Author: Jane Bringolf

A universal design perspective on automated vehicles

A woman with blonde hair sits reading a magazine resting on the steering wheel of the car she is (not) driving. The road and other cars are visible through the windscreen as the photo was taken from the back seat.Whatever your thoughts about automated driving systems and vehicles, we need to make sure no-one is excluded in their design. The Sustainable Development Goals catch phrase, “Leave no-one behind”, is quite literal when it comes to transportation. However, the promise of increased mobility for everyone is yet to be realised. This is largely due to the complexities of transitioning from the current mode to the automated mode. So, a group in Sweden is taking a universal design perspective on automated vehicles to find solutions.  

Victor Malmsten Lundgren writes in a brief paper that there is limited insight into the promise of an inclusive mobility system. He reports on the Swedish group’s research where they used universal design as a guiding principle. 

A key insight is the importance of user experience. Overall accessibility is only as good as its weakest link in the journey. The researchers used the example of a wheelchair user and common tasks along the way. This revealed the many touchpoints involving different actors who need to be part of the solution. For example, the public transport provider’s role might begin and end at the bus stop without regard for the journey to it. 

The article has some technical detail but the aim of the article is to comment on the ongoing discussions. The paper concludes that there “must be continuous exploration of how automated vehicles and systems can be accessed and understood and used to the greatest extent possible”. 

The title of the paper is, Insights from a series of projects related to accessibility in an AV mobility landscape.

Abstract

Automated driving systems have the potential to provide increased mobility for groups of people previously underserved. This brief paper presents insights from a series of projects specifically targeting accessibility in a public transport landscape containing automated vehicles (AVs). The work has been carried out in close collaboration between both private, public, and academic actors as well as with interest groups promoting specific critical users. Automated driving systems must be identified as a piece of a broader travel experience where universal design and inclusion should be guiding principles.

Older adults use playspaces too

A man is enjoying himself on exercise equipment in a playspace for older adults. Play is often associated with children, but play is for everyone. We know that grandparents take their grandchildren to playspaces to spend time with them. But older adults use playspaces too – that is, if they include the right design elements. 

The Auckland Design Manual has a new resource – Designing Play Spaces for Older Adults. The nicely designed 10 page document has great pictures of older people enjoying themselves. The concept of universal design is translated into the adult playspace context:

      • Safety
      • Be Active
      • Connect Me
      • Take Notice
      • Give

A group of Maori women are exercising together in the playspace.There is a new concept, “take notice”, which means being present, aware and mindful, all of which have mental health benefits. Parks are also places where people can volunteer so that brings in the concept of “give”. 

Auckland City Council’s research found that fear of being a victim of crime and fear of falling prevent park use by older adults. Consequently, recommendations for safety include:

      • Ensure the environment is well maintained and well lit
      • Provide accessible parking, toilets and drinking fountains close to the play area 
      • Ensure paths, handrails, seating and signage follow universal design guidelines. Seating should have back and arm rests.
      • Position the play space so it is visible from surrounding buildings and well connected with short direct paths that are not steep
      • Allowance for a food truck or coffee cart to facilitate activity and increase passive surveillance
      • Consideration for pandemic safety with wide paths and sanitiser stations.

A nice addition to the Auckland Design Manual that has a section on universal design that leads to other sections. 

The Everyone Can Play guideline also promotes the concept of playspaces for all ages. 

 

Universal design and public libraries

view of university of seville library with students sitting at desks. bookcases are in the background. Public libraries have more to offer than just books. Some people stay to read and browse, and others use meetings rooms for their community groups. The role of librarians is to help people to find what they are looking for. They are also keepers of local knowledge and services. People of all ages and backgrounds come and go. That means we are exposed to people with different values and interests. Potentially, that makes libraries a place to forge social inclusion. That’s where universal design comes in. 

Gerd Berget’s writes on the theme of public libraries as places where diverse groups are visible to each other. She argues that public libraries have the potential for increasing respect for each other and thereby reducing social exclusion. In her paper, Berget proposes that the way to introduce more diversity into libraries is to take a universal design approach. 

The paper begins with a history of disability and social justice. The role of public libraries as a physical space follows. The final part of the paper discusses the purpose of universal design and it’s role in social emancipation. Berget discusses the seven principles of universal design and how they apply to libraries in the final part of the paper.

The title the paper is, Universal Design as a Premise for making Public Libraries into Low-intensive Meeting Places. It’s a nicely written piece and good for newcomers to the field of universal design. It covers the philosophy, social issues of disability and the practicalities of universal design. 

Berget concludes

“Although full inclusion is not yet achieved, public libraries have a great potential in increasing the social justice and reducing oppression. To achieve that, librarians need to be aware of and engaged in making (and keeping) the libraries into low-intensive meeting places. There is also a need for more user engagement in the design of the public libraries, both regarding buildings, collections and services. Finally, it is important to a preserve the public spaces that facilitate convivial encounters”.

Design guide for accessible public spaces

Cover of the Guide with lots of little pictures of place in small squares like a chequerboard. Design guide for accessible public spaces.The Illustrated Technical Guide to the Accessibility Standard for the Design of Public Spaces published in 2014 by GAATES (Global Alliance on Accessible Technologies and Environments) is comprehensive. GAATES is based in Canada and refers to the Americans with Disabilities Act for standards, but they also include best practice features and design considerations. This means the design guide is applicable almost anywhere. 

The guide is available as a Google Docs version or you can view it online. The Table of Contents lists: Paths of Travel, Recreational Trails, Beach Access Routes, Outdoor Public Use Eating Areas, Outdoor Play Spaces, Accessible Parking, Obtaining Service in Public Spaces, and Maintaining Accessible Public Spaces.

Universal design and gardens

A public garden with brightly coloured flowers and plants set around a water feature. Universal design and gardens. COVID has shown us how important gardens are to everyday life. Whether it’s a home garden or a park garden, they are good for our wellbeing. But not all botanical and park gardens are accessible to all. Applying the principles of universal design in gardens in the planning process is a good way to go. 

The American Society of Landscape Architects (ASLA) has a guide to applying the principles universal design in gardens. Including people with disability in the planning process is, of course, essential. Gardens can be beneficial to people with disability especially if there is good visual and tactile information. 

The ASLA Guide lists some design aspects to consider:

    • Choose a seasonal plant palette that emphasises seasonal change 
    • Circular or figure-eight paths, which are good for people with dementia who are likely to wander
    • Frequent, flexible seating with arm and back rests throughout the garden. Seating that is light enough to be moved encourages social engagement.
    • An obvious inclusion is to limit the level changes, but where they are necessary they should be well signed with multi-sensory wayfinding.
    • Toilets are a must and should be located within easy line of sight, not hidden. Clear signage throughout the garden is also a must.
    • Secluded areas are also helpful, not just for people with autism or other cognitive conditions, but for private contemplation. 

There’s more detail on the ASLA website on this topic with some useful case studies.  

Community and botanical gardens are a place of relaxation and enjoyment. They provide an opportunity to experience nature. There are many physical and mental health benefits to experience nature. Applying universal design principles in the planning a design process allows many more people to enjoy the benefits of a public garden.

visits4u Inclusive Tourism

Logo of visits4u inclusive tourismWho is the customer of inclusive tourism? Everyone! This is the introduction to the visits4u Access Guide for tourism operators. The Guide is from Europe. It has a project guide and a short online training course. The good part of this training course is that it comes in text and audio voice-over. A PDF transcription for each module is available for download. The visits4U inclusive tourism training modules are:

      1. Hotels and Accommodation Providers, 15 minute video.
      2. D/deaf Awareness, 12 minute video.
      3. Information and Wayfinding, 12 minute video.

While the current pandemic conditions prevail, this is a good time to refresh tourism businesses to make them more inclusive. After all, people often travel in groups and if it’s inaccessible for one, the whole group goes elsewhere.

Case Studies

Front cover of publication. Blue background with a night time scene across a city. Design for All inclusive tourism.The European Concept for Accessibility Network tourist guide is based on their Design for All (Universal Design) principles. Each chapter is a case study, and each discusses the seven success factors, and drivers and obstacles. Cities featured in the EU tourist guide are located in Italy, Belgium, Sweden, Luxembourg, Germany, Spain and Australia.

Design for All in Tourist Destinations includes a section on Sydney’s “Cultural Ribbon”, which was written by Simon Darcy and Barbara Almond. Featured is the accessibility of the Sydney Harbour Foreshore precincts, Sydney Opera House, and Darling Harbour.

In the introduction it encourages a business approach rather than a compliance approach. In the past, it was expected that a person would give up their personal goals when it looked too difficult to be inclusive and accessible. But now, we have the technical and organisational means to overcome many barriers. Non-discrimination laws have helped people gain more freedom. 

Landscape view of Barangaroo Parkland showing a pedestrian, wheelchair user, cyclist and pram pusher. Mentioned in EU tourist guide.
Barangaroo Parkland on Sydney’s foreshore

Image source: http://www.barangaroo.sydney/accessibility/

Ageing is more than a health issue

A view of George Street Sydney showing pedestrians walking across the mall created by the light rail system. Ageing is not just a health issue.
Picture by Ashleigh Hughes

Guidelines, toolkits and policy frameworks related to population ageing have been around for a while. But are they being used? Ageing is more than a health issue – it’s an urban planning issue as well. COVID-19 has made this very apparent. And so has the 2023 Intergenerational Report. A case study based on Greater Sydney highlights the issues. 

The authors discuss an “ageing city” in the first part of the article where they focus on Australian data on ageing and dementia. The second part of the article provides more information on what is working well and what needs to change. The article uses data, state and city policies to assess how well Greater Sydney is doing as a city for older people. 

Key themes

Sydney has many blue and green spaces that are great for mental and physical health. However, these are inequitably distributed across eastern and western parts of the city. Access to shops and services likewise. 

Active and social places are for the most part good for everyone. Quiet places are important too especially for people with dementia. Feeling safe is related to how active an older person is in their community. The more they get out and about the less worried they are about crime. 

The researchers report on interviews with health and planning professionals, and provide several first hand quotes. 

Key themes from the interviews included: the need for intergenerational spaces, considering mobility and distance between key services, and better access to gardens. Familiar landscapes and architectural landmarks provide a sense of security along with quiet ‘slow spaces’. Ageing and dementia could get lost when nested under policy words such as “liveability” and “universal design”.

Many things are possible and easy to do if planning and health professionals work together. That seems to be the way to go. 

The last part of the article discusses the many toolkits, guidelines and policy frameworks for age-friendly cities. They range from international policies through to the work of the Greater Sydney Commission. The article concludes with recommendations.

The title of the article is, Age-friendly urban design and mental health in Sydney, Australia: a city case study. It is published in the Journal of Urban Design and Mental Health Edition 7: Aging City. There are other articles on the same topic in this edition. 

Authors are, Safia Moore, Associate at Arup, and Georgia Vitale, Practice Leader at Grimshaw. 

 

Diversity and Inclusion in the Design Studio

aerial view of three people at a desk looking at a set of construction drawings. Diversity and Inclusion Design Studio.We live in a complex and fast-changing world – the pandemic has told us that. Designers have to keep up and that means design educators also need to keep up. But it’s not just content that matters, it’s the way it’s taught in the design studio. So, universal design meets universal design for learning. Understanding indigenous ways of knowing is just one aspect of diversity and inclusion for teachers and students. A book chapter explains.

Experiential learning is a popular way for students to practice skills and apply knowledge. In their book chapter, Sandra Abegglen and Fabian Neuhouse discuss their interdisciplinary design studio course. Bringing together planning and architecture students is not new. However, bringing them together with a traditional Knowledge Keeper is different. This makes it cross-cultural as well. 

The authors describe the setting for the students, the methods and the task scenario. The intention of the course was to engage with Indigenous ways of knowing and living. In this way students could develop proposals that pay respect to traditional stewards of the land. Considerations for accessibility and inclusion were also part of the task. 

Lessons Learned

At the end of the chapter, the authors offer their reflections. 

“As instructors and researchers, we aim to enrich the quality and breadth of learning for our students. We also strive to create learning experiences that meet the demands for future professional practice. … Students learned a lot about Indigenous culture and cross-cultural approaches to design through the inputs of Hal Eagletail, Tsuut’ina Elders and Indigenous design professionals. They learned to work with others, and to appreciate different views and approaches. At the same time, through their projects, they explored what it means to develop ‘inclusive’ design proposals.”

“The outcomes demonstrate that a cross cultural approach in both course instruction and course content supports an inclusive practice. It is a setting that all learners can access and participate in meaningfully, modeling the idea of UDL and projecting it through studio practice onto the work produced by students.”

In our studios, Universal Design was implied and fostered through UDL practice, challenging the traditional one-size-fits-all model. However, for this approach to be successful, instructors need to actively support and foster collaboration and, especially online, allow enough time for a meaningful exchange.”

The title of the book chapter is, Diversity and Inclusion in the Design Studio (chapter 4). It’s open access.

The title of the book is, Incorporating Universal Design for Learning in Disciplinary Concepts in Higher Education Guide. You are likely to find other chapters of interest. 

 

Ageing in Place: Not there yet

A suburban house in UK showing before and after the ramp. The ramp makes several zig-zags up the front of the house. It looks ugly.What home modifications are needed most and how much are they needed? Mary Ann Jackson analysed 50 home modification reports in Victoria to get an answer. She found that when it comes to ageing in place we are not there yet. 

The homes visited all had a doorsill or step at the front door and tight spaces. A screen door complicated matters, and meter boxes also intruded on entry space. Many of the fittings, such as taps and handles were poorly designed to suit ageing in place. 

Jackson advises that accessibility issues are endemic to Australia’s existing housing stock. This is a big problem when 39.5% of households include a person with disability. 

Architect and Planner Jackson says, “Cooperation, collaboration, and a clear recognition of the emotional, physical, and economic cost-benefit of ageing in place will be needed to rebuild Australia’s housing stock to better accommodate all inhabitants throughout life.” The title of the newsletter article is Ageing in place – are we there yet?  

The picture above is famous for its technical compliance, but not usability, and definitely not aesthetics.

Older people and perception of home

Within the findings of an AHURI report is a section on the qualitative research on older people and the perceptions of their homes in terms of ageing in place. The report is titled, “The role of home maintenance and modification services in achieving health community care and housing outcomes in later life”, and is by Andrew Jones, Desleigh de Jonge and Rhonda Phillips for the Australian Housing and Urban Research Institute, 2008. 

A man in a bright yellow T shirt is painting and archway in a wall inside a home. The wall is grey and there are tools on the floor.Phillippa Carnemolla’s conference paper expands on some of these ideas for ageing well at home. She found that home modifications address both social and individual needs. The title of the paper is,  The potential of a home modification strategy – a universal design approach to existing housing. 

 

Cognitive disability digital accessibility guide

Front cover of the cognitive disability digital accessibility guide.The ability to access online content provides access to goods and services, and in COVID times, each other. But content on websites and smart phones is not user-friendly for everyone, particularly people with cognitive disability. However, digital communication is here to stay and it needs to be inclusive. The Cognitive Disability Digital Accessibility Guide explains the important aspects for organisations that publish documents online. 

The Guide is designed to provide practical, step-by-step information for designing and delivering effective best-practice digital communication. Some of the guidance is easy to do, for example, defining abbreviations and acronyms. The Guide provides useful information on:

    • How to support people with cognitive disabilities to use computers and mobile devices.
    • Developing documents structured and written in ways that support people with cognitive disabilities.
    • Guidance on policies and standards for people with cognitive disabilities in an organisational context.
    • Preparing communication messages for people with a cognitive disability.
    • Creating websites that support people with a cognitive disability.

The Guide also covers traditionally-implemented accessibility guidelines of WCAG 2.0 Level AA as well as looking at the increasing relevance of Level AAA requirements. It also delves into the role of affordable consumer devices such as tablets and helpful apps.

Of course, if the design is suitable for people with cognitive disability, there is a very good chance it is going suitable for everyone. This has been shown with the use of plain language summaries. 

Centre for Inclusive Design (formerly Media Access Australia) produced this guide. Although it was published in 2016, most of the information is still relevant. 

People with cognitive disabilities or impairments include: acquired brain injury, autism, dementia, developmental disability, Down syndrome, intellectual disability, dyslexia, attention deficit disorder, and learning difficulties in general.

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