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Buying power of people with disability

Are marketing people missing out on a buying power of people with disability? The answer is likely, yes. A Nielsen Report on consumers with disability, including older people, states what is obvious to anyone interested in universal design and inclusion. “Disabilities span across age, race, and gender so there is reason to believe consumers with disabilities should not differ much from the general population.” So what is the buying power of people with disability?

The report, Reaching Prevalent, Diverse Consumers with Disabilities found that one in four households of their sample group of 86,000 people had one or more person with a disability. That’s an important statistic because consumers with disability are higher spenders in some categories. That’s despite tending to have lower incomes.

Marketing and advertising people will find insights into disability and their significance in this report. For example, consumers with disability are more likely to have a pet. So they are more likely to buy pet food and related products.

Marketing departments influence what is designed – it’s their job to find out what to sell. If marketing professionals dismiss people with disability, their company will too. An inclusive marketing approach helps the cause of inclusion albeit with a profit focus.

This report is also featured on the Silver Blog which is focused on marketing to older people. There is another item on the dangers of marketing specifically to older adults as this borders on ageism. Older people want brands to focus on needs and interests, not their age.

The title of the report is Reaching Prevalent, Diverse Consumers with Disabilities, and was published in 2016. However, the content remains current. The graphs are from the Nielsen Company report.

Upgrading Existing Buildings handbook

The regulatory framework for the built environment is moving away from reliance on regulation. Instead, the Australian Building Codes Board is developing handbooks for performance solutions. The Upgrading Existing Buildings handbook is one such publication. It relates to all buildings other than private housing. The handbook is only a guide, leaving potential for other ways of getting the same outcome.

The 57 page document includes appendices for each of the states and territories. Also included are legislation, regulations and design responsibilities. The key content is in the five steps:

1. 1. Locate related documentation
  2. Undertake an on-site inspection
  3. Compare expected performance
  4. Identify actual deficiencies
  5. Alleviate actual deficiencies

There is a section on people with disability which refers to the Access to Premises Standard. The handbook refers readers to the Australian Human Rights Commission’s guidelines for help. The five step process is applied with explicit reference to accessibility. For example, paths of travel and sanitary facilities.

The takeaway message is that Performance Solutions may be the only practical solution to address actual deficiencies, and this is where a Universal Design approach will be most beneficial.

The 2020 version of the Upgrading Existing Buildings handbook updates the 2016 version. It reflects the move away from mandatory regulation to performance requirements.

Architecture, aesthetics and universal design

A view of the open plan kitchen. The home has a lot of timber in the construction and the furniture. It is architecture, aesthetics and universal design. — Frank Lloyd Wright considered aesthetics in architecture

The principles and goals of universal design have no criteria for aesthetics. It’s focus is on functional requirements rather than sensory experiences. It doesn’t help when architects and planners continue to associate universal design with regulations and standards and leave aesthetics out. But the key to designing environments for everyone is to draw together architecture, aesthetics and universal design.

Carolyn Ahmer’s paper discusses universal design in the context of renowned architects. She explains how their designs include inclusive elements together with aesthetics. For example, Frank Lloyd Wright’s work which includes the famous Guggenheim Museum. The article covers visual and non-visual information and movement through space.

The aim of the paper is to highlight the qualities of design essential to creating buildings that stimulate our senses. One source of inspiration is in our architectural history.

She concludes that inclusive architecture should be based on qualitative and quantitative measures. Quantitative assessments are based on controllable data and standardised specifications. Qualitative assessments focus on sensory experiences of an architectural project. These are features that cannot be measured but should not be discounted.

The title of the article is, The Qualities of Architecture in Relation to Universal Design. The paper was presented at the UD2021 conference in Finland. It’s published in Universal Design 2021: From Special to Mainstream Solutions.

Rough Guide to Accessible Britain

The Rough Guide to Accessible Britain is a good example of how to convey information in both online and PDF formats. The guide has a map at the beginning which divides up the country into counties. A click on a county takes you to the information for that area. With 262 pages this is a convenient way to get to the information quickly.

The first few pages give an introduction and helpful tips and an explanation on how to use the guide. However, it is unclear if the guide is accessible for people who use screen readers. The descriptions tell a story of the place with lots of words. There are no Easy Read or Plain English summaries.

The level of accessibility and amenities are coded in icons for each attraction or venue. There are links to the websites of each attraction too. The guide has more than 200 reviews on places to go on a day out. So whether you are at home or travelling, you can find activities in the local area. There are more than 200 reviews

The Rough Guide to Accessible Britain is a great guide for anyone regardless of being “accessible”. You can view the guide online or download the PDF version. I found the PDF version easier to manage and adjust the viewing size.

This is an interesting format for an accessible tourism guide with lots of good photos. There are links to other Rough Guides for other countries and cities.

Are architecture educators teaching universal design?

Some government funded projects require designers to show how the project will embody the principles of universal design. But what do architects think about universal design? How are they dealing with the implementation? And are architecture educators teaching universal design?

A survey of architects, educators and technologists were asked those questions. The aim of the survey was to find out:

1. How inherent is Universal Design knowledge to current building design practice?

2. What are the current Universal Design education and training needs of Architects and Architectural Technologists practising in Ireland?

3. Which Universal Design themes and topics are of most interest to Architects and Architectural Technologists practising in Ireland?

4. To what extent does existing CPD for Architects and Architectural Technologists practising in Ireland address Universal Design topics?

5. What can motivate Architects and Architectural Technologists practising in Ireland to access Universal Design CPD?

6. What are the most effective means by which to deliver Universal Design CPD to Architects and Architectural Technologists practising in Ireland?

There is still work to do with the data, but the initial findings are that face to face works best rather than online sessions for CPD. Respondents wanted to know more about people with mental health conditions and people with hearing impairments. They also wanted to know more about applying universal design to specific building types.

The title of the article is Universal Design and Continuing Professional Development for Architects: An Irish Case Study. It is an open access article.

Promoting universal design in education

Some design tutors perpetuate negative attitudes towards changes to design thinking or processes. This was one finding in Promoting Universal Design in Architectural Education. Consequently, practices don’t change. The article discusses ways that design schools can include universal design into their courses. For example, working with other disciplines such as occupational therapists who can explain the functionality of designs. The article also discusses the ‘critical eye’ and the ‘appreciative eye’.

Critical Eye and Appreciative Eye

It’s easy to see the barriers and missing design features. These stand out. The ‘critical eye’ tells us what not to do, but doesn’t tell us the remedy. The ‘appreciative eye identifies the positive aspects which provide good examples.

Good inclusive design, done well, is inconspicuous and needs a trained eye to notice it. A walkway that is flat and barrier free can be taken for granted. But we do not know how much design effort it took to make it so. The trained eye also needs to see what is not there – what is missing. A handrail or contrast stair nosings, for example.

Unfortunately this paper is published in a small Italic font and is difficult to read.

Also see Students’ Attitudes to Universal Design in Architecture Education, by Helen Larkin, Kelsey Dell, and Danielle Hitch. It was published in the Journal of Social Inclusion, 2016.

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.

Inclusion, Human Rights and the Market

How can we attain our rights within a market-based economy, when those who do not experience social and economic exclusion have the the power of the market in their hands? The cost of inclusion is often said to “cost too much”. This is illustrated in the proposed changes to the NDIS. Cost is also the argument some states are using to stall the implementation of accessible housing. Human rights do not feature in these arguments.

In Western societies, justice and fairness are not inalienable rights, but a negotiated process based on mutual advantage. According to Mutual Advantage theory we have to be pragmatic about human rights in a market-based economy. The excluded need to bring a benefit to the negotiating table. Rights get enacted only after a cost-benefit analysis has been carried out and “the excluded” are assessed as being “affordable”. That is, “can we afford to include them?”. This is the wrong question. It should be, “what does it cost to exclude people?” And who is listening to the position of the excluded?

Market economists rarely reside in the excluded group fighting for rights. Measuring disadvantage and exclusion is not something they find easy to measure. Yet they do have a cost to individuals, society and the economy.

For more on this discussion, see my paper from the 2014 Brisbane Housing Forum. The content is once again current. It includes an explanation of Mutual Advantage Theory by Lawrence Becker.

PDF document Housing Forum Brisbane 2014

Word document Housing Forum Brisbane 2014

Reference: Becker, L.C., 2005. “Reciprocity, Justice and Disability”, Symposium on Disability, Ethics, Vol 116 No.1, University of Chicago Press, p 9-39.

Market segmentation by age: does it work?

Time to challenge the entrenched marketing theory of market segmentation by age. It follows mindless formulas and plays into stereotypes about older people as needy and helpless. It also perpetuates these stereotypes. An article in FastCo highlights why sectioning out older people leads to negative representations. Or worse, they patronise.

The title of the article is, Why marketing to seniors is so terrible. It’s based on research by various marketing companies. Online purchasing by over 55s has increased significantly and cuts across stereotypes of older people being tech-averse. Here are two excerpts from the article:

THE ONE UNIVERSAL TRUTH ABOUT AGING
The most surprising finding Tuma and her team discovered was when they asked people to envision an aging utopia–and an aging dystopia. In every single country surveyed, the utopia had generations living together in harmony, learning from each other, and helping one another other. The dystopia, conversely, strictly segregated young and old. Which one do we see most in advertising today?

When was the last time you saw anyone over 55 in a decent ad? The world of oldsvertising is a hellscape full of reverse mortgages, erectile dysfunction pills, and bathtubs that won’t kill you. The video below is an example of a bathtub advert.

Time to focus on attitudes, not age. No more patronising pictures of older hands, thank you – real life please. We are all ageing and we are all individuals

Access Chain inclusive design tool

An intrepid adventurer wandering in the wilderness might want the excitement of the unknown. Most of us want to know what to expect before we leave home, even for a day. For people who find everyday places inaccessible, excitement comes from knowing exactly what to expect at a new destination. That’s why the journey begins at home with information. The Sensory Trust in the UK developed an Access Chain inclusive design tool to help businesses see things from a visitor perspective.

The graphic below shows four key elements: the decision to visit, journey and arrival, on-site experience and return home. The tool is to the point, clearly written and easy to follow. Each of the four steps is explained further.

The last step is easy to forget, but a problem at this point can ruin a good day out. For example, a long walk back to the car or poorly signed routes aren’t great at the end of a tiring day.

The Sensory Trust has more resources on their website.

Information: A critical factor in inclusive tourism

“The basic task of accessible tourism is to stop focusing on the features of disability and to concentrate on various social needs and adjusting the conditions of geographical (social and physical) space to them”.

This quote from a 2019 research paper sums up the situation well. The paper focuses on the information aspects of inclusive tourism, particularly online information. It reports on a case study and lists several “rules” for accessible tourist information. The author, Anna Kolodziejczak, laments the lack of consistency of language and description across the inclusive tourism platform. The conclusion sums up the issues well:

Visibility, reliability and up-to-date facts are the basic features of tourist information. However, due to the principles of both universal design and costs of publication it is advisable to include information on the accessibility of facilities and services in all publications intended for tourists. It ought to be emphasised that tourists, as main subjects of all activities aimed at enabling them to relax in the way they dream, need information at all stages of their journey. To this end, they use various databases of tourist information which, despite having many recipients, have also many creators. Only consistent and systematic cooperation of all information providers and the ability to react quickly to the needs of tourists can make the system work efficiently and the desired results will be achieved.”

The title of the paper is, Information as a factor of the development of accessible tourism for people with disabilities.

Putting a value on universal design

Entry area to a large building that has light grey poles with handrails around and steps between. All is grey tones. — Entry to a new office block in Parramatta

Which universal design features benefit the general population and which suit a small group? This is the kind of question economists like to ask. But who to ask? The building users of course. “Stated Preferences” is the term used for asking people what they think something is worth. It’s one way of putting a value on Universal Design.

Building regulations stipulate certain access requirements, but using Stated Preferences analysis and cost-benefit data, researchers found that some features suited a wide group, while others suited only a few. The question then is, if the feature for the few costs the most, should it be included or ignored in a retrofit?

The technical methods are explained in a conference paper. It includes what was measured and how they were valued. The discussion section of the paper sums up the study. They found that Stated Preferences analysis and cost-benefit data can show the social and economic benefits of different features. For example, a handrail on stairs can pay back six times the investment. Among high benefit features, were good lighting, visual and tactile markings, and stair handrails. However, the story is not quite this simple and the researchers point to this.

The 18 Measures

• Good pedestrian walking surfaces outdoor
• Visual marking of walkways
• Visual and tactile marking indoors
• Stair handrails
• Automatically opening entrance doors
• Visual contrast on entrance doors
• Access ramps for entrances
• Access ramps in swimming pools
• Access ramps at beaches
• Visual marking of doors and glass walls
• Low counters – accessible for wheelchair users and people of below average height
• Universal designed toilet facilities
• Installing elevators
• Modernization of existing elevators – tactile buttons, audio messages etc. – Improved indoor lighting
• Outdoor lighting
• Assistive listening system/hearing loop
• Floor space for wheelchair access

An interesting study that reveals the preferences of building users and the value they place on certain features and the related costs. This can be compared with features set down in access standards where the value for users is not assessed, or the costs.

The title of the article is, Upgrading Existing Buildings to Universal Design. What Cost-Benefit Analyses Can Tell Us. It is open source from IOS Press.

Plain Language Communication

It’s assumed that by the time students leave school they can read and write. However, even with remedial work, some students will leave school without a working level of these skills. More than 40% of Australians do not have the literacy skills for everyday living. Included in this group are people with English as a second language. This is why plain language communication is important – and good for everyone. It is a universal design approach to communication.

Governments now are producing Easy Read documents as adjuncts to their main documents. But other fields of endeavour are not catching up. In particular, academic writing has always been exclusive to those who can read at this level. The bottom line is, if you want your document and information read by as many people as possible, write in plain language. Alternatively, provide a plain language summary. But this is another skillset.

A short study on teaching plain language gives an example of how to go about the task. It is based on health and exercise information. Presented in a poster format, the paper explains how the study was done. The example of writing a participant consent form illustrates the task. After several iterations they reached 8th grade (US grading) reading level. The example is shown in the poster presentation. There is also a link to an explanatory video.

The title of the poster is, “Are Kinesiologists Ready to Communicate? Merits of a Practicum Course on Plain Language Communication”. There are links to the authors other work on the topic.

We are seeing more accessible formats for people who are blind/low vision and Deaf/hard of hearing. So, we need plain language and Easy Read too.

Cathy Basterfield presented a paper on this topic at UD2021, and also see a previous post on plain language.

Author: Jane Bringolf

Buying power of people with disability

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