Category: Learning about universal design

Time for the majority to step up for inclusion

Promoting the concepts of diversity, equity, inclusion and belonging often falls to members of minority groups – people who are not included. But it’s actually up to members of the majority to step up for inclusion and get involved in DEIB.

A mosaic of many different faces and nationalities

Cody J Smith’s article lists 10 actions people in the majority can do to improve DEIB. He writes in the context of the sciences, but these actions apply anywhere. His ten actions are briefly listed below. It’s interesting that Smith has added “belonging” to today’s standard “DEI”. Belonging is how you feel when DEI is happening.

10 actions for inclusion

1. Listen to people’s experiences. Read the growing literature by people from underrepresented groups. If you are in the majority, what can you do to improve matters.
2. Check your implicit biases. Implicit bias is rampant in awards, publications, promotions and speaker selection.
3. Stop interrupting. Take time to watch the dynamics of meeting. If you identify someone overly interrupting, invite the person who was speaking to finish their point.
4. As you take a lead to impact DEIB, you will make mistakes. As in science, learn from them and adapt until you find a solution.
5. People from minority groups are often asked to take on additional responsibilities to represent their minority group. This extra work should be compensated rather than asking them to sign up for “the greater good”.
6. Those in the majority can wait for change, but that is not the case for those in the minority. Start working on solutions for immediate change.
7. Get in the room. Make an effort to attend DEIB events and encourage others in the majority to attend. Be careful to schedule non DEIB events so they don’t conflict with DEIB events.
8. Train others to advocate – start discussions and share literature.
9. Include DEIB in the classroom/staff meetings – is your work inclusive?
10. Find a DEIB champion. Smith explains the impact of Ben Barres who was the first openly transgender member of the National Academy of Sciences. Barres shares experiences of being both a woman and a man, and the impact of sexual harassment.

Learn from discomfort

The ten points are in the context of a science lecturer and researcher but the points are clear. Smith encourages people to “lean into any discomfort” you might experience – it will be how you learn – if you listen. For more detail see Smith’s article.

The main point though is that without the majority taking a lead, the minority cannot do it alone. After all, it is the majority who decide whether “others” will be included, feel validated and like they belong.

The title of the short article is, Members of the majority need to actively promote diversity, equity, inclusion, and belonging.


Making sure everyone can hear

According to Deafness Forum Australia, approximately one in six Australians has a significant hearing loss. Participants of any age in any learning situation might need some assistance to get the best learning experience. It could be a Zoom webinar or lecture, an in-person conference, or a roundtable discussion. The important point is, make sure everyone can hear.

Assistance can be as simple as sitting at the front of a lecture or presentation where lip reading can assist comprehension. Or it could be more complex with assistive listening devices and live captioning. Microphones also have a place as does minimal background noise.

Picture of an ear with sound waves

Most people lose their hearing after they have learned to speak, so they don’t learn Auslan (sign language). However, always check whether one of you participants or learners needs an Auslan interpreter. People who use Auslan often prefer to be referred to as Deaf rather than hard of hearing.

The ADCET website has more information on the impact of hearing loss. Although it is focused on school learners, much of the information is applicable in any learning or information sharing situation.

ADCET strategies for including people with hearing loss include:

  • Always speak facing the audience
  • Provide written materials to supplement lectures
  • Caption videos and provide a transcript
  • Keep hands away from your face
  • Choose venues with a working hearing loop or assistive listening devices
Adults seated at tables in a classroom setting looking forward to the instructor at the front of the room

Supporting participants online

COVID changed almost everything including being together in learning situations. In July 2020 ADCET surveyed disability practitioners from the tertiary sector to find out how this impacted their work. The result of this work was to develop a guideline for supporting Deaf and hard of hearing learners online.

Download the Guidelines from the ADCET website. They have specific instructions for using captions and transcripts and the different web applications that help the learning process. The free automatic AI captioning works adequately most of the time on Zoom. It can be activated in the settings.

The video below explains more.


Universal Design, Architects and CPD

young people sit at a table which has a large sheet of paper and writing implements. They appear to be discussing something.Taking a universal design approach to architectural practice requires a change in attitudes in architectural education. Continuing professional development (CPD) is one way to achieve this. A joint project by the University of Limerick and the IDeA Center at Buffalo resulted in some recommendations and guidelines to help.

Recommendations were derived from engagement with Irish and international professionals, educators and client bodies. A key finding was the need for new CPD in universal design that goes beyond regulations. It can have a broader value by providing information and resources to assist more creative and inclusive designs. 

The title of the article is, A Review of Universal Design in Professional Architectural Education: Recommendations and Guidelines“. The article is open access.

From the abstract

There is a growing understanding of the widespread societal benefits of a universal design (UD). To achieve these benefits, architectural professionals must have the knowledge and skills to implement UD in practice. This paper investigates UD in the context of recent architectural education. It traces changing attitudes in the culture of architectural education, and the evolving perception of UD as an important aspect of architectural practice. Specifically, continuous professional development (CPD) can advance knowledge of UD within a human-centred design paradigm.

Architecture students’ attitudes to universal design

architecture blueprint with rule and pencilThe attitudes of architecture students to universal design is the focus of a Deakin University study. It builds on previous work (Design 4 Diversity) in 2010 on inter-professional learning for architecture and occupational therapy students. The findings of this latest study show that while architecture students viewed access to public environments favourably, there was a mixed response in relation to private homes.

Reasons not to include universal design features in homes included cost, client desires and restrictions on creativity. For example, “Legislation restricts design, resulting in negative impacts the ‘requirements’ did not intend”. These reasons are not referenced in evidence and indicate an attitudinal bias.

The study used a quantitative approach and applied statistical techniques to the data. The first part of the document covers the history of universal design, and there is an extended section on methods and statistics. For followers of UD, the Discussion section is of most interest. 

The authors of Students’ Attitudes to Universal Design in Architecture Education, are Helen Larkin, Kelsey Dell, and Danielle Hitch. Journal of Social Inclusion, 2016.

Similar papers

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.

Researchers from the University at Buffalo presented their research on the incorporation or otherwise of universal design in architectural education at the 3rd International Conference on Design Education Researchers. “Universal Design in Architectural Education: A U.S. Study” was published in The Proceedings of the 3rd International Conference for Design Education Research Vol 2, which has many other articles on the topic of design education.

 

Understanding universal design in architecture

The building sector in Denmark is transitioning towards a universal design approach. But it has yet to find its way into architectural practice. Legislation and access codes remain the dominant features of design. Two researchers wanted to see what young professionals who understand universal design in architecture had to say. The aim was to see if the ideas are beginning to embed themselves in architectural practice.

“It’s not just about ramps, handrails, and lifts. It is also about organising buildings and outdoor space. It is about showing consideration for those people who are somehow challenged in their physical capability or have cognitive challenges that make it difficult to obtain a good everyday life at work, in school or in day care.” Quote from survey participant

A person in a powered wheelchair riding along the footpath.

The researchers surveyed “Frontrunners” – young professionals with an interest in universal design and those who are expected to be on the front line of professional development. They found the frontrunners understood universal design in five ways.

Ways to understand universal design

1. Universal design is a driver of social sustainability – they work together.

2. The need to bring design thinking and focus back to the human body and scale.

3. Implementing universal design means going beyond tacked on ramps, and compliance to legislation.

4. Integrating universal design in both the process and the solutions from the perspective of equality. Designers’ need an inclusive mindset so that some are not labelled as “special needs”.

5. Involving people from minority groups in urban planning processes thereby giving them a voice because it’s more than physical access.

The researchers found there was a genuine attempt to mainstream universal design into practice. Their paper discusses these five discourses emerging from their research. The title of the paper is “Frontrunners” Understanding Universal Design in Architecture.

Overall, the researchers found that participants understood that universal design accommodates human diversity, and should be integrated into the process from the outset.

Their paper was presented at the 6th International Universal Design Conference held 7-9 September 2022 in Brescia, Italy. All papers are open access.

Disability: Architecture’s final taboo?

The architectural profession has faced issues of race, gender and sexual diversity, but disability is still a taboo. Awareness raising about people with disability officially began with the International Year of Disabled Persons in 1981 – forty years ago. But “coming out” with disability still seems harder than claiming your race, gender or gender diversity.  

According to an article in the Architects Journal magazine, few architects identify as having a disability. And those that do, face significant challenges in study and professional practice.

Architectural drawing plans with a rule and other drawing instruments.

Not only is it difficult to enter the profession, but the profession misses out on a  pool of life experience that could create better design for everyone. The article relates the professional experiences of four architects with different disabilities. 

Their experiences tell the same story as many others. The difficulty in being accepted as part of the group and being taken seriously. It’s little wonder that architects (or any other professional) will “come out” and get the support they need. Amy has multiple chronic illnesses, Ben is deaf, Poppy has a vision impairment, and Roseanne has dwarfism. You can read their experiences in, Is disability architecture’s final taboo?  

The developing definition of universal design

What does universal design mean in the 21st century? Universal design concepts have evolved from barrier-free design for wheelchair users to inclusion for all people. Diversity, equity and inclusion are the key words now. But how many designers have moved with the times and how many think they are access standards?

A large board table and chairs in a modern looking room. The changing definition of universal design.How much do interior designers understand about universal design? In the context of designer education, this is an important question. So what do interior design educators understand universal design to be? A study from the State University of New York found there was a good general understanding. However, compliance to access standards was also thought to be universal design.

Researcher, Eric Dolph, provides an historical context to show how the definition of universal design has evolved from designer responsibility to a values-based and human centred approach to design. That is, from the design of things, to a design process. 

Designers’ thoughts on universal design

In his study, Dolph gave four definitions of universal design to interior design educators. The aim was to see which ones were understood as universal design. The definitions were: 

1.  Inclusive design is socially focused and grounded in democratic values of non-discrimination, equal opportunity, and personal empowerment. (Tauke 2008)

2.  The design of interior and exterior environments to meet prescribed requirements for people with disabilities. (United States Department of Justice, 2010)

3. The design of products, information, environments, and systems to be usable to the greatest extend possible by people of all ages and abilities. (Mace et al., 1991)

4. A design process that enables and empowers a diverse population by improving human performance, heath and wellness, and social participation. (Steinfeld & Maisel, 2012)

Definition 2 was a foil as it is a statement about minimum access rather than universal design. It generated a mixed response with educators recognising the definition as universal design. 

Definition 3 was the most recognised. Given this is the most quoted definition in the literature and in guidelines, the result is not surprising. 

The is article titled, The developing definition of universal design, and it has more detail on the survey responses.

From the abstract

A review of scholarly work indicates a shift in the definition of universal design. Originally, the focus was placed on physical access to the built environment. This has developed to a more contemporary vision that addresses issues of social justice. This has significant implications for those teaching universal design.

In 2018, educators teaching in interior design programs were surveyed about the infusion of universal design content within their curricula.

Responses revealed a generally high level of understanding regarding the definition of universal design. This article presents the survey results of interior design educators’ perceptions of the four definitions. 

Historical context of universal design

Every type and size of gloves and mittens displayed in rows. Historical context of inclusive design.
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The concepts of inclusive design and universal design are often presented from a disability perspective. However, the concepts have evolved in the last 50 years to embrace the breadth of human diversity. For those new to the concepts, an historical context is helpful in understanding inclusive design in the 2020s.

A recent paper takes a “design for disability” approach to the history of inclusive design. It also claims there is little written on this topic. This might be the case in academia, but much has been written elsewhere. The authors present a timeline for the evolution of inclusive design, but it’s purpose is not entirely clear. 

The title of the paper is, The Evolution of Inclusive Design; A First Timeline Review of Narratives and Milestones of Design for Disability. Note the assignation of disability throughout the article and the use of a proper noun rather than the verb form. It raises the question of  whether the authors consider inclusive design to be disability design or truly inclusive design. 

For the record, universal design and inclusive design have the same goal – they are not different ideas. Nevertheless, they do have their roots in different places.

This is one of many papers still talking about the concept itself but this will not aid implementation in the real world. While we are looking at history, and arguing over terminology, we are not looking at those who have the power to include. 

Key point

The interconnectedness of historical events means there is no one fixed starting point. Instead it is a process still going on today. The idea of co-design is introduced, but whether we need more research is a moot point. But we could do with research into co-design and action-based learning in this context.

Anyone interested in the field of universal design and inclusive practice will find the article interesting. It discusses the evolution of concepts and narratives. The article comes from the UK hence the use of the term “inclusive” design.

Editor’s comment: Do we have to keep talking and mulling intellectually over this word or that, or this narrative or that? We need research into why we don’t have inclusive designs throughout society. Navel-gazing the issue is not spreading the word. We already have enough research on body shapes and sizes and cognitive and sensory conditions, for example.

Practitioner views of designing inclusively

The concepts of Diversity, Equity and Inclusion have evolved from different fields of endeavour and therefore there is no single way to explain them. But the concept of universal design can unify them. Debating the differences between inclusive and universal design does little to progress the cause because essentially, they mean the same thing. We don’t need more research and discussion about meaning, we need action – research on implementation. Checking in with practitioners and their views of designing inclusively is a good start.

Aspects of Designing Inclusively from Practitioner Perspectives, reveals how practitioners relate to the concepts and the language. The author begins by articulating their take on the terminology, and then moves on to the study.

Lots of different coloured words reading define. Designing inclusively.

The first thing to note is that this paper comes from the UK where the term “inclusive” is preferred. Most countries use the term “universal” in keeping with the United Nations terminology. However, many writers in the UK like to differentiate between the two words.

The fact that they had difficulty recruiting participants is revealing in itself. Thirty organisations were approached and only 6 agreed to participate. However, this small group provided some useful insights.

The author makes the comment that designing inclusively is an approach to design, which it is, rather than an achievable goal. This is one reason Steinfeld and Maisel developed the 8 Goals of Universal Design. It’s also why universal design practitioners understand you start with principles and create the practical. It’s not a checklist.

Consequently, attempting to delineate differences in inclusive design and universal design is counter-productive. The following quote can be applied to inclusive design, design-for-all, human-centred design and universal design. We are in the era of co-design and continuous improvement. The concept of universal design has evolved since the 1990s

” Inclusion can be viewed as a continually evolving concept addressed incrementally from one project to the next as expertise develops and advancements continue.”

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From the conclusion

“Their insights provided an up-to-date account of inclusive architectural and design practices. Still, their perspectives were not always aligned. This is expected as each person holds different framings and object worlds during a project. For instance, it was expressed that a single mainstream design suitable to every person was not realistic.”

Participants said they prefer bespoke designs, arguing that it is better to design for the individual rather than attend to the mass market with one design. Participants also disliked the lack of quantifiable information.

Universal or bespoke?

Bespoke designs are good where the individual has specific requirements, such as Specialist Disability Housing, and assistive devices. Bespoke makes it easier for the designer because the individual can describe what they want. And sometimes this is necessary. But there are many more places, spaces, services and products that have universal benefit if designed with a universal design approach.

From the abstract

The concept of inclusion in design is increasingly well known and often recognizes value in a greater diversity of people. Still, uptake is said to be limited in practice. The theoretical landscape provides several definitions and concerns, but they are often paradoxical. Rather than disentangle theory, this research turns to practitioners who design inclusively.

This research explores the ways people advocate for inclusion in design projects, prevailing aspects in the negotiations within multi-stakeholder projects, the motivations and mindsets that drive these aspects, and the opportunities they create for the improved uptake of inclusion.

These explorations highlight the value of including a more diverse group of individuals in the negotiations of a design project. Conflicting perspectives on effective uptake prevail in both practice and theory.

Danish Design Ladder and universal design

Discussing universal design and inclusive practice helps individuals to understand the concept of inclusion. But it’s organisational culture where the change is needed. Everyone has to have the same universal design mindset. The Danish Design Ladder is one way to apply universal design to organisations.

The 6 steps of the Danish Design Ladder
Extended Danish Design Ladder

Design isn’t just for products and websites. Design thinking is also good for designing business strategies and operations. It shapes the brand and business concept. In short, it is good for business, as Matt Davies says. 

The Danish Design Ladder is useful for understanding the power of design within organisations. Universal design thinking comes onto the ladder at Rung 3 – Design as a Process. 

Rungs of the Danish Design Ladder

1 Non-Design:  Design is invisible, product development is done by untrained designers. The user or customer has no part in decisions.

2 Design as Styling:  After the product is developed it is given to a designer to make it look nice. 

3 Design as Process:  This is where design is not the result but a way of thinking. Customers are now the focus of the design process. 

4 Design as Strategy:  Design is embedded in the leadership team to shape the overall business.

5 Design as Systemic Change:  Design is a way of changing systems to solve complex social problems.

6 Design as Culture:  Design is a common mindset, as a way to innovate, a way to listen and and a way to lead. 

An article by Bryan Hoedemaeckers, Are you getting the most out of Design explains more on this. The Ladder is a good way of conceptualising how to weave universal design thinking into the fabric of organisations. 

The Brisbane Olympic Games are less than 10 years away. There is talk of wanting them to be the most accessible games ever. The top three rungs of the Ladder, universal design as strategy, change and culture, will be essential for this outcome. The Legacy Strategy moves to the 4th step of the ladder, but the strategy is about places and things, not culture change. 

Australian researchers used the Danish Design Ladder in an action research project. The title of their paper is, Climbing the Design Ladder; Step by step. The researchers discuss other intermediate “steps” for bringing about culture change. The article is open access. 

Advances in Design for Inclusion

Front cover of the publication.

This book covers several topics in design: universal design; design for all; digital inclusion; universal usability; and accessibility of technologies regardless of users’ age, financial situation, education, geographic location, culture and language.

It has a special focus on accessibility for people with auditory, cognitive, neurological, and visual impairments, ageing populations, and mobility for those with special physical needs.

The title of the book is Advances in Design for Inclusion. It is an academic text, published by Springer, from the proceedings of the International Conference on Design for Inclusion held in Washington DC in July 2019. 

The chapters are diverse and specific. For example, yacht design;  automated vending machines; prisons; parking meters; garden objects; housing; city maps, built environment and much more. Chapters can be purchased separately if you don’t have institutional access.  

Built environment, climate and mental health

A young woman and man are walking their dog in an urban park. Built environment and mental health.The Matilda Centre based at the University of Sydney is a collaboration of academics, practitioners and policy makers. The Centre recently ran a webinar on the built environment, climate and mental health. The speakers were Dr Susie Burke, Professor Susan Thompson and Dr Lyrian Daniel.

The YouTube video below runs for an hour. The three speakers give their perspectives on climate change and mental health and the role of planners.  

Susie Burke talks about the way in which climate change impacts mental health. There are direct impacts, such as the time of a flood or fire, and indirect causes – the flow-on effects. Also, there are vicarious effects – individuals not directly affected but concerned for the effects on others. 

Susan Thompson says planners appreciate the importance of the built environment in increasing health and wellbeing. Our health and wellbeing is dependent on how and where we live. And the health of our planet also ultimately underpins our health. 

Places that support physical activity are good for mental health across all ages. Getting active for getting from place to place in daily life also supports mental wellbeing. But physical activity and transport needs to be fun and easy to do. And of course, green open space is important for both humans and the planet. 

Lyrian Daniel talks about climate change, housing and mental health outcomes and patterns of disadvantage. Poor housing conditions, climate risk and mental health are closely linked. Affordability, especially for rental housing, adds to the mental health burden. Her key point is that housing has a clear role in mental health and wellbeing. 

Logo of the University of Sydney Matilda Centre. In the short question session at the end, Susan Thompson says we have all the tools and guidelines but no political leadership. So we all need to be advocating. 

 

Books for everyone with universal design

Girl sits with a book flicking pages and looking a little unhappy. Reading is a skill that some people find difficult or onerous, so they miss out on reading for pleasure. But making books more accessible is more than just applying Easy Language. It also requires thoughtful layout, font and use of images. The Books for Everyone Framework describes the book making process from writing to publication. 

Matching readers to the “right book” is more than the issue of genre or reading interests. Readers have varying language skills, functional differences and are neurodiverse. So the question for the publication industry is, “How can they work for inclusion of all types of potential readers?”

An article from Norway describes a case study of how the Books for Everyone (BfE) framework was used for five fictional books. These books were written by different authors, illustrators and publishers. The article provides suggestions for the publishing industry to accommodate reader diversity in the future. 

A universal design perspective

At the beginning of 2000, books in Norway aimed at adults with dyslexia were often simplified versions of more complex books that were already published. Taking a universal design approach led to an awareness that books should still aim for high quality. 

Rather than just simplifying text, more attention was given to how Easy Language can create high level literature. Consequently, BfE started cooperating with highly qualified authors, graphic novel designers, illustrators, and publishing houses in making new books.

The target groups for Easy Language books was broadened from people with cognitive impairments to everyone who will benefit. The primary target group determined the main adaptation approach applied. At the same time, these adaptations would most likely benefit other readers. Consequently, the universal design aspect of Easy Language was incorporated into the BfE framework.

It is interesting to note that in the last 22 years, Norway has embraced universal design across the built and digital environments. Consequently, it is no surprise that they are now applying the concepts more broadly. 

The processes and framework are described in more detail in the article, The Development and Production of Literature Within an Easy Language and a Universal Design Perspective. The article is open access.

Abstract

Finding suitable books for pleasure reading is difficult for many people with reading challenges. Consequently, authors and publishing houses must consider user diversity when developing books.

Easy Language comprises an important component, which is closely related to other elements which together constitute accessible books, such as layout, fonts and use of images. Moreover, extensive user testing and involvement must ensure that the books meet the requirements of the readers.

This paper presents The Books for Everyone (BfE) Framework, which describes the process from initiation to publication and promotion of Easy Language books, using Norway as a case study. The BfE Framework is illustrated through examples from books and related to the reception and understanding of various user groups.

Essential elements of co-design

Ayoung man with a black beard and hair is talking to someone across a table with coloured paper and pens. We need elements of co-design.Co-design in an academic context is part of participatory action research, or PAR. It’s used to understand, inform and change the design of policies, programs and services. But what are the essential elements of co-design?

As we know, community engagement or consultation is not the same as co-design. Including diverse stakeholder and user perspectives is essential for developing best practice.

Gabrielle Brand and her team have identified five core co-design principles in the field of health education. Briefly they are: inclusive, respectful, participative, iterative and outcomes focused. These principles apply in other fields too. 

Core co-design principles 

Inclusive: Involve key industry stakeholders and consumers from the initial proposal design. That includes the development and framing of learning focus to final educational outcome and delivery.

Respectful: Health care consumers are considered “experts by experience”. All input is equally valued in design, development and delivery of education.

Participative: The research process is open, responsive and empathetic in co-creating education. It generates new understandings of health and healthcare experiences.

Iterative: A cyclic, collaborative process that takes time. It embraces movement towards a shared education vision. It includes the risk of failure.

Outcomes focused: The focus is on achieving a shared educational outcome co-created during the co-design process.

Brand and her team used conversational interviews transcribed verbatim for analysis. An organic iterative approach to data analysis developed shared understandings. Artefacts were also used in the process for eliciting sensory triggers for participants and for developing vignettes. 

The article details part of a vignette to explain how it was used with learners. It’s based on a mother of an adult son with a psychosocial condition. Members of the research team benefited from knowing they had valuable and legitimate expertise on a research project. 

Title of the article is, A research approach for co-designing education with healthcare consumers. It has a mental health education focus, but the methods are applicable in other fields. 

One of the issues with co-design and PAR is passing ethics approval processes. When an ethics committee labels particular groups as ‘vulnerable’ they apply different approval criteria. However, including the voices of a broad range of people involves the participation of vulnerable groups. 

The end result of this kind of research is to “transform hierarchical health care relationships towards a more humanistic model of care”. 

From the abstract

Context: Community and consumer involvement in health professions education (HPE) is of growing interest among researchers and educators. It prepares health care graduates to effectively learn from, and collaborate with, people with lived experience of health issues. 

Approach: We describe the background to our work with health care consumers including the five core principles for successful co-design and how to apply them as a research approach in HPE.

We used arts and humanities-based teaching methodologies including engagement, meaning-making and translational education strategies. This illustrates how this research approach has been applied to reframe mental health education and practice in Australia. Furthermore, we share some reflective insights on the opportunities and challenges inherent in using a co-design research approach in HPE.

Conclusions: For the consumer voice to be embedded across HPE, there needs to be a collective commitment to curriculum redesign. This paper advances our understandings of the educational research potential of working with health care consumers to co-design rich and authentic learning experiences in HPE.

Co-design research approaches that partner with and legitimise health care consumers as experts by experience may better align education and health professional practice with consumers’ actual needs, an important first step in transforming hierarchical health care relationships towards more humanistic models of care.

Assoc Prof Gabrielle Brand is based at Monash University Peninsula Campus.

Health professional education research

Two New Zealand researchers in health science say it is time to apply universal design principles to health education research. They take the universal design principles that originated in architecture and translate them to universal design for research.

The researchers use the The three pillars of universal design for learning (UDL) as the means to crosswalk from architecture to research. The aim is to embrace and enact diversity in research design. This, of course, means engagement with people most often excluded from health education research. 

The title of the article is,  Designing for justice: How universal design theory could bolster health professional education research.