Author: Jane Bringolf

How to design an inclusive school building

A view of the school courtyard showing a circular garden and blue paving.A design project for a new school building shows how to make it inclusive for everyone. Architects involved users from the outset and then applied the knowledge they gained. This was no typical building because the task was to integrate two existing schools into the one building. One was a primary school and the other is described as a special school. The story is told in a video which begins with the architects talking about their approach. The video goes on to discuss all the elements they needed to consider which make this an excellent exemplar for all buildings.

Good examples of incorporating user feedback are the installation of footbaths. The area has a high Somali population who like to wash their feet before praying. Understanding that some children with autism find sharp building lines difficult influenced the curved building shapes within the building.

The placement of toilets so staff don’t have to walk the length of the building each time was another factor in the final design. Integrating overhead hoists for transferring children to and from wheelchairs so that it just looked like part of the overall design – not special.

Small details also make a difference. An interesting point was installing different tap styles because it is a learning experience for the children. And of course energy efficiency was not forgotten in the design process. Read more about this project on the Architype website. 

Video explanations

 A very useful and interesting video from the UK for anyone interested in design. There are few good examples of inclusive design in action so this is welcome change. 

A second video shows it’s very productive to involve children in the design process. It’s too easy to dismiss them on the basis that they are too young to know much. It’s also a learning process for them too.

 The picture a the top is of the courtyard in the new Willows Primary and Special School.

Don’t click here for web links

A graphic with six black hands with forefinger pointed each on a circular button.Writing “click here” to link to a web page or electronic document is intuitive for the writer. But not to all readers. This is particularly the case for people who use screen readers. Writing “click here” or “download here” requires the reader to make sense of the words before and after to get the context. This is workable when you can visually read the page. However, a screen reader is a machine and can’t do this for the user.

It’s hard for a user navigating the page audibly if the link text isn’t clear. They can’t be sure where the link will take them. When a link has a focus the link text is announced by the screen reader. If it isn’t created clearly it can be difficult to understand. Link text is clear when it makes sense on its own away from other text. 

Once you know how a screen reader works, it makes more sense. It makes even more sense when you hear a screen reader working. Online newspapers, such as The Conversation, are good at using clear link text.

CanAXESS blog has a seven minute video explaining why “click here” isn’t helpful and gives examples of how to avoid it.  The key information is in the first five minutes and the last two relate to the WCAG guidelines which don’t cover this very well.

 

Designing in a research lab

A person is being tested for balance in the WinterLab. She is protected by a harness.
Testing in the WinterLab

Sometimes it isn’t possible to do research in the field so that’s where research labs come in. In Toronto, Canada, they have a giant lab with several simulators where researchers can test their theories, products and ideas.

A view of the simulator from ground level. Two people stand nearby and they look very small in comparison.
One of the simulators at the KITE lab.

The Kite Research Institute has simulator labs for the design of hospitals, driving ability, and assessing falls, homes, stairs, and streets. Their website features each one of these with descriptions of what they are researching. For example, the WinterLab recreates typical Canadian winter conditions with ice and winds up to 30km per hour. It’s all done with safety in mind under controlled conditions. That includes tilting the simulator to create sloping ground. It is used to test clothing and footwear and improvements to mobility aids. 

HomeLab is a home within a lab where products are tested with volunteer participants. Researchers can observe the volunteer undertaking home activities from an overhead catwalk.  The focus of the research now is on intelligent home systems.

Research labs like these are essential for the development of environmental design and the design of products. Something as basic as stairway design can always be improved.  Have a look at their current research and the simulators. 

The video below provides an overview of the labs when they were owned by iDAPT. 

Editor’s comment: While attending a conference in Toronto I was fortunate to visit this lab. It’s an amazing set-up.

 

Disaster management and older people

Four men with orange lifejackets are standing in a yellow State Emergency Service boat on a swollen river. In physical catastrophic events such as flood, fire and earthquakes, older people rarely fare well, and it’s not just their physical needs. Fears and anxieties can make older people resistant to rescue.

HelpAge International’s findings on older people and disasters are reported in Disaster Resilience in an Ageing World. Anyone involved in disaster relief or emergency service should check their policies and systems for the inclusion of older people. A related article can be found in the International Journal of Emergency Management – Recognising and promoting the unique capacities of the elderly.

Even in developed countries older people are more likely to die in a disaster than younger people. In the tsunami of 2011 in Japan, 56 per cent of those who died were 65 and over. This is despite this group comprising 23 per cent of the population.

Broadcasting is an important part of disaster management. Broadcasting tactics need to be inclusive of everyone. A handy reference is the Guideline on Inclusive Disaster Risk Reduction: Early Warning and Accessible Broadcasting. It was prepared with the Asia Pacific region in mind. However, the principles of inclusion and how to implement them in a disaster situation are relevant to any region or country.

The Guideline provides very specific information on the requirements in a given emergency situation. The PDF document can be downloaded from the GAATES website. There is a companion document, Guideline on Inclusive Disaster Risk Reduction. With an increase in severe weather events across the world, it is important to ensure people Front cover of the guidelinewith any kind of disability are afforded the same survival chances as anyone else no matter where they live.

The science of universal design

An aerial view of Grand Harbour Malta showing the many bays and dense population.Can universal design be regarded as a science? As more guidelines are produced with technical specifications, there’s a danger that the spirit of the concept is getting lost. When we drill down to the skills required to design inclusively we find it goes beyond well-meaning guidelines. This is what makes designing universally a science. 

Reporting on case study of a design proposal for a floating sea terminal in the Grand Harbour in Malta, Lino Bianco explains why. The case study also includes a heritage centre, a maintenance workshop and offices. The article details technical aspects supported by drawings and design considerations.

Bianco begins with the background to universal design and how it relates to EU and the Maltese context.  As a member state of the EU, Malta is obliged to follow the legal requirements for accessibility and inclusion. 

Bianco argues that the universal design philosophy has evolved into the systematic development of design guidelines. Consequently, the guidelines have become mandatory for built infrastructure projects. This has lead to a compliance approach which is contrary to the original aims of universal design. This is why the holistic application of universal design principles is a science not a format.

His concluding comments propose that universal design should be descriptive and not prescriptive. “Adopting a performance-based approach is what UD as an applied science involves. It leads to designs with inclusive environs beyond the prescriptive requirement at law”.

The title of the article is, Universal Design: From design philosophy to applied science. 

Abstract: Universal Design (UD) philosophy is inspired by the social responsibility that no discrimination is present in the use of the built environment. During recent decades UD philosophy led to a systematic development of design guidelines for architectural and urban projects aimed at rendering the built environment accessible to all. In Malta, such guidelines are endorsed by central and local government entities and non­governmental organizations and they are covered by legislation which i s actively enforced. Moreover, the law stipulates that the planning regulator makes it mandatory that a given development permission complies with these guidelines. This ensures that no barriers can hinder the usage of a given development. The objective of this paper is to demonstrate that UD is not only a legal requisite emerging from a socially sensitive design philosophy and grounded in official design standards that ensure legal compliance, but an applied science aimed at ensuring mobility for all. Using a case study from this European Union Member State, this paper argues that setting the focus on technical specifications relating to access for all falls short of addressing the inherent interdependencies; consequently, it does not tackle UD issues. UD goes beyond the prescriptive requirement established by law and underpins a performance-based design, thereby intrinsically enhancing the quality of any given element, whether a space or a product. UD is an applied scientific discipline; it is a multifaceted, interdisciplinary branch of learning. It involves the application of current formal scientific knowledge to pragmatic scenarios in order to attain contextual specific solutions. UD is not just an applied design philosophy; it is an applied science integrating anthropometrics, medicine and design; it is universal design science.

Bianco, L. (2020). Universal design: from design philosophy to applied science. Journal of Accessibility and Design for All, 10 (1), 70-97

Inclusion should be a choice

A group of young women stand in a circle with their forefingers and middle fingers spread out and joined up to make a star shape.One of the findings from a study of an inclusive youth summit was that inclusion should be a choice. A group of young people with and without disability were brought together to explore art and social justice. Group behaviours were observed and documented in an honours thesis. There are some good take-away messages from this event.

The thesis is by Megan Price, who is a youth coordinator. She describes the context, the participants and behaviours and the story of the event. The implications from her observations were:

    • Neurotypical young people needed one to one leadership to understand and practice inclusion
    • The ableist model in the outside world perpetuates excluding behaviour
    • Inclusion needs to be a choice, not forced – you have to want to be included.
    • Building trust and confidence to see how identities overlapped
    • Being open and honest with group members and treating them as people

Megan Price comments in the concluding remarks:

“I feel that a properly done inclusive program should be rooted in something that isn’t disability focused. It can be video games, it can be social justice, it can be education or art, it can be literally anything else. But when we make the target group the group’s focus, we’re already offsetting power and inputting a dynamic. Inclusive groups can’t get rid of power imbalances that their larger society has created but they can
acknowledge them and work to counteract their effects within the group. “

There is much to gain from reading this thesis as it brings the topic to a grass roots level and out of an academic focus. 

The title of the thesis is, “What Makes Inclusion Work: An Autoethnography on Coordinating an Inclusive Youth Advocacy Program”. 

Abstract:  In this autoethnographic thesis, I analyze my observations as the co-coordinator of an inclusive youth advocacy program (YAP) to detail what made inclusion successful, and what was ineffective. I had the unique position of facilitating conversations and workshops around social justice issues and how to advocate using self-expression and art. In this thesis, I will reflect on the Inclusive Education Conference (IEC) in Spring of 2019, and the Summer Summit in the summer of 2019, both in Portland, Oregon. At the IEC some of the observations noted as harmful to inclusion included: people wanting to silence the youth, inclusion being coerced, neurotypical youth segregating due to lack of support, youth creating a hierarchy based on disabilities, and inability to support youth due to lack of knowledge.

The biggest takeaway was the importance of intersectionality. The observations around detrimental practices led to changes for the summer summit. Changes included: having more understanding of workshop, interview the youth to determine their motivation for being involved and their goals, schedule breaks to encourage socialization outside the workshops which led to more inclusive workshops, and being transparent with the youth so they felt comfortable to express themselves and make mistakes. Ultimately, the most damaging elements to the inclusive youth program were 1) When neurotypical youth are neglected due to the focus on inclusion. 2) when the outside world is still modeling ableist behavior. 3) when inclusion isn’t a choice. The key finds that made inclusion most successful for this program were 1) the focus on intersectionality. And 2) being transparent and open with the youth. I also strongly encourage inclusive youth programs to not be rooted in disability as it already offsets the power dynamic of the group: rather have the group focus on a common interest.

 

The myth of the accessible bathroom

A bathroom with red tiled wall has a white wc pan and two drop down grab bars. It's indicative of an accessible bathroom.Videos explaining universal design, almost universally start by showing a person in a wheelchair. This is one reason why people think universal design is disability design. It’s also why they think they don’t need it – it’s for the “others”. 

When the classic 7 Principles of Universal Design were devised in 1997, the concept was envisioned as mainstream. Hence the use of the term “universal”. However, universal design does benefit people with disability most. And it’s difficult to explain universal design without including people with disability

A video from the United States, titled Laying the Foundation for Universal Design, also starts with wheelchair users. In the second half it moves onto the 7 Principles as originally intended. It emphasises that universal deign goes beyond compliance. In this case, the American with Disabilities Act (ADA). 

One speaker captures the concept well, “I laughingly talk about the myth of the accessible bathroom, because there are so many ways you can meet the intent of the law, and still it doesn’t meet everyone’s needs”. Looking for flexibility in the solutions available is the key. It’s critical to think about how different people respond, perceive or interact with a design.

This video is one in a series and good for introducing people to the concept of universal design. It has some good take home messages. However, the focus is on people with disability. There is little mention of children, older people, people who are neurodiverse, and those using wheeled devices other than wheelchairs.

Similarly to Australia, the US legislation, ADA, does not require universal design. Compliance usually results in accessibility as an afterthought. Universal design is a set of performance guidelines that explain why it should be done.

Thanks to LifeMark in New Zealand for this find. The video was created by Tools for Life Georgia AT in the US. It is one of a series.

 

Google Search likes great user experience

A graphic of nine computer screens showing different patterns.Websites that don’t work are very annoying. It’s hard to get the information you need when the site is slow to load or badly designed. Now Google Search is in the process of optimising for more intuitive, user-friendly page design in their searches. Perhaps designers could look no further than universal design. 

From next year Google Search will favour websites with great user experience (UX). It won’t just be looking for keywords – it will be looking for a good user experience. Google is one of the large companies that is also promoting web accessibility. So access features should be included in their user-friendly mix.

The title of this short news item in FastCo is, Google Search will now favor websites with great UX.  

“As part of a new set of best practices, the company will start factoring user experience into its search results, as well as the top stories feature in mobile search. Google is no longer just optimizing for information that’s closest to your keywords, but optimizing for a more delightful web. Intuitive, user-friendly page design is about to become even more important.”

Adventure play and children with disability

A play area showing brightly coloured poles and a boardwalk leading to equipment.Play is children’s “work”. They set themselves challenges and most like to take risks. It’s how they grow and develop. But not all children get the opportunity to participate in adventure play. Disadvantaged backgrounds and disability are just two reasons. Underestimating what a child can do can also be a barrier to inclusion. Good to see some work on adventure play and children with disability.

We are moving from a culture of controlled play to one of letting children explore through free play. Parents of children with disability are seeking more opportunities for their child to participate in these play experiences. However, most children with disability will need adult guidance or help, so care-givers need to be considered too. 

A research paper from Italy promotes greater participation in risky play. The secret is to begin by involving children with disability in the design process. The paper covers the literature on play, benefits to health and development, and the right of all children to participate. Making the play space “accessible” is necessary but insufficient to make it inclusive.

The title of the article is, When the risk is worth it: The inclusion of children with disabilities in free risky play.  It can also be found on ResearchGate and Academia.edu.  

Abstract

Children show a universal propensity to perform thrilling and exciting play activities that involve some kind of risk: climbing or jumping at great heights, swinging, playing or engaging in rough and tumble play. Free risky play, which can be observed also in several mammalian species, has an evolutionary function, as it offers the opportunity to learn life skills, to master age-adequate challenges, to manage fears. Reasonable risk taking in play is a fundamental factor in gross motor, cognitive and emotional development (Sandseter, 2011).

Adults’ concerns about children safety as well as social and environmental factors may severely limit children’s opportunities to engage in free risky play, compromising their overall health and wellbeing.

For children with disabilities, free risky play is even more crucial than for their peers without disabilities, but they often face major barriers (e.g. lack of accessible playgrounds, overprotective attitude of caregivers) that can prevent them from fully benefiting from the opportunities afforded by this kind of play experience.

The aim of this paper is to investigate the state of the art as regards studies on children with disabilities participation in free risky play, and to identify areas for further research.

Practical examples by Mary and Sally Jeavons were presented at the 2014 Australian Universal Design Conference. 

Designing women in and out of urban environments

A young woman attends to a small child in a child seat on the back of the bicycle. The bike has a shopping basket. Designing women in and out of urban environments.When it comes to active travel and bike riding, fewer women take up these options than men. The City of Sydney wanted to find out why this inequity exists and commissioned a study. It’s part of their overall strategy to apply a gender lens to planning. With an historical bias towards designing cities for men, it’s time to design women into urban environments.

Using participatory methods and a gender lens they found the drivers, enabling factors and barriers affecting women’s transport choices. The report resulting from the study is comprehensive. The key recommendations for supporting women to walk and cycle are: 

    • perceptions about women bike riders 
    • there’s a gender bias in transport planning
    • Safety beyond street lighting and cycle-ways
    • the need to work hand in hand with public transport
    • the need for end-of-trip facilities 

Women’s travel habits are more complex than those of men. That’s because of home and work responsibilities. It’s not just a case of getting from A to B. Women often have more than one stop such as school drop-offs, running errands and doing the shopping.

The report recognises that infrastructure needs to be friendly to all ages, abilities and backgrounds, not just women. The title of the report is, On the Go: How Women Travel Around Our City: A case study on active transport across Sydney through a gender lens.

There are other research reports on active travel on the City of Sydney website. Bike riding is one of the City’s strategies for mitigating climate change.