Author: Jane Bringolf

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. 

Learning about Standards and Universal Design

view from the back of a university lecture theatre where students are seated listening to a lecture. Learning about standards and universal design.It is assumed that students in design disciplines, such as engineering, automatically learn about standards and how they are developed. According to an article by Jenny Darzentas this is not the case. The way standards are developed and written makes them difficult to understand and apply. Too much emphasis is placed on “learning on the job”. Darzentas says that education about standards in universal design courses would be beneficial. In Japan, Korea and China this is included, but not in Europe and North America. 

Access to standards documents is not usually discussed as a barrier to accessibility and universal design. However, people not only need easy access the documents, but also the information should be easy to access. Is this an argument for standards to follow the concepts of universal design?

The title of the article is, Educating Students About Standardisation Relating to Universal Design“. How well do Australian universities address standards in courses where universal design is part of the course?

Abstract

Standardisation education is rarely taught to students in the design disciplines in academic settings, and consequently there is not much evidence about best practices. This paper examines this situation, and elaborates on some of the possible reasons for this situation. Further, it gives an example of how students may be instructed and encouraged to further their interests in standards and the standardization-making process as a means for increasing Universal Design in practice.

This article comes from the published papers from the 2016 Universal Design Conference held in York, UK, which are open access.

Designing around people

Book cover - dark blue background with white writing for the title, Designing Around People.Designing Around People is the publication of sessions held across three days held at University of Cambridge (UK). Known as CWUAAT (Cambridge Workshops on Universal Access and Assistive Technology), it is an international gathering of people interested in inclusive design across different fields. Designers, engineers, computer engineers, ergonomists, ethnographers, policymakers and user communities, meet, discuss and collaborate. People come from diverse communities to this biennial workshop; France, India, China, Norway, Slovakia, USA, Denmark and many more. A good reference for anyone researching inclusive practice.

As the range of topics is diverse, individual chapters are available for purchase if you don’t have institutional access from SpringerLink.  You can download the PDF of the Preface and the chapter list from the link. 

Built environment education in universal design

Adults seated at tables in a classroom setting looking forward to the instructor at the front of the room. Built environment education in universal design. Seems training and education in universal design for built environment professionals has some barriers. And then there are barriers to implementation. Universal Design Teaching in Architectural Education, discusses a model for universal design teaching in architecture schools and presents ideas for setting up universal design courses.

Planning – Design Training and Universal Design argues that universal design concepts should be incorporated into all departments that offer planning and design training. Suggestions for inclusion in higher education study programs are included. 

Engineering diversity and inclusion

Two men in hard hats are crouching on a large concrete floor. They look like they are discussing something. Engineering diversity and inclusion?The American Society of Civil Engineers says they have work to do on diversity and inclusion within their workforce and the people they design for. The focus of the Special Collection Announcement publication is about educating engineers. 

This special collection did not receive any submissions about disability or socio-economic status. Clearly this needs to be addressed in the future so that all aspects of diversity are discussed. 

You can see all abstracts to papers in this collection in the journal’s library link. There are papers on educating engineering students, encouraging women in engineering, and university workplace strategies.

A more recent paper titled, Human Factors Engineering: Designing for Diversity and Accessibility says they are failing on inclusion. You will need institutional access for a free read. 

From the abstract

The Human Factors and Ergonomics Society Diversity, Equity, and Inclusion Committee continues to encourage the society, and human factors professionals, to improve diversity and equity within the field. At the center of this field are humans and their widely varying needs and abilities.

While HFE professionals devote themselves to these needs, their details are often overlooked to design for an assumed majority of users. These assumptions then lead users to be rejected by products, systems, or objects. This rejection indicates a lack of accessibility, which affects millions worldwide. In this panel, experts in the areas of universal design, healthcare, and accessible design will discuss how to “do” accessibility while demonstrating that accessibility should be considered a required component of usability.

UD for Learning – overview at a glance

CAST UDL logoFor anyone who has not encountered the term Universal Design for Learning, this is an instructive 4 minute video. It links the concepts of an inclusive built environment with inclusive learning programs and practices. Good for teachers, trainers, lecturers and anyone interested in inclusive practice. There are three key aspects to UDL:

  • Multiple means of representation to give learners various ways of acquiring information and knowledge,
  • Multiple means of expression to provide learners alternatives for demonstrating what they know, and
  • Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn

A city designed only for young and old?

a Disney type street facade with imaginative designs that look appealing to childrenA city only for children and older people and all other age groups are welcome on visitor passes? What would such a city look like?  A good question because having a visitor pass to your own city is what it feels like to groups who have not been considered in the design. The article, Diversity and belonging in the city comes from the Urban Design and Mental Health Journal. Erin Sharp Newton.poses various human perspectives on the city, urban form, architecture and design. A somewhat philosophical piece, but a step away from the usual thinking.

Flexible housing offsets risk

Picture of a tall long skinny house with white lattice covering. It fits into a driveway.The current standard design ideas for homes goes back more than a century. It’s time for a rethink on home design to suit the way we live our lives now is the claim in an article by Kirsty Voltz in The Conversation.

Home designs are not keeping up with societal changes that include affordability, size of homes, accessibility across the lifespan, and designing so that as lives change, the interior of the home can adapt to suit.

The risks are in not recognising the need to change and adapt to current circumstances, lifestyles, societal changes and personal aspirations. The article contains links to other references and concludes, “Existing housing stock is designed around the numbers of bedrooms and bathrooms that appeal to the market and so fails to be responsive to what people need from housing in the 21st century.”

The picture is of the 3 bedroom home that Kirsty Voltz designed to fit in the space of an obsolete driveway.

Designing for workplace diversity

An office with desks in a row with computer screens and people sitting at the desks.An inclusive workplace is one that values individual differences and makes people feel welcome and accepted. Designing for workplace diversity and inclusivity means considering the issues from the outset. Checking out existing workplace policies to see how inclusive they are is a good start. 
As Pragya Agarwal says in her article on Forbes website, “Inclusive Design is not an afterthought… it has to be planned beforehand…”This also means that employees are not segregated based on any special requirements they might have. This is a thoughtful article and gives examples throughout. It is good to see universal design and inclusive thinking applied to both the physical and cultural aspects of the workplace.  The aim of a “diversity manager” is to make themselves obsolete – that is, the job is done.

Music and Universal Design

men and women in dark blue shirts are signing. The bow of a violin is also visible with the orchestra in the background.It’s often assumed that music education programs are not something for people who a deaf. An article in the Journal of American Sign Languages & Literatures says this is not so. Using a Universal Design for Learning (UDL) approach, the authors challenge these preconceptions. The article begins, ” Music is not bound to a single modality, language, or culture, but few music education programs represent a multimodal spectrum of music…” and overlook the contribution of Deaf culture. Music universal design and the Deaf community do go together.

There is no one way of engaging with music, so different ways of experiencing the sensory, linguistic and cultural diversity of music is something music education practitioners might like to look at. The title of the article is Universal Design for Music: Exploring the Intersection of Deaf Education and Music Education. 

An Auslan interpretation of Handel’s Messiah was performed by a Deaf choir in 2015 at the Sydney Opera House. There is a video of the complete two hour concert where there is interpreting throughout by individuals and groups. If you just want the Hallelujah Chorus where all interpreters get involved, go to 1hour 38 minutes into the video.