Jane Bringolf, Author at - Page 53 of 109

Inclusion in Motion Playspace

The Inclusion in Motion Playspace is a great example of a local community project. Similarly to the Touched by Olivia founders in Australia, a family decided to do something when they encountered the “don’t stare” moment. Their son’s limited opportunities for play with other children was the driving force behind their decision that this had to change. It all began with a small local committee.

Fundraising efforts made the playspace possible together with volunteer effort to help with the build. According to Center for Inclusive Design and Environmental Access (IDEA) the build is about to begin.

Danise Levine from IDEA played an integral part in this collaboration as a designer. Universal design strategies are built into every aspect of the project. The Inclusion in Motion founders have a short story to tell on their Dream Big website.

The website includes an excellent video (below) of what the playspace will look like. It’s a good example of how a small community can come together for a common purpose and it showcases some of the best universally designed equipment available

The universally designed Everyone Can Play guidelines take a similar approach to designing playspaces. More resources are in the Parks and Playspaces section of this website.

Transport and Health Guidebook

Transportation professionals are aware of the connection with health, but are public health professionals making the links? In general terms we know that the design of the built environment impacts on health. Transportation systems are part of the built environment and therefore impact health as well. From the USA comes a well-researched transport and health guidebook that joins the dots.

The guidebook is primarily for transportation practitioners. It has a set of tools and resources for planning at all levels and for collaborating with health stakeholders. The guidebook also serves as reference for public health practitioners to learn more about how to contribute to transport planning.

The guidebook is titled, “Connecting Transportation and Health: A Guide to Communication and Collaboration”. It contains, tips, tools, case examples, process steps and integration opportunities. The intersections between transport and health are presented in table format. While the guide is based on USA organisations, it is applicable in other countries.

The research project underpinning the guide found communication challenges between health and transportation professionals. The challenges included the different jargon and terminology, and the different planning processes. Acquiring relevant data for analysis was another issue. Consequently, the researchers needed to find out how the two disciplines could work together more effectively.

The aim of the guidebook is to foster partnerships between transport agencies and public health organisations. Each have their jargon and assumptions and these need to be clarified throughout the process. There are two documents:

1. 1. The full guide, Connecting Transportation & Health: A Guide to Communication and Collaboration. This is an 84 page document that includes information on the underpinning research.
  2. The Quick Reference Key Tables and Tools has the key elements for practitioners.

Public mental health

Delegates at an international conference in Barcelona participated in a workshop that provided some useful insights into transport related factors that could impact public mental health. While there are many factors that influence mental health, urban design can provide protective factors.

The title of the article is Scoping assessment of transport design target to improve public mental health.

Barriers in public transport for people with mental health conditions include crowds, waiting times and lack of information. For more on this, see Universal Design of Public Transport Systems for People with Mental Health Impairments.

Accessible Transport Guide

Improving Transport Accessibility for All: Guide to Good Practice, covers transport information, the road and pedestrian environment, infrastructure, vehicles, private cars, and emerging transport services.

The information is detailed and specific in this OECD guide. Examples from different member countries are provided. Although the Guide was published in 2006, the information is still relevant as progress has been slow, particularly in Australia. You can download the guide in PDF from the OECD International Transport Forum website. It is interesting to note that the guide is following its own advice on best practice in the presentation of information.

Accessible Transport: The Economics

Inaccessible transport can be a major barrier to participation in social and civic life, and this has a knock-on effect for the economy. Transport is not usually something we do for its own sake. We use transport in one form or another to achieve something else, such as shopping, going to work or school, or for social activities. It is the glue that holds together the many activities people undertake in their daily lives. But not all transport systems and facilities are accessible to everyone – and it is not just about users of mobility devices.

A discussion paper from New Zealand recognises that some disabilities are invisible, “… given that arguably everyone is a beneficiary of universal design some of the time; that many factors influencing participation are invisible, such as mental illness or hearing difficulty, for example; if an observational measurement method is going to be used, then it must necessarily involve a proxy measure for ‘beneficiary of universal design’.”

This is an encouraging approach because many studies measure ability and disability of individuals at one point in time, and not across the lifespan. The paper includes a road crossing case study from Hamilton in New Zealand. It concludes with the need for mutual understanding between those who plan and build transport and those that use it. The discussion paper on estimating the costs and benefits of participation was prepared by the Roundtable on Economics of Accessible Transport, part of the OECD International Transport Forum.

The OECD website has an iLibrary of discussion papers for this Forum. Filtering for “accessibility” brings up several papers, many of them recent.

Resource for architecture students

The Accessibility for Ontarians with Disabilities Act Alliance created a video of all the access problems at a new student learning centre. The Alliance chair, David Lepofsky narrates the video which has captions. If you are looking for design examples, this is an excellent resource for architecture students and upcoming access consultants. The obstacles that sloping columns create are clearly shown in the video along with other issues.

Some aspects of the video could make a comedy sketch if they weren’t so critical to getting around the building. Elevator controls with three different messages are a case in point. The video shows everything from large scale design issues, such as the sloping columns, to the fine detail – where is the sign? Amazingly, the building won a design award.

Full version of 30 minutes is worth the watch especially if using as a teaching resource. With captions on you can watch at a faster speed. However, there is a shorter version of 12 minutes.

Shorter version of the video at 12 minutes below.

Kindergartens: Inclusive spaces for all children

What do children think of the play spaces designed by adults? Why not ask them? That’s what a two Norwegian researchers did, and what an interesting result they found. They asked kindergarten children what they liked best and made them comfortable. Children with and without disability mostly wanted the same things, but there were a few differences. The researchers found the answer to what makes kindergartens inclusive spaces for all children.

Asking small children what they want and what they like is not a common research method. Within a qualitative framework, children collaborated with researchers. They identified the places and spaces that made them feel comfortable and included. Small places equipped with different types of construction materials were a favourite.

Although the context is a supervised kindergarten, there are some interesting findings for unsupervised playspaces. These relate to both group play and parallel play. Fixed small places with non-organised materials were found to be group inclusive. Building blocks were attractive to all children.

The children guided the researchers through their outdoor spaces where they found many activities in parallel. Children formed their own groups for games. Some children with socio-emotional issues, were less at home in these games. However, the ability to move to an area to be alone might have been a positive response.

From the Conclusion

Small places with materials such as cushions and building blocks appear to be socially inclusive spaces for all children. We have to question our adult values in designing playspaces and the involvement of children with disability. Children have their own ideas of what is safe and fun.

“Our study has shown that there is still a discrepancy between
ideology, children’s preferences and pedagogical practices. Children’s voices told that (dis)ability is a spatial phenomenon and guides the inclusive pedagogy closer to the dynamic between children, place and space.”

The title of the paper is, Kindergartens: Inclusive spaces for all children? It is an open access article. It’s worth noting that 97 per cent of children aged four to five years in Norway attend a kindergarten and that includes children with disability.

Note: An issue with fenced child play areas is that adults with disability can’t get in due to the gate latch being inaccessible. The same issue occurs with child care centres and kindergartens.

See the Parks, Open Spaces and Playspaces section of this website for more resources.

Why icons should have labels

Icons are like abstract paintings – they need labels.

A brightly coloured abstract painting consisting of painbrush lines going in all directions.

Digital designers are great at creating icon puzzles for users. They make a good guessing game until you learn what they represent. We see icons everywhere – on microwaves, washing machines, and of course, apps. Like abstract paintings, icons have different meanings for different people. We might like ambiguity in art, but not on our smart phones. That’s why icons need labels.

Icons are used as a way to save space, or where space for instruction is limited. But designers make a lot of assumptions about previous experience with instructions. Hampus Sethfors explains that saving space at the expense of usability is not the way to go.

In his Axesslab article, Sethfors uses the example of trying to download a TED Talk on a smart phone for viewing later. He explains why icons are ruining interfaces and that icons need labels otherwise users give up and become unsatisfied with the app. Sethfors also uses Instagram, Gmail, and Apple apps as examples of what not to do. He goes on to look at icons on a washing machine dial, and then to icons that really work. You can really see the difference in the examples shown below.

Icons without titles or labels

Icons with labels

A related article from Axesslab is how to improve web page content. It shows practical examples of how to improve accessibility and how to avoid simple pitfalls.

The Australian Network on Disability has a blog page on writing accessible social media posts.

When universal design is not enough

A person with a wheelie walker trying to negotiate the gap between the bus and the kerb. — The gap between the kerb and the bus

Having different contractors for different parts of an infrastructure project is a risk for accessibility. It can literally fall between the cracks. Having overarching principles of universal design is not enough to ensure accessibility of interconnecting infrastructure. When different companies build stations and buses we need to make sure they join up well. This was not the case in Norway.

A conference paper explains the situation for the new Metrobuss System in Trondheim. When the construction of stations and buses was well underway, they discovered they were built to different access standards. This made is impossible for wheelchair users and others to use the new system. Norway has a reputation for promoting universal design. So what did they learn from this situation?

First, there are always challenges in implementing universal design. It’s one thing to have it on a page, and another to have it in real life. Both bus and station manufacturers followed valid guidelines. Harmonising guidelines was the first lesson.

The people involved were lacking knowledge about the ideas an principles of universal design. Second lesson is to have user and expert involvement throughout the process. When issues arise, it is easier to find solutions before it’s too late.

A woman is getting on a bus. The footpath has a built up pad to raise the height so she can get on the bus. When universal design isn't enough. — A bus pad raises the height of the footpath

The paper describes some ‘work-arounds’ – some worked better than others. As with other projects, a ramp is not always a workable solution to patch up a design. The paper has 13 solutions specifically designed to overcome the access issues.

The title of the paper is, Universal Design in the Metrobuss System of Trondheim, Norway – Challenges and Solutions presented at the International Universal Design Conference in 2021 in Finland. It is open access or you can download the PDF version directly.

Abstract

The presentation describes challenges and possible solutions for achieving truly accessible high-class urban public transportation based on a case from Trondheim. The implemented solution did not reflect the wheelchair user’s needs– despite clearly stated ambitions for accessibility.

Ramboll conducted a study comprising a screening of the international market for relevant solutions, combined with interviews with representatives of Public transport authorities. The results were presented to the local user’s representatives, and some solutions tested on location. Based on this process, recommendations were made for short, medium, and long-term solutions.

The project highlights the need for involvement of sufficient professional knowledge of universal design in the planning phase as well as in the implementation phase.

Safe and inclusive neighbourhoods

Neighbourhood design has a role for both road safety and social inclusion. Pedestrian death rates are rising. What’s the cause? Is it smartphones or road design and drivers? Or is it both? Australian figures show the older generation is a big part of the fatality toll. But they are not likely to be looking as smartphones as they walk. So road and street design need another look for safe and inclusive neighbourhoods.

The American Society of Landscape Architects has an excellent guide on neighbourhoods and street design. Safe intersections, wider footpaths, accessible transportation, multi-sensory wayfinding, legible signage, and connected green spaces are addressed in the guide. City of Sydney gets a mention (see picture above) about a larger signage system that helps pedestrians calculate walking times within the city.

Neighbourhood design important for inclusion

An article published in The Conversation about inclusive communities suggests neighbourhood and urban planning have a key role in promoting diversity, and through diversity comes safety and inclusiveness. This is particularly the case for adults with an intellectual disability.

The authors stress the “main issue is not the type of accommodation, but its location. The neighbourhood, its design, and the community of people who live there are all significant factors for supporting safety and inclusion.” And surprisingly the exclusion of cars (in terms of thoroughfares) via a return to the cul-de-sac is seen as a significant design principle to reconsider for inclusive neighbourhoods. Preliminary results found three critical aspects for designing an inclusive neighbourhood:

1. actual and perceived safety within the street and neighbourhood
2. access to services and amenities via walking, cycling or public transport
3. inclusion in community life and local neighbourhood activity.

The title of the article is, Contested spaces: who belongs on the street where you live?

Landscape architects lead the way

Image from the Arcadia report showing seating decorated with a shape of the shoreline. — Sandstone seating and Turpentine Ironbark timber. Corian detail shaped to reflect the shoreline of Sydney Harbour,

It’s fitting that a landscape architecture firm should tackle the topic of connection to Country. After all, they are the ones designing our outdoor spaces. NSW legislation dictates that Aboriginal heritage must be protected. Consequently, the responsibility falls to design professionals. It’s a means of enriching the built environment, and not just a legal necessity. So, it falls to landscape architects to lead the way.

A report by Arcadia Landscape Architects aims to show that engagement with First Nations people is not difficult. They are concerned that designers will unwittingly perpetuate the colonisation of space if they continue with established practice. As they say, it has to go beyond token responses of “ornamental recognition”. They add that engaging with First Nations people continues after the life of the design project.

The report aims to encourage the wider built environment industry to engage with First Nations people. The concept of Country is more than just land, water and sky. Country is language, family culture and identity, and is loved, needed and cared for.

“Arcadia emphatically rejects the softening of language when referring to British invasion and processes of colonisation. It is a trend for these processes to be referred to as “arrival” and “settlement”, however the softening of language perpetuates myths of terra nullius and denies First Nations people their history and suffering endured.”

The report covers:

- - Approach and a note on language
  - How to engaging with Knowledge holders
  - Engaging with Country, which has 5 steps and examples
  - Engaging with Industry
  - What to do when you can’t engage
  - Where to next? includes conducting cultural training

There is a list of references and further reading at the end. The title of the report is, Shaping Country: Cultural Engagement in Australia’s Built Environment.

Arcadia collaborated with Budawang/Yuin researcher and spatial and cultural designer Dr Danièle Hromek and Yuin woman Kaylie Salvatori, Arcadia’s Indigenous Landscape Strategist, to develop this research report.

The NSW Government Architect’s Better Placed document has a section on Connection with Country.

There are more articles on landscape architecture in the parks, open space and playspaces section of this website.

What does Co-design mean? How does it work?

The term co-design is being used more frequently, but what does co-design mean and how does it work? Well, that depends on the context. It could mean a design group working together. Nothing difficult about that concept. Or it could mean involving end users in the design process. This is where it gets more tricky and more questions arise.

At what point do you involve users? Which users do you involve? Will the users have the required knowledge and experience to contribute constructively? Will designers have the skills to be inclusive and listen to users? Participatory action research incorporates both designer and user learning. But these projects are necessarily long and usually have research funding attached. However, they usually produce knowledge and results useful in other settings.

A related concept is co-design in quality improvement, for example, in a hospital setting. Both staff and patients have a role to play in advancing quality improvement. Differing levels of understanding between staff and patients can lead to tokenism. So how can we equalise knowledge so that everyone’s contribution is constructive?

A research team in a Brisbane hospital grappled with this issue. Their research report is written in academic language and not easy to read. Nevertheless, they conclude that effective patient-staff partnerships require specific skills. Briefly, it means adapting to change, and generating new knowledge for continuous improvement.

A framework

The researches developed a framework that includes ten capabilities under three key headings.

1. Personal attributes:

- - Dedicated to improving healthcare
  - Self-aware and reflective
  - Confident and flexible

2. Relationships and communication attributes:

- - Working and learning as a team
  - Collaborating and communicating
  - Advocating for everyone

3. Philosophies/Models:

- - Organisational systems & policy
  - Patient and public involvement best practice
  - Quality improvement principles.

These nine points are connected with the overarching theme of sharing power and leadership.

Title of the article is, “Co-produced capability framework for successful patient and staff partnerships in healthcare quality improvement: results of a scoping review”.

Other posts on co-design include The right to participate and co-design, and Co-design is another skill set.

Reducing cognitive load

Reducing cognitive load means reducing the mental effort required to do something. Making designs easy to use and understand is part of the solution. Whether it’s digital information or walking the street, we can all do with some help by reducing cognitive load so we can process the important messages.

Jon Yablonski developed seven design principles for reducing cognitive load in relation to user interfaces in the digital world. But these are useful tips for other fields of design. The seven principles make a lot of sense and are explained simply. The principles are:

1. 1. Avoid unnecessary elements: less is more
  2. Leverage common design patterns: keep things familiar
  3. Eliminate unnecessary tasks: make it easy to stay focused
  4. Minimize choices for easy decision making
  5. Display choices as a group: to help with decisions
  6. Strive for readability: make it legible
  7. Use iconography with caution: they aren’t always intuitive

Yablonski’s website explains further the concept of cognitive load. Every time you visit a website or a new environment your brain has learn something new. You have to do two things at once – focus on learning how to get around and at the same time, remember why you are there. The mental effort required is called cognitive load. If you get more information than you can handle, the brain slows down. We can’t avoid cognitive load, but designers can help minimise it.

Academic Coaching for Post Secondary Students

Would academic coaching help post secondary students with disabilities achieve their education goals? That was the question for a pilot study. Not surprisingly, the coaching helped. Improved self esteem and confidence helped the students achieve degrees in STEM subjects. The key component of academic coaching for students was helping students with their executive functioning.

The title of the article is, Academic Coaching: Outcomes from a Pilot Group of Postsecondary STEM Students with Disabilities.

Abstract: Faced with poor retention and graduation rates for students with disabilities, postsecondary institutions have experimented with interventions to help students succeed in college. This practice brief describes a pilot initiative in which 41 students with disabilities pursuing science, technology, engineering, and mathematics (STEM) degrees at three postsecondary institutions engaged in weekly academic coaching sessions primarily aimed at improving students’ executive functioning.

Data collected through an online survey of participants at the end of the initiative suggests that the academic coaching services increased their self-confidence, motivation, and determination to succeed. Participants reported that they gained skills in time management, studying, note taking, organization, prioritization, writing, self-advocacy, and stress management as a result of the academic coaching. Although literature regarding academic coaching and students with disabilities has often focused on students with LD or ADHD, results of the pilot initiative suggest that students with a variety of disabilities can benefit from coaching relationships.

Download PDF of the article.

Author: Jane Bringolf

Inclusion in Motion Playspace

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