Literature Collection for universal design

7/30/2019 Literature Collection for universal design

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Universal design

for built

environment

Literature review

Riddhi Sanghvi (08 SA 129)


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Universal design for shopping malls making it a user-friendly public space

Everyone needs to be part ofsocial l if ethrough the use of publicbuildings (Build for All Manual, 2006).

Why shopping malls?

Shopping centers are used by a broad range of people, including the young, the elderly and the disabled.They must be designed to be usable by all comers, and universal design (e.g., installing escalators andelevators instead of stairs) is an important part of ensuring shopping centers are user-friendly. Inrecent years, shopping malls have become increasingly large and complex. This raises the need fordesign that allows visitors to travel smoothly to their desired shops and facilities and, upon leaving, to findthe right exit without becoming disoriented. What is more, shopping centers must offer visitors anenjoyable shopping experience that provides a counterpoint to their daily routine.

1.

FOCUS September 2002 Volume 29

Rights of Disabled Persons and Japan

The United Nations General Assembly at its 56th session adopted a resolution supporting the drafting of a"convention on the rights of persons with disabilities." The resolution is meant to promote the humanrights of disabled persons and their participation in society based on the principles of the UniversalDeclaration on Human Rights.

UN action

The Plan of Action for the International Year of Disabled Persons, adopted at the UNGA 34th session

(1980) declares that

Disabled persons should not be considered as a special group with needs different from the rest of

the community, but as ordinary citizens with special difficulties in getting their ordinary human

needs fulfilled.

(Toshio, 2002)

4.

Universal Design

Designing any product or environment involves the consideration of many factors, including aesthetics,engineering options, environmental issues, safety concerns, and cost. Typically, designers consider theaverage user. In contrast, "universal design" is the design of products and environments to be usable byeveryone, to the greatest extent possible, without the need for adaptation or specialized design.

When universal design principles are applied, products and environments meet the needs of potentialusers with a wide variety of characteristics. Disability is just one of many characteristics that anindividual might possess.


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The ADA was a great first step in raising the quality of life in our communities. The concept of universaldesign was born out of the ADA, and seeks to further its mission. Universal Design is an approach to thedevelopment of products, in this case public buildings, to be as usable and accessible as possible by asmany people as possible regardless of age, ability or situation. To be clear, universal design is not themere adherence to minimumACCESSIBILITYstandards. It is a holistic approach from the beginningplanning stages all the way through construction that focuses on creating a facility that will be seamless

for all users.

(universal design, 2007)

9.What is Universal Design

Universal Design is the design and composition of an environment so that it can be accessed, understood

and used to the greatest extent possible by all people regardless of their age, size, ability or disability.

An environment (or any building, product, or service in that environment) should be designed to meet the

needs of all people who wish to use it. This is not a special requirement, for the benefit of only a minority

of the population. It is a fundamental condition of good design.

If an environment is accessible, usable, convenient and a pleasure to use, everyone benefits. By

considering the diverse needs and abilities of all throughout the design process, Universal Design creates

products, services and environments that meet peoples' needs. Simply put, Universal Design is good

design.

(what is universal design, 2012)

11.

History of UD

Social History

The 20th Century brought about major social changes with respect to civil and human rights.

Medical advances during this period meant that the likelihood of surviving an injury or illness was far

greater. People were living longer and the average life expectancy of people with severe impairments was

increasing.
http://void%280%29/http://void%280%29/http://void%280%29/http://void%280%29/


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Driven in part by factors such as the large number of Second World War soldiers returning home with

disabling injuries, the rights and needs of older people and people with disabilities were brought to the

forefront. Governments responded with the introduction of equal rights and anti-discrimination

legislation.

The Evolving Design Industry

Disability-specific design

As new laws served to promote social inclusion and prevent discrimination, pressure was placed on the

design industry to meet the demands of creating accessible and usable products, services and

environments.

As the social movements of the 20th Century were gathering momentum, the design industry responded

with targeted efforts. Concepts such as barrier-free design, which aspired to remove barriers for disabled

people from the built environment, appeared

The more generalised concept of accessible design emerged in the 1970s and promoted the incorporation

of accessible solutions into the general design of products, services and environments.

Assistive Technology

At the same time that the mainstream design industry was evolving, the parallel field of assistive

technology strove to provide more specialised solutions for people with specific requirements. Add-on

products, that could make a formerly inaccessible product accessible, were more commonly developed

and became more readily available.

User-centred design and Human factors

Of major influence to the development of Universal Design were design approaches that considered the

needs of users from the very beginning of the design process.

The concept of making a physical alteration to an object to suit a person's needs dates back to early manwhen materials such as animal bones were first used to create tools. Fields such as Human Factors,

Ergonomics and other functional design approaches look at the physical anatomy and the behaviour of the

person and use this information to create designs that fit. These design approaches have been of particular

interest for health and safety reasons, for example the layout of controls for the operation of potentially

dangerous machinery.


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More recently the term user-centred design is used to describe design that identifies and addresses the

needs, abilities and limitations of the user.

Merging design fields

Combining and drawing from developments in all of the above fields, the concept of Universal Design

was introduced.

References:

Ostroff, 2001

Mendelsohn, 1997

Umbach, 2006

(history of universal design, 2012)

12.

Benefits and drivers

The case for making our society more universally accessible and usable to all is a compelling one on

many fronts. Universal Design proposes a progressive and evolving approach to the development of

inclusive environments that can be accessed, understood and used to the greatest extent possible. Not only

does Universal Design make good business sense, it also has many compelling social and legal drivers.

Benefits to the individual

Benefits to society

Business benefits

Legislation and standardsBenefits to the individual from Universal Design

The human-centred approach to design that Universal Design supports is user-friendly and convenient,

but is also respectful of user dignity, rights and privacy.

The degree of difficulty that people experience when using a product, service or environment can vary,

such as:
http://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#indhttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#indhttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#sochttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#sochttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#bushttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#bushttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#leghttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#leghttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#leghttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#bushttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#sochttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers#ind


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A person who has no significant problems but who would appreciate a well-designed

accessible and usable product, service or environment;

A person who has little difficulty with all features;

A person who has difficulty with some features;

A person who has trouble with most features;

A person who is unable to use the product at all.

The degree of personal benefit will vary accordingly therefore. If a product, service or environment is

well designed, with accessibility and usability in mind, all of the people in the categories above will

benefit.

The social benefits of Universal Design for a changing world

The age-distribution of the world's population is changing dramatically. People are living longer as a

result of medical developments in the last century and healthier lifestyle changes. The following key

statistics show some the demographic changes expected in the first half of the 21st century:

A child born today has a 50 percent chance of surviving to over 80 years of age.

By 2021, it is predicted that 15 percent of the Irish population will be over the age of 65.

By 2021, the number of people over 80 years of age will have increased by two-thirds.

By 2050 it is estimated that there will only be two 18-64 year olds for every one person over

65 in Ireland, in comparison to six for every one at present.

Within the coming decades in Europe and Ireland, the number of people who are available and capable of

assisting and caring for older people will decrease considerably.

The number of people living with physical, sensory, mental health or intellectual impairments is

increasing, as is the life expectancy of people with particularly severe or multiple impairments.

Independent Living

Universal Design creates inclusive design solutions and promotes accessibility and usability, allowing

people with all levels of ability to live independently. The ability of a person to remain as independent as

possible can be influenced by how accessible and usable products, services and environments are. Factors


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that promote independent living, such as Universal Design, have a key role to play in dealing with this

global phenomenon.

Ability as a Continuum

Universal design assumes that the range of human ability is ordinary, not special.

Elaine Ostroff, 2001

No two people are the same and no two people have exactly the same ability. The considerable variation

that exists between people can be influenced by both external and internal factors. Ability can vary

according to the type of activity in which a person is participating or the environment in which that person

is carrying out the activity.

Every person experiences reduced functioning at some stage during his or her lifetime. For example

"noisy environments impair anyone's hearing; [a] dimly lit rooms impair anyone's vision; and having the

flu reduces anyone's stamina" (Molly Follette Story and James Mueller, 2001)

A Universal Design approach therefore requires an appreciation of the varied abilities of every person and

to design in such a way that the resulting product, service or environment can be used by everyone

regardless of age, size, ability or disability.

Participation in society

In this technological age, the skills required to participate in society are becoming increasingly complex.

As each technological innovation is adopted the risks to people who do not adopt of being excluded from

accessing a whole range of financial, state, social or cultural services or amenities increases. Technology

is increasingly embedded into the built environment and products so that the lines of what is specifically

product, ICT or building design have become blurred.

In order the facilitate people with differing abilities, of differing ages and sizes within society, systems

and building must be designed with the user at the centre of the design process. A universally designed

environment promotes equality and makes life easier and safer for everyone.

Business benefits for a changing market

The benefits to business of adopting a Universal Design approach vary from increases in potential

markets to increased customer satisfaction. For more information on business that have taken advantage

of the business benefits of Universal Design read thecase studiesprovided.Increased Market Reach
http://www.universaldesign.ie/exploreampdiscover/casestudiesandexampleshttp://www.universaldesign.ie/exploreampdiscover/casestudiesandexampleshttp://www.universaldesign.ie/exploreampdiscover/casestudiesandexampleshttp://www.universaldesign.ie/exploreampdiscover/casestudiesandexamples


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Universal Design aims to provide a design which is accessible to, usable by and appealing to as many

people as possible. One implication of this is an increase in the market reach. Not only could a product,

service or environment become available to a higher number of potential customers, but also to a wider

range of potential customers as well.

Enhanced Customer Satisfaction and Retention

A satisfied customer will tell other people about the product, service or environment, increasing

awareness and potentially creating new custom.

Market Crossover Success

Products that are aimed at a specific target group can sometimes generate interest and demand from

unforeseen markets. The OXO Good Grips range is a well cited case study of how a specialised product

design (designed with older people with arthritis in mind) can generate widespread demand.

Positive Public Image

A business that positively contributes to society by incorporating a Universal Design approach is likely to

receive a reputation for having a high level of corporate social responsibility.

Increased Consumer Expectations

In recent decades, the voice of the general public has become more prominent and more influential.

People are more confident to speak up when they have a complaint and information and communication

technologies (ICT) have made this increasingly easier to do. Direct pressure from consumer groups as

well as direct engagement with their customers have encouraged many companies to evolve their design

process and improve their customer services to accommodate a wider range of people. Universal Design

enables companies to design products and service and environments that more closely match consumer

expectations and needs.Accept at First Use

A consumer forms an opinion about a product at first use, or even first sight. A recent study suggested

that internet users take less than 50 milliseconds (one twentieth of a second) to judge the visual appeal of

a website they have visited.

If a first impression is negative, a consumer is not likely to pay for a product. If a product is simple, clear,

easy to access and easy to use, a consumer will be more likely to proceed with the transaction.


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Compliance with Legislation and Standards

Standards and guidelines provide practical guidance on how to comply with legislation. The

specifications and minimum requirements provided in standards and guidelines often include accessibility

and usability recommendations. So, with regard to the design of a product, service or environment,Universal Design is an approach that not only promotes compliance, but has much wider potential for

improving accessibility and usability, beyond the minimum requirements enforced by law.

Refs:

Sandhu et al., 2002

Vanderheiden, 2000

WHO, 2001

Ostroff, 2001

Eckberg, 1999

United Nations, 2001

Grundy, 1996

ISME, 2005

Central Statistics Office, 2005

Keates& Clarkson, 2004

National Council on Disability, 2004

Story et al., 1998

MaGee, 2003

Story et al., 1998

Lidwell et al. 2003

Norman, 2004

NCSU, 2007

Anderson, 1980, 1981

Lindgaard et al., 2006


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(benefits and drivers, 2012)

13.

Case studies and examples (CEUD)

Many companies and organisations have adopted a Universal Design (UD) approach to evolve their long-

term design process and business model. Since every company is different, the implementation of

a UDapproach will vary from organisation to organisation. In each organisation there may be a different

set ofdriversto support UD, be they business or social benefits or legal requirements. The concepts,

resources and methodologies proposed by the Centre on this website are presented therefore not as a

roadmap but to facilitate discussion and exploration within organisations.Case studies

These 3 well documented case studies illustrate the process of developing a UD approach and the

business benefits of aligning products and services with the principles of Universally Design.Further case

studiescan be found on the North Carolina State University's Centre for Universal Design website.

In each of the following case studies a user-centred design process was undertaken to gather user

requirements, make these requirements understandable and concrete for the developers and involve users

in testing and reviews to ensure these requirements were being met. Existing and new products and

services were made more usable and accessible to an audience of users which comprised of a wide range

age groups, sizes and abilities and disabilities. In each case, this brought about an increase in revenue.

These case studies illustrate a justifiable business case to support UD.

Read about the3 case studies on UDExamples of UD

The following examples were some of the winners in theuniversal design award 08organised

byuniversal design e.V.in partnership withiF International Forum Designand held in Hanover,

Germany. Theuniversal design award 08was launched as a "communication tool" to promote "discussion

and debate on tomorrow's standards" with business, government, the public and the research community.

The evaluation criteria for the awards are based on a subset of the principles of Universal Design such as

"equitable use", "flexibility in use", "simple and intuitive use" and "tolerance for error". The evaluation

criteria also included a range of economic feasibility criteria including "market potential" and "feasibility

of implementation".
http://www.universaldesign.ie/exploreampdiscover/benefitsanddrivershttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivershttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivershttp://www.design.ncsu.edu/cud/pubs_p/pud.htmhttp://www.design.ncsu.edu/cud/pubs_p/pud.htmhttp://www.design.ncsu.edu/cud/pubs_p/pud.htmhttp://www.design.ncsu.edu/cud/pubs_p/pud.htmhttp://www.universaldesign.ie/exploreampdiscover/casestudiesandexamples/3casestudiesonudhttp://www.universaldesign.ie/exploreampdiscover/casestudiesandexamples/3casestudiesonudhttp://www.universaldesign.ie/exploreampdiscover/casestudiesandexamples/3casestudiesonudhttp://www.ifdesign.de/projects_udaward_index_ehttp://www.ifdesign.de/projects_udaward_index_ehttp://www.ifdesign.de/projects_udaward_index_ehttp://www.ud-germany.de/http://www.ud-germany.de/http://www.ud-germany.de/http://www.ifdesign.de/index_ehttp://www.ifdesign.de/index_ehttp://www.ifdesign.de/index_ehttp://www.ifdesign.de/projects_udaward_index_ehttp://www.ifdesign.de/projects_udaward_index_ehttp://www.ifdesign.de/projects_udaward_index_ehttp://www.ifdesign.de/projects_udaward_index_ehttp://www.ifdesign.de/index_ehttp://www.ud-germany.de/http://www.ifdesign.de/projects_udaward_index_ehttp://www.universaldesign.ie/exploreampdiscover/casestudiesandexamples/3casestudiesonudhttp://www.design.ncsu.edu/cud/pubs_p/pud.htmhttp://www.design.ncsu.edu/cud/pubs_p/pud.htmhttp://www.universaldesign.ie/exploreampdiscover/benefitsanddrivers


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A number of the winners are shown below to illustrate the many ways in which one of more if the

principles of Universal Design can be incorporated into the design of a product. Some of designs show

simple, innovative changes that improve the Universal Design appeal of well established products. Other

designs exhibit a fundamental redesign of a product's functionality, making it more usable to a wideraudience.

A full listing of the categories and winners can be viewed on theiF International Forum Designwebsite.

Information onuniversal design award 09is now available.

Read theexamples of UD

10 things to know about UD

1: Universal Design strives to improve the original design concept by making it more

inclusive

It is a misconception that Universal Design results in a 'diluted' product that meets the needs

of many people, but only to a limited degree. It does not involve a series of compromises to

the detriment of the original design concept.

Universal Design promotes as inclusive a design as possible. However, features that enhance

access or use by some people, should not hinder or diminish the user experience for others.

2: Universally Designed products can have a high aesthetic value

A product that is designed with function only in mind is not guaranteed to be attractive.

Universal Design does aim to maximise the accessibility and usability of a product, so

functionality is important. But Universal Design is not design based on functionality alone. A

designer must also appreciate that the usability of a product can be influenced by its

appearance.

The aesthetic usability effect suggests that people tend to find designs easier to use if they

look easy to use. This is regardless of whether or not they actually are more usable!
http://www.ifdesign.de/index_ehttp://www.ifdesign.de/index_ehttp://www.ud-germany.de/cms/ud/en/universal_design_award_09/the_awardhttp://www.ud-germany.de/cms/ud/en/universal_design_award_09/the_awardhttp://www.ud-germany.de/cms/ud/en/universal_design_award_09/the_awardhttp://www.universaldesign.ie/exploreampdiscover/definitionandoverview/exampleshttp://www.universaldesign.ie/exploreampdiscover/definitionandoverview/exampleshttp://www.universaldesign.ie/exploreampdiscover/definitionandoverview/exampleshttp://www.universaldesign.ie/exploreampdiscover/definitionandoverview/exampleshttp://www.ud-germany.de/cms/ud/en/universal_design_award_09/the_awardhttp://www.ifdesign.de/index_e


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3: Universal Design is much more than just a new design trend

Universal Design is not a design style or trend. Rather, it is an approach to designing that can

be applied to any design style or trend. It is an orientation to any design process that starts

with considering the needs of the user. Fashion, style and personal taste can still influence the

appearance of an accessible and usable product.

4: Universal Design does not aim to replace the design of products targeted at specific

markets

Universal Design does not aim to replace products that are currently available on the market.

Designs targeted at a specific demographic (for example, designs aimed at teenagers) will not

be adversely affected by a Universal Design approach. On the contrary, it could ensure thatthese products are designed to be as accessible and usable as possible by the target market at

which they are aimed.

5: Universal Design is not a synonym for compliance with accessible design standards

The term Universal Design has been incorrectly used as a synonym for compliance with

standards for accessible design. Equal rights and disability legislation prohibits discrimination

on the basis of disability. Accessible design standards promote compliance with this

legislation, by providing designers with specifications and minimum requirements which

must be adhered to.

Firstly, Universal Design is not only applicable to the needs of people with disabilities, but to

everyone, regardless of age, size, ability or disability. Secondly, Universal Design is not a list

of specifications; it is an approach to design that considers the varied abilities of users.

6: Universal Design benefits more people than older people and people with disabilities

A common misconception regarding Universal Design is that it benefits only a few members

of the population, such as older and disabled people. On the contrary, Universal Design

aspires to benefit every member of the population by promoting accessible and usable

products, services and environments.


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No person operates with full capability for every activity for the duration of his or her

lifetime. Accessibility or usability can be affected by, for example, a medical injury or

condition (temporary, long-term or permanent), an unfamiliarity with a product or

environment, a lack of understanding (e.g. in a foreign country), a physical attribute (e.g.height, size), and so on.

A Universal Design approach aims to provide a design that takes into account these physical,

behavioural, and other, factors. It appreciates that at some point, during some activity, every

person experiences some form of limitation in ability. However, it should be added that a

hypothetical person who does not experience a disability (in the widest definition of the

word) during his or her lifetime will also benefit, at the very least from the positive user

experience of simple and intuitive design.

7: Universal Design can be undertaken by any designer, not just the specialists

Universal Design is not necessarily a specialist subject. In truth, it can be applied by any

designer. The first step is to adopt a user- or person-centred approach to designing. This

requires an awareness and appreciation of the diverse abilities of people.

8: Universal Design should be integrated throughout the design process

Universal Design is not an add-on design approach. It cannot effectively or efficiently be

applied at the end of the design process. It should be integrated into the design process from

the very beginning.

9: Universal Design is not just about 'one size fits all'

Universal Design has been mistakenly described as the search for a one-size-fits-all design.

Universal Design does encourage designers to consider the wide-ranging abilities of their

users. And where possible, an optimal design that caters for as many people as possible

should be sought after. But a more universal solution can also incorporate, for example,

customisable features that can be adapted from user to user, smart features that learn a user's

preferences after multiple uses (most relevant to ICT), and specialised solutions to meet

particular needs.


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The aim is to provide the same (or equivalent) experiences, activities and services to

everyone. It is accepted that these may have to be provided through slightly different routes

or interfaces, but designers should strive to create a design that does not exclude or segregate.

10: A Universally Designed product is the goal: Universal Design is the process

Universal Design is a process, not an outcome. It is not assumed or expected that a 100%

universal solution will be achieved, or is achievable, for any given design. Rather Universal

Design should be a goal that a designer strives to achieve.

(10 things to know about UD, 2012)

3 case studies on UD

Case Study 3: Tesco

At a meeting with the UK charity Royal National Institute of Blind People (RNIB) in 2000, supermarket

giants Tesco were made aware that their website was not accessible to a considerable portion of the

population. With the realisation that their current practice was excluding potential customers, they

undertook to improve the accessibility and usability of their site.

In 2001, a new easy-access version of Tesco.com was launched, making the online shopping service

available to a higher number of customers. In 2002-3, the web-based business made a profit of 12.2

million - more than 30 times that made in the previous year.

Following the success of their separate Access site, Tesco then explored ways of integrating the two sites.

In 2005, a new service was launched with one set of features through two portals. This has enabled their

Access customers to access the full set of features and functionality available on the standard grocery site.

HIGHLY ACCESSIBLE


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Having lived in, and loved, a modern house built in 1954 in Seattles Magnolia neighborhood since

buying it in 1996, architect Karen Braitmayer and her husband, marine mechanic David Erskine, recently

came to realize that the house was overdue for some modifications. Braitmayer, whose firm,Studio

Pacifica, specializes in universal access space planning and ADA compliance for commercial andresidential projects, is a wheelchair user, as is her and Erskines teenage daughter. With its open layout

and single-floor plan, the house worked fairly well for many years, but, as Braitmayer says, It was really

my daughter growing up that spurred us to make some changes. Her disability is a little bit different from

mine, and some of the things I was able to work around for a long time werent going to work for her.

Braitmayer called in another architect, Carol Sundstrom of Seattle-basedRm Architecture Studio, who

specializes in single-family remodels and with whom Braitmayer has collaborated on many projects.

The layout of mid-century houses are generally favorable for wheelchair users, says Sundstrom. Even

so, she and Braitmayer had to make difficult, but necessary decisions on this house, such as eliminating

the dominant, original fireplace to make way for a family room and to better utilize the homes 2,000

square feet, especially those areas that would be accommodating two wheelchairs. The kitchen, once a

tight fit for even one person, was completely reworked to cater to any user, and now has four different

counter heights, a side-opening oven, smart cabinets and extra room in front of the sink. Still, the general

footprint was left intact.

Its interestingmost people put every wheelchair user in the same category, and figure you should just

build to ADA specifications, says Sundstrom. But when Karen and I work with wheelchair users, we

dont just open the guidelines for universal design and follow the instructionswe measure arm length

and reach, and we consider with our clients how long we should anticipate muscle strength, and what

must continue to adapt architecturally. In this case, Karen and her daughter have different requirements,

and we also needed to think of Davids needs.

For a moment, Braitmayer and Sundstrom considered adding a second floor, but abandoned the idea after

concluding that the expense, effort and space required for an elevator and its mechanics would outweigh

its benefits, and they ultimately wanted to keep the homes mid-century vibe intact. Sundstrom conceived

a plan that borrowed a bit of space from some rooms (such as the master bedroom, which had been larger)

and added a bit to others (such as in the mudroom, directly off the garage). Every fraction of an inch was
http://www.studiopacifica.com/http://www.studiopacifica.com/http://www.studiopacifica.com/http://www.studiopacifica.com/http://romarchitecture.com/http://romarchitecture.com/http://romarchitecture.com/http://romarchitecture.com/http://www.studiopacifica.com/http://www.studiopacifica.com/


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considered in this project, she says.

I think I had been a bit blinded by all the years we spent in the home

and all the time we worked around things, says Braitmayer. Carolhelped us take a fresh look and go forward with the biggest change,

which was removing the large fireplacewe sacrificed a bit of the

architectural character for usability. The fun part was personalizing our

space to make it really accessible, and attempting some things I might

not necessarily have been able to try for a client. It was like our own, fun little laboratory.


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Read more:http://www.dwell.com/articles/Highly-Accessible.html#ixzz2FKJZuX25

(Heet, 2010)

AN INTRODUCTION TO UNIVERSAL DESIGN

Mention universal design and see your companions eyesstart glazing over. Though formally flashy chairs and posh

penthouses may reside at the sexier end of the design world,universal design actually affects us all. So pay attention andprepare to learn something - your less hale days arent faroff; none of ours is.

The term universal design is attributed to the architect Ronald Mace, and although its scope has alwaysbeen broader, its focus has tended to be on the built environment. Those using the term often define it as

design for the whole population, with the notion being that a design should work for disabled and
http://www.dwell.com/articles/Highly-Accessible.html#ixzz2FKJZuX25http://www.dwell.com/articles/Highly-Accessible.html#ixzz2FKJZuX25http://www.dwell.com/articles/Highly-Accessible.html#ixzz2FKJZuX25http://www.dwell.com/articles/Highly-Accessible.html#ixzz2FKJZuX25


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nondisabled people alike. And what idealistic follower of designs evolution would balk at thishumanitarian quest? The very term evokes the jet-setting glamour of the late 1950s: a global consultancywith its HQ on Madison Avenue, perhaps, sharing offices with the sharp-suited ad execs from Mad Men,of James Bonds cover job with Universal Exports. Yet at the moment, the subject seems neither all thatglamorous nor, well, universal.The classic example of universal design is the curb cut. Initially installed to help wheelchair users

navigate from street to sidewalk, these unobtrusive bits of public design turn out to be just as useful forparents with prams and travelers lugging wheeled suitcases. The higher aspiration is full socialparticipation. But as useful as universal design can be, something like a wheelchair ramp sited in an ill-litside entrance does little to ease the stigma people with disabilities face each day.Certain objects that exemplify universal design have crept into the wider culture. Certainly Braille onelevator buttons or an induction loop at a bank tellers window fit the bill, and one even finds universaldesign that doesnt wear its Im meant for the disabled badge quite so prominently. The OXO GoodGrips potato peeler is easier to use if you have reduced dexterity or weak grip strength, but it is a popularchoice for any kitchen.Perhaps the most common approach, a rough principle of universal design, is to make information aboutan object or a building available through several senses at once. So pedestrian crossings displayingWALK also make noises to help those with visual impairments. Naturally, other people can benefit too

- for example, subtitles on the TV intended for the hard of hearing can aid nonnative speakers in learninga language or those trapped in the airport to get their daily dose of news.In the 1970s, much of the political pressure exerted for disability rights came from groups such as theEastern Paralyzed Veterans Association - often young, otherwise active Americans who found themselvesexcluded from public life as much by their surroundings as by their wartime injuries. This led to theAmericans with Disabilities Act of 1990, which outlaws discrimination based on disability, includinginaccessible places, information, and communication. But at the same time, this lineage - and even thewheelchair icon itself - can help to perpetuate the stereotype of people with disabilities as young men inwheelchairs.In the 21st century, demographic changes are altering our perspectives. As lifestyles and modernmedicine keep us alive longer, and fewer disabling conditions prove fatal, more and more of us willeventually become disabled. Not the spandex-jacket-and-rocket-pack future the 1950s promised - but

culturally, well be healthier, at once grayer and more multicolored, more diverse. It will no longer bepossible to marginalize universal design: When more of us have a disability than not, universal designwill indeed become universal.

FOR ALL MANKIND

The future of universal design is whats in store for us collectively. Heres the heads -up.
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VISIBLE TOUCHA lot of universal design feels more like a tacked-on concession to special interest groups than an intrinsic

element in the design process. Now lets suppose we flip that around.

GOING OUT OF TUNE

Tuning a traditional radio is a simple and incredibly rich interaction. As we turn the dial, we hear snippetsof sound as the stations come and go. We navigate by the programs on air, picking up

SENSE AND SENSIBILITYThe CD player that Naoto Fukasawa designed for the Japanese manufacturer Muji is as simple as it looks

and about as simple as it gets. Its a square box, mounted on the wal

Read more:http://www.dwell.com/articles/an-introduction--to-universal-

design.html#ixzz2FKaqdSux

(Pullin, 2010)

Universal Design of Instruction
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BySheryl Burgstahler, Ph.D.(Adapted from the publicationUniversal Design of Instruction: Definition, Principles, Guidelines, andExamples)

Students in academic classes come from a wide variety of ethnic and racial backgrounds. For some,English is not their first language. In most classes, there are students with many types of learning styles,

including those who are primarily visual or auditory learners. In addition, increasing numbers of studentswith disabilities are pursuing postsecondary education. Their disabilities include blindness, low vision,hearing impairments, mobility impairments, learning disabilities, health impairments, and psychiatrichealth impairments.

Students want to learn and their instructors share this goal. How can instructors select their curriculumand instructional strategies to maximize the learning of all students? The field of universal design (UD)can provide a framework for instruction. This body of knowledge can guide instructors in creating courseswhere lectures, discussions, visual aids, videos, printed materials, web resources, labs, and field work areaccessible to all students.

Universal DesignDesigning any product or environment involves the consideration of many factors including aesthetics,engineering options, environmental issues, safety concerns, and cost. Often the design is created for the"average" user. In contrastuniversal design, according to the Center for Universal Design, "is the designof products and environments to be usable by all people, to the greatest extent possible, without the needfor adaptation or specialized design." Universal design is an approach to the design of products andenvironments, including instruction, that takes into consideration the the variety of abilities, disabilities,racial/ethnic backgrounds, reading abilities, ages, and other characteristics of the student body.

Rather than focus on adapting things for an individual at a later time, universally designed learningenvironments are created to be accessible to everyone from the beginning. When designers applyuniversal design principles, their products and services meet the needs of potential users with a widevariety of characteristics. Disability is just one of many characteristics that an individual might possess.For example, one person could be five feet four inches tall, female, forty years old, a poor reader, anddeaf. All of these characteristics, including her deafness, should be considered when developing a productor service, including instruction, she might use.

Making a product or service accessible to people with disabilities often benefits others. For example,sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, aretoday more often used by kids on skateboards, parents with baby strollers, and delivery staff with rollingcarts. When television displays in airports and restaurants were captioned, they would benefit people whocannot hear the audio because of a noisy environment as well as those who are deaf.

UDI PrinciplesAt the Center for Universal Design at North Carolina State University a group of architects, productdesigners, engineers, and environmental design researchers established seven principles ofuniversaldesignto provide guidance in the design of environments and products. Following are the principles ofuniversal design along with an example in academic programs for each.

1. Equitable use. The design is useful and marketable to people with diverse abilities. Example: Aprofessor's website is designed so that it is accessible to everyone, including students who areblind and using speech-to-text software.
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2. Flexibility in use. The design accommodates a wide range of individual preferences and abilities.Example: A museum, visited as a field trip for a course, allows each student to choose to read orlisten to a description of the contents of display cases.

3. Simple and intuitive. Use of the design is easy to understand, regardless of the user's experience,knowledge, language skills, or current concentration level. Example: Control buttons on scienceequipment are labeled with text and symbols that are simple and intuitive to understand.

4. Perceptible information. The design communicates necessary information effectively to theuser, regardless of ambient conditions or the user's sensory abilities. Example: A videopresentation projected in a course includes captions.

5. Tolerance for error. The design minimizes hazards and the adverse consequences of accidentalor unintended actions. Example: Educational software provides guidance and backgroundinformation when the student makes an inappropriate response.

6. Low physical effort. The design can be used efficiently and comfortably, and with a minimum offatigue. Example: Doors to a lecture hall open automatically for people with a wide variety ofphysical characteristics.

7. Size and space for approach and use. Appropriate size and space is provided for approach,reach, manipulation, and use regardless of the user's body size, posture, or mobility. Example: Aflexible science lab work area has adequate workspace for students who are left- or right-handed

and for those who need to work from a standing or seated position.

UDI Guidelines and ExamplesUniversal design principles can be applied to many products and environments. Using the CUD format,UDI can be defined as the design of instruction to be usable by all students, without the need foradaptation or specialized design.

When designing classroom instruction or a distance learning class, strive to create a learning environmentthat allows all students, including a person who happens to have a characteristic that is termed"disability," to access the content of the course and fully participate in class activities. Universal designprinciples can apply to lectures, classroom discussions, group work, handouts, web-based instruction,fieldwork, and other academic activities.

UDI ExamplesBelow are examples of instructional methods that employ principles of universal design. They areorganized under eight performance indicator categories, with a goal statement for each. Applying thesestrategies can make your course content accessible to people with a wide range of abilities anddisabilities, ethnic backgrounds, language skills, and learning styles.

1. Class Climate. Adopt practices that reflect high values with respect to both diversity andinclusiveness. Example: Put a statement on your syllabus inviting students to meet with you todiscuss disability-related accommodations and other special learning needs.

2. Interaction. Encourage regular and effective interactions between students and the instructor andensure that communication methods are accessible to all participants. Example: Assign group

work for which learners must support each other and that places a high value on different skillsand roles.

3. Physical environments and products. Ensure that facilities, activities, materials, and equipmentare physically accessible to and usable by all students, and that all potential student characteristicsare addressed in safety considerations. Example: Develop safety procedures for all students,including those who are blind, deaf, or wheelchair users.

4. Delivery methods. Use multiple, accessible instructional methods that are accessible to alllearners. Example: Use multiple modes to deliver content; when possible allow students to choose


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from multiple options for learning; and motivate and engage students-consider lectures,collaborative learning options, hands-on activities, Internet-based communications, educationsoftware, field work, and so forth.

5. Information resources and technology. Ensure that course materials, notes, and otherinformation resources are engaging, flexible, and accessible for all students. Example: Chooseprinted materials and prepare a syllabus early to allow students the option of beginning to read

materials and work on assignments before the course begins. Allow adequate time to arrange foralternate formats, such as books in audio format.

6. Feedback. Provide specific feedback on a regular basis. Example: Allow students to turn in partsof large projects for feedback before the final project is due.

7. Assessment. Regularly assess student progress using multiple accessible methods and tools, andadjust instruction accordingly. Example: Assess group and cooperative performance as well asindividual achievement.

8. Accommodation. Plan for accommodations for students whose needs are not met by theinstructional design. Example: Know campus protocols for getting materials in alternate formats,rescheduling classroom locations, and arranging for other accommodations for students withdisabilities.

ConsultEqual Access: Universal Design of Instructionfor more examples of universal design strategies.

Employing universal design principles in instruction does not eliminate the need for specificaccommodations for students with disabilities. There will always be the need for some specificaccommodations, such as sign language interpreters for students who are deaf. However, applyinguniversal design concepts in course planning will assure full access to the content for most students andminimize the need for specific accommodations. For example, designing web resources in accessibleformat as they are developed means that no re-development is necessary if a blind student enrolls in theclass; planning ahead can be less time-consuming in the long run. Letting all students have access to yourclass notes and assignments on an accessible website can eliminate the need for providing materials inalternative formats.

Check Your UnderstandingEmploying universal design principles to fully include one group of students can generate unanticipatedbenefits to others. The list below provides some examples of other students who may benefit from UD:

1. Students for whom English is a second language.2. Students who are deaf.3. Students with visual impairments.4. Students watching the video in a noisy environment.5. Students who have learning disabilities.

Specific Academic Applications of UDIEmploying universal design principles in everything we do makes a user-friendly world for all of us. Itcreates an accessible environment, minimizing the need to alter it for individuals with special needs.

Universal design strategies can be employed when engaging in specific academic activities. Access thefollowing sections of The Faculty Room to learn more about applying universal design to

Large lectures Group discussions

Test taking
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Fieldwork

Science labs

Computer labs Computers

Webpages

Distance learning

Art work Writing assignments Travel programs

Work-based learning

The Process of Universal DesignThe principles of universal design can be employed to the development and delivery of any coursecurricula, classroom activity, or student assessment. To apply universal design, the instructor can take thefollowing steps:

1. Identify the course. Describe the course, its learning objectives, and its overall content.2. Define the universe. Describe the overall population of the students eligible to enroll in the

course and then consider their potential diverse characteristics (e.g., with respect to gender; age;ethnicity and race; naive language; learning style; and abilities to see, hear, manipulate objects,read, and communicate.

3. Involve students. Consider perspectives of students with diverse characteristics in thedevelopment of the course. If they are not available directly from students, gain studentperspectives through diversity programs such as the campus disability services office.

4. Adopt instructional strategies. Adopt overall learning and teaching philosophies and methods.Integrate these practices with universal design guidelines or strategies for learning or instruction.

5. Apply instructional strategies. Apply universal design strategies in concert with goodinstructional practices to the overall choice of course teaching methods, curricula, andassessments. Then apply universal design to all lectures, classroom discussions, group work,handouts, web-based content, labs, fieldwork, assessment instruments, and other academic

activities and materials to maximize the learning of students with a wide variety ofcharacteristics.

6. Plan for accommodations. Learn campus procedures for addressing accommodation requests(e.g., arranging for sign language interpreters) from specific students for whom the course designdoes not automatically provide full access.

7. Evaluate. Monitor the effectiveness of instruction through observation and feedback fromstudents with a diverse set of characteristics, assess learning, and modify the course On anongoing basis, monitor effectiveness of the instruction by gathering feedback from studentparticipation and learning and make modifications based on this feedback. Also include universaldesign issues in the course evaluation and make course modifications based on this feedback.

Getting Started

Looking at all of these suggestions may seem overwhelming. The great thing about universal design,however, is that it can be applied incrementally. For example, a department might begin by assigning anexisting diversity committee or creating a new task force to explore ways of making the department morewelcoming and accessible to everyone. For more details, consultEqual Access: Universal Design of anAcademic DepartmentandEqual Access: Universal Design of Computing Departments.

Using theUDI Checklist, members of the advisory group council could, as they go through the checklist,cross off checklist items not applicable in their department, note as "done" those that have already been
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implemented, and label with a recommended deadline date for those they feel should be addressed by thedepartment. Then, using the online version of the checklist, they could order the items by date and addadditional notes as appropriate. Presenting the timeline to the department decision-maker on diversityissues could be the next step. Once approval is secured, assigning staff and, when needed, securing budgetfunds could move the project along.

Review theApplications of Universal Designfor further information about universal design applicationsand processes. Consult the following sections of The Faculty Room to learn about access challenges andsolutions for students with specific types of disabilities:

Blindness Hearing impairments

Low vision

Learning disabilities

Mobility impairments

Health impairments Psychiatric/mental health impairments

Consult theFaculty Room Knowledge Basefor questions & answers, case studies, and promisingpractices.

Reference: The content of this webpage is from the DO-IT publicationsUniversal Design of Instruction:Definition, Principles, Guidelines, and ExamplesandEqual Access: Universal Design of Instruction.

(DO-IT, 2004)

Disability Studies QuarterlyFall 2008, Volume 28, No.4Copyright 2008 by the

Society for Disability Studies

Participatory Research On Universal Design And Accessible Space At The University Of

ArizonaNicholas A. RattrayUniversity Of ArizonaSarahRaskinUniversity Of

ArizonaJacklynCiminoUniversity Of Arizona

Abstract

The framework of Universal Design (UD) is one approach to improving access on university campuses.

This paper reflects on a participatory research project on accessible space at the University of Arizona.

Student-researchers from the Disability Resource Center conducted map-based qualitative research withmembers of the campus community to investigate perceptions of accessibility. Data analysis indicates the

importance of hidden and invisible barriers, the attitudinal aspects of accessibility, and adaptive

strategies of campus users. The paper contributes to investigation of spatial aspects and the lived

experience of universal design in institutional contexts, while offering a model for involving students in

applied research.

Introduction
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The framework of Universal Design (UD) emerged in the 1990s as an approach that encourages social

inclusion for the broadest range of users (Story 1998). UD has been applied to accessibility for people

with disabilities as a way to invoke a philosophy for "design for all" (Iwarsson and Stahl 2003: 61), and

can help move beyond the discourse of individual accommodation toward the promotion of wider

structural change. Key aspects of universal design encourage the transformation of multiple

"environments"built, social, informationalin a manner that benefits all users (Scott et al. 2003). Ona campus, users include students, faculty and staff, and one of these environments includes the

"instructional environment." In the UD paradigm, accessibility indicates not only the degree to which a

location or facility is reachable by someone with an impairment, but also includes other factors, such as

the usability of instructional materials, transportation services, learning outcomes, and the attitudes in the

social environment.

In the Spring and Fall semesters of 2007, the University of Arizona (UA) offered "Special Education,

Rehabilitation, and School Psychology 399: Universal Design and Accessible Space" (SERP 399), a

unique course that combined theory and methods from disability studies, anthropology, and geography in

a research project on the accessibility of the UA campus. The objective of the project was to study how

universal design has been implemented on campus, while involving students and staff from the DisabilityResource Center (DRC) in conducting participatory research (Kitchin 2001; Park 1993). The DRC

partnered with the graduate student instructor (Nicholas), who had received a NASA Space Grant

Fellowship1for the project, to implement the project over a two-year period. The other two authors,

Sarah and Jackie, participated in the course as student-researchers. In this paper, written jointly by the

instructor and these two students-researchers, we discuss the methodologies and more specific findings of

our research as well as include undergraduate student's reflections and experiences with accessibility and

disability at the University of Arizona.

In this pilot project, disabled and non-disabled students and staff2affiliated with the UA Disability

Resource Center (DRC) set out to study the spatial patterns and social meanings of mobility and

accessibility for campus users. The researchers used both low- and high-tech spatial techniques"mapinterviews" and Geographic Information Systems (GIS)to investigate the effectiveness of universal

design and the ways the built environment reflects and impacts attitudes about disability. Such mapping

techniques are an excellent method for engaging students in disability research and stimulating productive

discussions between students, instructors and staff members on the multiple social dynamics of

accessibility on campus. In addition, course participants examined how UD can be leveraged to improve

outcomes for students with a wide range of learning requirements. One of the central goals in the project

was to examine what accessibility means on the UA campus from the perspective of disabled students. As

discussed below, several important themes emerged from our research, including the hidden barriers to

accessibility, the concept of a continuum of universal design, and the attitudinal, social-behavioral and

policy-institutional aspects of universal design strategies.

Investigating Accessibility Through Geographic Approaches

Since one of the broader goals of the DRC-Space Grant project was to get students with disabilities

involved in active research, the instructor designed a series of seminars and guest speakers to prepare the

student for subsequent data collection. The structure of the project relied on voluntary participation by

students and staff affiliated with the DRC.3The students, who had both undergraduate and graduate

standing, were recruited through DRC outreach efforts, course fliers, and word-of-mouth. Although the
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project was run as a simulated course, the students actually signed up for independent study projects.

Each of the course participated in several weeks of seminars on participatory research, universal design,

disability studies, and qualitative data collection to prepare for the research phase.

Building on theoretical discussions on universal design, as well as geospatial and qualitative data

techniques, our goal was to analyze the social and spatial dimensions of the experience of disability andaccessibility. Students engaged in participatory research with members of the UA campus community by

conducting "map interviews." Using poster-sized aerial maps of campus, students interviewed a total of

thirty people about their experiences with accessibility on the UA campus. Each student-researcher

interviewed at minimum of three people, with a 2:1 ratio of community members who identified as

having a disability, such as mobility/motor, sensory (e.g. sight or hearing), learning, and

emotional/psychological, and community members who did not identify as having a

disability.4Informants were recruited through convenience sampling.

In each interview, the informant used different colored markers to indicate how they negotiate the

campus, drawing directly on poster-sized maps (see Figure 1 for a sample). Blue marks indicated typical

routes used for daily travel. Red marks represented areas, locations, or regions where barriers existthese may be physical (e.g. potholes), social (restricted access), or attitudinal (due to negative perceptions

or feelings). Green marks signified locations that represent positive areas; these could result from the

presence of friendly people, accessible building design, or useful resources. Also covered in the interview

were questions about past experiences, perceptions and social attitudes about disability, and expectations

for the future with regard to accessibility.

The use of mapping techniques proved useful for several reasons. For one, thinking about the geography

of accessibility made an excellent teaching tool that involves building new skills. Students gained an

appreciation for taking a more systemic view of the interconnectedness of paths, building, and social

relations on campus, while also improving their map literacy. Second, the tangible nature of using colored

markers to draw on paper maps helps expose underlying cognitive maps from interviewees. Thus it servesas a methodological tool for ethnographic interviewing. Third, GIS and spatial analysis lend methods for

visualization and pattern identification. Visualizing data in digital and low-tech maps helps communicate

findings to different audiences

Figure 1: Sample Instrument from a Map Interview

Figure 2: Map indicating areas of positive (green) and negative (red) perceptions with respect to

accessibility

Student researchers used an iterative approach to data collection and analysis. Once they had collected

enough interviews to identify areas for focus and improvement, they discussed emerging themes and

methodological refinements. In addition, guest speakers were bought in to assist with framing policy

issues on campus and conducting data analysis. Of the many findings that emerged from the data, they

chose to emphasize key findings that met one of three criteria: 1) themes that were raised routinely by

interviewees, in response to interview questions; 2) emblematic data that related to in-class discussions

and course readings to demonstrate the diversity and challenge of design; and 3) consistently identified
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challenges on campus for which solutions were within easy reach. This last group of findings was deemed

important by the majority of student-researchers who felt that research should accompanied with practical

recommendations. After analyzing the data that was collected, the student researchers presented their

results in a public forum format to campus officials, the DRC staff, and members of the Tucson disability

community. For more information or for their report, please

visithttp://www.cultureplacehealth.org/spacegrant/, where you can also view additional images of campusand analytical GIS maps (see also, Rattray 2007).

Hidden Barriers, A Continuum Of Universal Design, And The Attiudinal Aspects Of

Accessibility

Finding I:

Just as disabilities can be both visible and hidden, so are some barriers to accessibility

The curricular aspects of UD were brought out by one student-researcher:

"Many principles of universal design and forms of assistive technology have been implemented into our

campus. Teachers use equitable use principle, the perceptible information principle, and the size and

space principle in the classrooms. For example, they provide notes that can be accessed online by

everyone and they create optimal learning environment for small spaces. This is helpful for students who

have attention deficit disorder. I am a fourth-year DRC student and I feel I would not be where I am

without it."

(Student A, undergraduate, SERP 399 reflective essay, Fall 2007)

One theme that emerged from interviews is the high variability with which different users on the UAcampus perceive and experience built and social factors. What is identified as "accessible" or "universally

designed" is highly dependent on the user. A feature of the built or social environment that functions as a

barrier to a person with one kind of impairment may not be readily apparent to someone without a

disability or with a different type of impairment. Accordingly, we found a prevalence of hidden or

invisible barriers on the UA campus, wherein "hiddenness" or "invisibility" is variable and user-

dependent. For example, different types of streetscapes offer varying challenges to campus users. Some

designs meant to make streetscapes more accessible for all actually create new barriers for some. Whereas

curbs, benches, planters, and lights can limit the accessibility of people with mobility disabilities, "curb-

cuts" or lowered parts of sidewalks that enable wheelchair users to ascend and descend can lead to

navigational challenges for people who use assistive technology like canes. The limited number of

accessible ramps around campus leads to congestion and an increase in the likelihood of collisions duringcrowded periods, thus offering no more accessible a route than the crowded and bike-and-skateboard-

laden paths that most respondents cited as challenging and scary to navigate, regardless of whether or not

they identified as having a disability.

Such insights about the hidden barriers apply to the experience inside the classroom as well. The increase

in faculty use of flexible modes of curriculum delivery has improved the ability of DRC students to feel

comfortable and capable in their courses. Although the use of such strategies is far from useful, according
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to many students it is far better than their experiences in other educational institutions and has been

improving over time. As the student author of Sidebar I explains, a key facilitator to accessibility is the

use of highly variable strategies.

The visibility of barriers depended greatly on the perspective of the informant, with many people

identifying dissimilar barriers. In describing their observations of design for people with disabilities,informants who identified as non-disabled focused almost exclusively on wheelchair users. The strong

presence of streetscape accommodations for people with mobility disabilities on the UA campus

contributes to the perception among the campus-wide community that wheelchair users are the only or the

primary group of people with disabilities on the UA campus, an assertion that is unsupported by campus

demographics (mobility impairments make up only 7% of UA's disability community). Such impressions

narrow the discourse around design and accommodations by underemphasizing the requirements of

campus users with other types of impairments.

Whereas the public nature of streetscape features makes them highly visible in their status as barriers to or

facilitators of accessibility, other design features remain relatively unknown by the public. For example,

one interviewee who uses an electric wheelchair with a joystick described the impossibility of using manyrestrooms on campus, due to the physical limits of stallseven so-called accessible stallsthat prevent

him from closing the door. His experience highlights the problem of unequal access to bathrooms, a

widespread issue that related to one of our course readings on the ableist design of sanitation facilities

(Kitchin and Law 2001).

Barriers that are relatively invisible to the majority of campus users include those that affect people with

auditory, visual, or psychosocial disabilities. Like people with mobility disabilities, these community

members tend to navigate campus through fairly predictable patterns to avoid barriers and follow

preferred routes, although these may not always be the routes proposed by the university as "accessible."

Individuals with anxiety-disorders, for example, alter their navigation through campus to avoid certain

crowded or loud areas. The fact that the campus is not on a city grid means that visual and audio systemsindicating safe periods for crossing paths or streets usually do not exist. The lack of these cues can lead to

navigational challenges, even in terms of establishing preferred routes. For example, one respondent

described the DRCa spot that is widely lauded for its superior built and social environmentsas

hard to navigate because its wide array of access points equipped with automatic doors proves confusing

for her service dog.

Another space celebrated for its beautiful, creative, and "inclusive" architecture, the new Poetry Center,

which is crafted primarily from glass, was cited by one interviewee with a visual impairment as "the

worst." He maintained that, "the glare in the auditorium is so bad that normal people have refused to

attend classes." In this case, not only does a subset of the campus population with vision impairments

experience the design of the building as profoundly disruptive, but according to this campus user so docommunity members whose vision is intact. This example demonstrates the ways in which design

intended to invoke a socially democratic ethos of accessibility for all can simultaneously create barriers to

accessibility for some or even most.

Finding II:


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Universal design occurs on a continuum, along which both disabled and able-bodied people utilize

dynamic and novel strategies

Another student-researcher involved in the study described the ways in which everyone, regardless of

disability status, has to adapt when they change living environments, and the ways in which this shared

experience might have implications for future design:

"As a physically disabled student who moved from the sunny shores of southern California to the sandy

streets of Tucson I had to change a few things to make this city more accessible. The buses are most

always late and hot, it takes even longer to load a person in a wheelchair, and only about half the buses in

this city are capable of lowering to make access easier. Because UA is older and many parts of it are

considered historic, there are many areas and buildings that are not accessible or accommodating. But, the

newer parts of the college are amazing. As a student of the DRC, I have never felt as though I was

inconveniencing anyone with my disability, requests, or need for accommodations. Rather than having

one office for everything and taking days to find help, there are many. Whether you get around by wheels,

legs, or some other form of mobility, there are a lot of obstacles in your way on a day to day basis. The

world is changing to accommodate the people that live in it. This is a good thing and it is people that sit inthis class with me today who are making that change possible and hopefully speeding it up."

(Student B, undergraduate, SERP 399 reflective essay, Fall 2007)

Many respondents, whether or not they identified as having an impairment, said that they regularly had to

change strategies to adapt to the UA campus. Although some respondents framed their dynamic

relationship with campus in a negative light, most people described their strategies in a value-neutral way

or at least in such a way that recognized that no environment is perfect. Informants discussed the way in

which emergent human-environment interactions could be considered positive as well, for example as

evidence of the ingenuity of members of the UA community.

One central theme in adaptive strategies deals with natural factors such as weather and time of day on the

UA campus. For example, to accommodate areas of campus that are poorly lit at night some respondents

walk or bike different routes or drive instead of walking or biking, an important consideration given the

high number of respondents who live within walking distance and believe that the campus does not have

enough parking, but choose to drive at certain times of day (or night) anyway. They do so for a variety of

reasons, including the fear of tripping on curbs that are less visible in the dark, as well as personal safety

concerns.

Similarly, some respondents change their path during times when population size swells on specific parts

of campus, for example near athletic arenas during games or on the main mall area during popular class

times when many people are rushing from one side of campus to another. Many respondents also changetheir routes during periods of heavy rain when some areas of water diversion become backed up, forming

treacherous pools and splash zones of water run-off. Both of these examples demonstrate the way that

respondents adapt strategically to fixed design elements (street lights, gutters/curb cuts), which take on

different meanings (positive, neutral, or negative) during periods of dynamic change, some of which are

unforeseeable (e.g. monsoon rain that moves in unexpectedly and quickly). Another dynamic factor that

respondents cite as complicating their ability to adjust to these natural factors is that everyone else on


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campus must adjust to them as well. Certain pedestrian routes where rainfall is handled more effectively

become more crowded when people avoid other routes that, while more direct, are saturated with water.

A second dynamic factor deals with growth and expansion. Many respondents said that the increasing

campus population makes navigating campus more difficult due to overcrowding and ongoing

construction, forcing them to change their routes routinely. Growth and expansion may be one reasonwhy certain areas of campus are highlighted as both positive and negative. For example, that the campus

mall area is wide and has remained unchanged for the duration of time that most respondents have been

on campus makes it attractive as a thoroughfare for pedestrians because it is a known route that remains

comparatively uncrowded. However, its slick surfaces and minimal north-south crossway space for

wheelchairs make it a less preferred route. Some respondents remained hopeful that new construction

offers new and increased possibilities to include UD concepts, and that a larger UA population, overall,

would mean a larger population of people who could demand more design accommodations.

Interpersonal relations are

Documents

Literature Collection for universal design