Author: Jane Bringolf

Establishing a centre for universal design in Australia

Transforming our World Through Design, Diversity and Education | IOS Press. Front cover.From the Ground Up: Establishing a Centre for Universal Design in Australia charts the establishment and development of CUDA. This paper was presented at the UD Conference in Ireland held at the end of 2018. Here is the abstract – the full paper is available online.

Abstract: The universal design movement arrived in Australia well before the turn of the century. A handful of individuals, often working as lone voices, are doing their best to incorporate the concepts into their everyday work and promote the concepts more widely.

As is often the case elsewhere, the term “universal design” is misunderstood and confused with special and separate designs for people with disability rather than inclusion for everyone. Compliance to legislated disability access standards has created further confusion and as a consequence many myths about universal design have emerged. Such myths have held back the implementation and understanding of universal design and inclusive practice.

Australian governments at all levels have shown little interest in promoting universal design principles, save for a casual mention of the term in policy documents. This is despite changes to disability and ageing policies promoting more autonomy and independence for individuals. When political leadership is absent, leadership often defaults to the community, or to be precise, to a handful of people with a passion for the cause.

In 2013 a chance meeting of two unrelated individuals set the wheels in motion to establish a centre for universal design in Australia. This paper charts the development and progress of the organisation through volunteer effort, harnessing community support, maintaining international connections, using social media, and establishing a resource-rich website and newsletter. 

8 Goals of Universal Design

The 7 Principles of Universal Design are well known in the universal design world. They’ve been used as a guide for many years by design professionals and academics. The IDEA Center at the University at Buffalo took these principles and made them more practical. The 8 Goals of Universal Design are the result.

The 8 Goals help practitioners apply universal design and measure outcomes. They cover functional, social and emotional dimensions. 

To find out more about universal design see our free short online course, Introduction to Universal Design.

Slide from the video 8 Goals of Universal Design.
Screenshot from the video below

Briefly, the 8 Goals are:

  1. Body Fit
  2. Comfort
  3. Awareness
  4. Understanding
  5. Wellness
  6. Social integration
  7. Personalization
  8. Cultural appropriateness

The IDEA Center was concerned that the principles were based on Western norms. So they added cultural appropriateness to the list. The 8 Goals can be grouped into three categories: 

Human performance
Body fit
Comfort
Awareness
Understanding		Wellness

is the bridge between
them as it addresses both		Social participation
Social integration
Personalisation
Cultural appropriateness

Sarah Davidson gives an introduction to the 8 Goals of Universal Design in the 3 minute video below. 

Adapt the words to suit

The wording of these goals can be adapted to suit different design contexts. For example, the Everyone Can Play guide adapted the goals to suit the play context:

  • Find: Communicate the purpose and location of play elements and facilities
  • Fit: Provide a range of play opportunities for people of all abilities and sizes.
  • Choose: Enable exciting individual experiences and social interaction.
  • Join In: Create opportunities for everyone to connect.
  • Thrive: Challenge and involve people of all capabilities.
  • Belong; Create a place that’s welcoming and comfortable.

The 8 Goals offer a framework for practical application, research, and for communicating universal design. They complement the 7 Principles of Universal Design, which still stand as general principles. 

The IDeA Center website has more information and some pictures to help explain. Ed Steinfeld and Jordana Maisel devised the Goals in 2012.

The 2020’s have seen a significant shift to the inclusion of users in the design process and co-design methods.

Try out our free online course, Introduction to Universal Design.

Universal design is evolving

The 7 Principles of Universal Design were devised in the 1990s. Steinfeld and Maisel moved us on with the 8 Goals in 2012. In the 2020s co-design is now considered the way to implement universal design. It moves designers on from the checklist approach they use with the 7 Principles.

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. 

Some history

black and white photo of Ron Mace. He is wearing glasses and has a beard. He is wearing a light coloured shirt and a dark neck tie

The name Ron Mace is sometimes referred to as the “Father of Universal Design”?

Mace’s last presentation just before his death in 1998 was at the first International Conference on Universal Design. It gives some insights into his thinking and the evolution from barrier-free to universal design.

Mace contracted Polio as a child, and as a wheelchair user he encountered many barriers to studying at university. Nevertheless, he achieved his aim and became an architect. After practising conventionally for a short time, he became a leader in accessible architecture.

In the US, Mace contributed to the first accessible building code which was adopted by North Carolina. This led to other policy and legislative changes, including the Americans with Disabilities Act (ADA). In 1989 he set up the Center for Accessible Housing, which became the Center for Universal Design at North Carolina State University.

Editor’s note: I was fortunate to meet Ron Mace’s partner, Joy Weeber, on my Churchill Fellowship study tour in 2004. She showed me the video of an interview he gave two days before he died. It helped me understand the history and the passion behind the cause for universal design. Joy, a passionate disability activist gained her PhD in the area of disability identity and family denial of disability in the search for “normality”. Jane Bringolf.

Just what is a hearing loop?

International symbol for a hearing loopThere is a lot of confusion about hearing loops and assistive listening devices. Although public venues should have the loop switched on at the same time as the microphone (because that’s how it works), there are some places that think it should only be switched on if someone asks for it. And then, sadly, all too often, that’s when they find it doesn’t work. But just what is a hearing loop?

Hearing augmentation is not old technology. Technology has improved but the systems remain the same. Andrew Stewart explains the myths in a factsheet, Is Hearing Augmentation Old Technology? The factsheet also includes information about what consumers think about loop systems. The loop system is much preferred as it is discrete. Other systems require patrons to request a device to be worn around the neck, which is stigmatising. 

There are more fact sheets on the Hearing Connections website on the three types of hearing augmentation systems:

      1. Hearing Loop System
      2. FM System
      3. Infrared System

The fact sheets also cover schools and universities, live performance spaces, aged care facilities, installation and signage guides.

Hearing loops are not just about compliance and human rights – they are good customer service. 

Hearing loops are good customer service

Two women are on stage. One is lying down and looks dead. The other leans over her with grief.When theatre patrons can’t make out the dialogue they stop going. There’s no point. But a hearing loop can bring them back. A hearing loop works with a special switch on a hearing aid. It sends the sound from the speaker directly to the aid. Yes, there are other types of hearing augmentation. But who wants to go to ask for a special device to hang round your neck? Older people generally shun assistive technology because of the perceived stigma. Hearing loops are far more discrete. See this video of a case study that surprised a theatre manager. 

 

Physical Access and Sport

Front cover of the guide, Access for all about physical access and sport.An accessible and inclusive sports club sometimes requires a few physical adjustments to buildings. More than anything it needs some forward planning and continuing commitment. Access for All: Opening Doors is a guide aimed at anyone involved in running or working in a sports club. However, this guide for physical access and sport is useful for any organisation. 

For example, there is information on paths of travel and ramps, signage and colour contrast, and types of doors. Other information is specific to entertainment venues such as spectator viewing areas and acoustics. Doors receive detailed information and the difficulties with revolving doors. 

The resource covers the main areas of physical access and leads on to other information. It’s down to the detail such as approaches to the building, information and signage, and getting around the facilities. 

The Centre for Accessible Environments website has more  free publications.

Kicking goals for access and sport

Two young men each with one leg and using crutches, compete for the football on the football field. Kicking UD Goals in Sport. Playing and watching sport is a major cultural activity in Australia. Joining a sports club or being part of the fan group brings a sense of belonging. Participating in sport has physical and mental health benefits. Kate Anderson and Susan Balandin write about this important topic in “Kicking a Goal for Inclusion in Sports Clubs and Stadia”. The authors take a universal design approach to solutions. 

Their book chapter explains how sports providers can promote inclusion for people with disability. Taking a universal design approach they discuss three key areas: spectatorship, membership and employment. You can get institutional access via Springerlink, or you can access through ResearchGate. 

From the abstract

Sports participation and fandom play an important role in the lives of many Australians, including people with disability. Participating in sport offers valuable benefits for physical and mental well-being and can enhance a person’s sense of belonging. 

In addition to playing sport, people with disability have a right to be included in mainstream spectatorship and fandom activities. Despite this, many sports clubs fall short and give little thought to the inclusion of people with disability as staff or volunteers.

This chapter covers some of the ways in which sports providers can promote engaging and meaningful community inclusion for people with disability. We adopt a universal design perspective to showcase practical inclusion opportunities for people with disability across three key participation domains in the sporting arena: spectatorship, membership, and employment. 

Being a good sport

Picture of young women on a netball court. Being a good sport.Australians come together for sport no matter who they are or where they’re from. That’s why it’s important to keep sport as inclusive as possible. While there is a need for specialised sports facilities for para-athletes, community sporting groups and clubs need to adapt to providing sporting activities for everyone.

Introducing young people to sport and keeping them involved can have long term positive effects. However, young people with disability are involved to a lesser extent. While there are some specialised programs for children and young people, this may not be the way of the future.

Susanna Geidne and Kajsa Jerlinder tackle this issue in the Sport Science Review journal.  After a systematic search of peer-reviewed articles, they conclude,

“We must go from adapting physical activity for disabled persons to adapting physical activity for all people, because the diversity of people’s reasons for doing sports, their differing backgrounds and their uniqueness all demand it. Such an approach will result in more people doing sports for longer in life, which will benefit everyone, both individually and at the societal level.”

The title of the article is, “How sports clubs include children and adolescents with disabilities in their activities. A systematic search of peer-reviewed articles”.

Sport and Recreation Victoria are doing great work on inclusion and have produced a useful handbook, Design for Everyone Guide. 

Inclusive Tourism: Global Report

Front cover of the Inclusive Tourism Global Report showing a yellow two storey building with blue doors and shutters. A man sits in a tuk tuk outside.Inclusive tourism has two outcomes: individuals and their families can benefit from participating in tourism activity, and it can help with sustainable development and the reduction of poverty. The Global Report on Inclusive Tourism Destinations is a large document by the United Nations World Tourism Organisation. It has practical advice and success stories from across the globe. Good resource for anyone interested in following the Sustainable Development Goals as well as inclusive tourism in general. In developed countries the same holds true – more participation equals more customers.

“The report highlights the need to foster discussion on and examine new approaches to inclusive tourism in order to drive long-term sustainability in the sector. The Model for inclusive tourism destinations presented in this Global Report is a formula for practical and realistic public action that can be applied to different types of destinations. It is a path towards inclusion that is adaptable, modular and scalable, and facilitates the transformation of tourism models towards socially and economically inclusive models.” 

Fixture is UD but placement isn’t

A drinking fountain sits on a small concrete apron in the middle of the grassHere are two pictures showing the difference between of access compliance and universal design. The drinking fountain with dog bowl is designed for children, adults and wheelchair users. But it was placed away from the footpath on soil that bogs down in wet weather. And the concrete apron was too small to allow approach from either side.

Once the council were informed, they made the concrete apron larger and connected it to the footpath. It may have been the council’s intention to have this in the first place, but perhaps the Drinking fountain has a larger concrete surround and is connected to the footpath.contractors thought they could save money on materials.

The first photo shows the drinking fountain on a small square of concrete in the middle of the grass. The second photo shows a larger concrete apron connected to the footpath. It is now accessible to all. Thanks to John Evernden for this item and the photos.

Destinations for All: A Guide

man in a powered wheelchair looking out between Roman columns and across the water in the Roman BathYet another excellent resource for the tourism and travel industry – an industry now leading the way in best practice. Importantly, the principles and learning from case studies can be applied everywhere. The business world should take note of the good advice in Destinations for All: A guide to creating accessible destinations.

Included in the guide are several case studies, some statistics on the number of people left out if the destination if it is not inclusive, engaging with other businesses, and dispelling myths. It even challenges the notion that heritage issues make it impossible by showcasing the Roman Baths project. This guide is informed by research and can be applied as much to a day out in Sydney or Melbourne as a two week holiday in Scotland. 

Healing Architecture in Hospitals

An aerial view of the hospital layout showing the landscaping.An obvious place to think about healing architecture is hospitals and health centres. The underpinning philosophy is that the physical environment can make a difference to the speed at which patients recover or adapt to acute and chronic conditions. Bindu Guthula discusses this using case studies from Germany, Denmark and Congo. Gardens and nature, colour and lighting, sounds and aromas are discussed by as well as the built environment. The article includes a checklist from the Center for Health Design for the built environment. This comprehensive article is in the Design for All Institute of India Newsletter (page 155). This international newsletter is a large document and all text is in bold type.  

Writing material for websites

A computer screen sits on a desk. It shows a web page. Writing material for websitesIt’s all very well having web designers familiar with the accessibility requirements in their designs, but what about the people writing material for websites?

In many organisations staff write their own material and send it to the web controller for uploading. But is their writing and format also accessible? It is easy to post a document that was originally meant for another reader, such as a submission to a government body. But perhaps an Easy English version should be considered for the ease of access for all readers?

Web accessibility techniques: a guide

ictCentre for Excellence in Universal Design in Ireland has a guide for web accessibility techniques. It is split into three parts for: Developers; Designers; and Content providers and editors.  One good tip for inserting links in text is not to use “click here”, “more”, “full information” etc.

They advise that each link should clearly indicate its destination or function out of the context of the text surrounding it. The information focuses on practical advice and direction for anyone involved in web development, design and writing content. Topics covered include developing accessible data tables, using colour wisely, and writing well structured content. Writing material for websites isn’t difficult – it just takes a bit more thought about who the readers are. 

Universal Design: Tangible and empathetic?

A group of students are on the grass outside the university building. they have several large cardboard shapes and appear to be arranging them in some kind of format. Universal design - tangible and empatheticStudents rarely get to practice on real clients. This means they are left with an academic understanding of issues such as inclusion and universal design. One way to help architecture students understand diversity in a tangible and empathetic way is to use age as a lens for designs. 

The Department of Architecture at Buffalo challenged students through various exercises related to the extremes of age to empathise with, and ultimately design for, small children and older people. The article explains their process and is titled:  Age-Focused Design – A Pedagogical Approach Integrating Empathy and Embodiment. Several pictures and graphics help with explanations.

From the abstract

Architects seldom design for themselves. Yet in the course of studying architecture one is rarely presented with the opportunity to design for a real client. The abstract nature of this education model prioritizes formal or technical design exploration over the role of the user.

The vague ambition of universality is difficult for students to engage with in an academic context. Approaching universal design through the lens of human age emphasizes the physical, sensorial, and cognitive modes of spatial understanding of the young and old. It offers a focused perspective through which to address difference and diversity in architectural education.

We  discuss how the approach emerged from design seminars and studios taught in the Department of Architecture at the University at Buffalo. The outcomes were tested with exercises that challenged students to research, empathize with, and ultimately design for individuals at the limits of human age.

Designing inclusively with emotional intelligence

Patricia Moore sits on a park bench looking in her handbag. She has a walking cane and is wearing a black hat an blue overcoat. She looks like she is 80 years old but she is 27.Patricia Moore is well-known to those who have followed the fortunes of universal design for some time. Dressed and behaving as an 80 year old woman she experienced the discriminatory treatment older people face every day. Her article with Jörn Bühring asks designers and business leaders to use social and emotional intelligence in their designs. They claim the philosophic challenge is to ask “Why not?” rather than “Why?” 

“Designers don’t speak of limitations, instead they tend to focus on possibilities. The emergence of ’inclusivity’ in design supports the conviction that where there is a ’deficit’, we will present a solution. “Where there is ignorance, we will strive for enlightenment. Where there is a roadblock, we will create a pathway”.

The title of the paper is, Emotional and Social Intelligence as ’Magic Key’ in Innovation: A Designer’s call toward inclusivity for all.