the city. Tools for public space are also discussed, with universal design acting as a tool for merging the city. This is because universal design brings benefits to everyone – social and physical.

The article concludes with case studies and solutions for connecting “social tissue”.  Cities are constantly changing and should planned as such. 

The title of the article is, The Changing Nature of In Between Spaces in the Transformation Process of Cities. This open access article is also on ResearchGate.

From the abstract

In the in‐between spaces of cities, there are many problems: functional, spatial, economic, environmental, visual, and social. The article explores the possibilities of solving existing problems and the possibilities of using the potentials of in‐between spaces with regard to the changing nature of a city.

The article, of a discursive character, aims to answer the questions of whether connecting a city with public spaces can be a catalyst of changes, and what tools should be used to facilitate the flux of material factors (like goods or natural resources) and immaterial matter (e.g., ideas or cultural patterns).

The new approach assumes this would be most effective when using landscape architecture, green/blue infrastructure, artistic strategies, and universal design in public spaces. The expected result of the research is to show the purposefulness and possibilities in creating attractive and safe public areas of in‐between spaces as an on‐going micro‐ or macro‐process of urban change on a wider scale.

It was recognised that integrated actions combining the humanistic, ecological, and technical approaches could bring significant benefits to society, preventing existing problems, not only spatial and visual (changing the city directly), but above all social and environmental, having an impact on the functioning of the city from a much longer perspective.

The results show how the transformation process of public spaces may change the nature of the cities. Also how it improves the compactness of existing cities, and increases the quality of life. Selected case studies illustrate the scale, scope, and benefits of possible actions.