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Universal Design in a
Diverse World
Accessible Izmir 2016 Congress
Karel Van Isacker, PhoenixKM BVBA
Who am I?
 42 years old, father of 3 kids
 15+ years expertise in inclusion in various domains
 Developer/Coordinator of inclusion oriented projects in the fields
of education, physical accessibility, tourism, etc.
 Working successfully together with Turkish organisations since
early 2004
◦ Gazi University, Sehir University, Yildirim Beyazit University, Sakarya University
◦ Ankara/Istanbul Milli Egitim Mudurlugu
◦ Goc Idaresi Genel Mudurlugu, end-user organisations
◦ Ministry of Family & Social Policy, General Directorate of Services for Elderly &
People with disabilities, etc.
 Trainer in project development under H2020, ERASMUS+, etc.
◦ 50+ successful project proposals/projects
 Dedicated team members in Belgium/Bulgaria
 Guest lecturer at universities in Belgium,
Colombia
What is Universal Design?
 In a world-wide perspective the most important definition
on universal design today is the definition from the United
Nations (UN) Convention on the Rights of Persons with
Disabilities**.
◦ “Universal design” means the design of products, environments,
programmes and services to be usable by all people, to the greatest
extent possible, without the need for adaptation or specialized design.
"Universal design" shall not exclude assistive devices for particular
groups of persons with disabilities where this is needed (Article 2).
 In Europe universal design is used as a political principle
for initiatives in order to ensure equality and accessibility
for all. The EU currently uses the definition of universal
design stated in the UN Convention on the Rights of
Persons with Disabilities, which has been ratified by the EU.
**http://www.un.org/disabilities/convention/conventionfull.shtml
Can be realised via 3 strategies
 Design of products, services, public spaces
that:
◦ are suitable for the majority of potential users without any
modifications.
◦ are easy to customize for different users (e.g. by providing
adaptable or individual customized interfaces)
◦ have standardized interfaces that allow to connect to
specific customized individual devices
Origin...
 Universal Design was coined by Ronald L. Mace,
founder and former program director of The
Center for Universal Design at North Carolina
State University.
 In 1997 Ron Mace collaborated with a group of
architects, product designers, engineers and
environmental designers to develop the “Seven
Principles of Universal Design”.**

** http://www.universaldesign.com/about-universal-design.html
7 Principles of Universal Design
 Equitable Use: The design is useful and marketable to people with
diverse abilities.
 Flexibility In Use: The design accommodates a wide range of individual
preferences and abilities.
 Simple And Intuitive Use: Use of the design is easy to understand,
regardless of the user’s experience, knowledge, language skills, or current
concentration level.
 Perceptible Information: The design communicates necessary
information effectively to the user, regardless of ambient conditions or the
user’s sensory abilities.
 Tolerance For Error: The design minimizes hazards and the adverse
consequences of accidental or unintended actions
 Low Physical Effort: The design can be used efficiently and comfortably
and with a minimum of fatigue.
 Size And Space For Approach And Use: Appropriate size and space is
provided for approach, reach, manipulation, and use regardless of user’s
body size, posture, or mobility
Universal design in a diverse world
1. Equitable Use
 Everyone should be
the beneficiary of the design
regardless of age, status
and ability. In the picture
powered doors that close
and open on sensors can be
used both by a wheelchair
bound person and by
someone that has his hands
full.
2. Flexibility in Use
 The design should take into
consideration the abilities
and preferences.
In the picture, a pair of
scissor with a large grip
handles can be used by any
one whether he is left or
right handed without
any inconvenience.
3. Simple and Intuitive Use
 The design and devise is user friendly. It is easy to understand, uses a
standard way of presentation, and does not require a special skills, level
of education , language and experience. In the picture, the fire alarm uses
a push button that is standard and colour red. Even a child can
understand that it is a panic button.
4. Perceptible Information
 The design should be able to show potential users the most important
information that will lead to the effective use of the product, device or
environment. Information should be made accessible regardless of the
sensory capabilities of the user.
In the picture above a blind individual can use the cell phone's keypad
because of the bump on the pad that will enable the user without looking
at the keypad.
5. Tolerance for Error
 The design has a high
tolerance for mistakes. The
idea behind this principle is
safety precaution. It
minimizes hazards and the
adverse consequences of
accidental or unintended
actions. The design has a
built in safety measures in
terms of careless or
forgetfulness.
In the picture a nail gun
requires to activate the
safety button before pulling
the trigger thereby
removing the risk of
accidents while the gun is
pointed somewhere else.
6. Low Physical Effort
 The design should bear in
mind that the user needs to
exert the most minimum
effort for a device to
function. This principle
allows both the strong and
the weak in stature to enjoy
the benefit of a Universal
Design. Comfort and ease of
use is the driving force
behind this principle.
In the picture a door level is
presented that does not
require grip strength. A
close fist or an elbow can
open the door.
7. Size and Space for Approach
and Use  The size and space should
not be constraint. Ease of
access should be the
desired goal targeting space
provided for approach,
reach, controls and
manipulation regardless
of the body size, posture or
mobility of user. In this
picture subway gates is
easily accessible by a
person in a wheelchair or
with a person carrying huge
baggage or even with an
obese commuter.
Universal Design for Services
 Example 1: Accessible universities
 increasing numbers of people with disabilities pursue
educational opportunities at all levels
 are your campus services welcoming, accessible, and
usable?
◦ accessibility of admissions offices, libraries, computer labs, tutoring
centres, and other student services
◦ everyone who needs to use your services should be able to do so
comfortably and efficiently.
 EVERYONE should be able to:
◦ get to the facility and manoeuvre within it
◦ communicate effectively with support staff
◦ access printed materials and electronic resources
◦ fully participate in events and other activities
Universal design in a diverse world
Checklists
 Planning, Policies, and Evaluation
◦ Are people with disabilities, racial and ethnic minorities, men
and women, young and old students, and other groups
represented on your staff in numbers proportional to those of
the whole campus or community?
◦ Do you have policies and procedures that ensure access to
facilities, printed materials, computers, and electronic
resources for people with disabilities?
◦ Is accessibility considered in the procurement process?
◦ Do you have a procedure to ensure a timely response to
requests for disability-related accommodations?
◦ Are disability-related access issues addressed in your
evaluation methods?
Checklists
 Physical Environments and Products
◦ Are there parking areas, pathways, and entrances to the building that
are wheelchair-accessible and clearly identified?
◦ Are all levels of the facility connected via an accessible route of travel?
◦ Are there ample high-contrast, large-print directional signs to and
throughout the office?
◦ Do elevators have auditory, visual, and tactile signals and are elevator
controls accessible from a seated position?
◦ Are wheelchair-accessible restrooms with well-marked signs available
in or near the office?
◦ Are universally-recognized icons used on signage?
◦ Is at least part of a service counter or desk at a height accessible from
a seated position?
◦ Are aisles kept wide and clear of obstructions for the safety of users
who have mobility or visual impairments?
Checklists
◦ Are there quiet work or meeting areas where noise and other
distractions are minimized?
◦ Is adequate light available?
◦ Are there quiet work or meeting areas where noise and other
distractions are minimized and/or are facility rules in place (e.g., no
cell phone use) to minimize noise?
 Staff
◦ Are all staff members familiar with the availability and use of the
Telecommunications Relay Service and alternate document formats?
◦ Do staff members know how to respond to requests for disability-
related accommodations, such as sign language interpreters?
◦ Are all staff members aware of issues related to communicating with
students of different races and ethnicities, ages, and students who
have disabilities?
Checklists
 Information Resources and Technology
◦ Do pictures in your publications and website include people with
diverse characteristics with respect to race, gender, age, and disability?
◦ In key publications and on your website, do you include a statement
about your commitment to universal access and procedures for
requesting disability-related accommodations? For example, you could
include the following statement: "Our goal is to make all materials and
services accessible. Please inform staff of accessibility barriers you
encounter and request accommodations that will make activities and
information resources accessible to you."
◦ Are all printed publications available (immediately or in a timely
manner) in alternate formats such as Braille, large print, and electronic
text?
◦ Are key documents provided in a language(s) other than English?
◦ Are printed materials within easy reach from a variety of heights and
without furniture blocking access?
Checklists
◦ Do electronic resources, including web pages, adhere to accessibility
guidelines or standards adopted by your institution or your specific
project or funding source? The World Wide Web Consortium's
Accessibility Guidelines are most commonly used.
◦ Are videos used by your service captioned?
◦ Is an adjustable-height table available for each type of workstation to
assist students who use wheelchairs or are small or large in stature?
◦ Do you provide adequate work space for both left- and right-handed
users?
◦ Is software to enlarge screen images and a large monitor available to
assist students with low vision and learning disabilities?
◦ Do you provide a trackball to be used by someone who has difficulty
controlling a mouse?
Checklists
◦ Are staff members aware of accessibility options (e.g., enlarged text
feature) included in computer operating systems and of assistive
technology available in the facility?
◦ Are procedures in place for a timely response to requests for assistive
technology?
 Events
◦ Are events located in wheelchair-accessible facilities? Is the accessible
entrance clearly marked?
◦ Is information about how to request disability-related accommodations
included in publications promoting events?
◦ Is accessible transportation available if transportation is arranged for
other participants?
Communication Hints
 General
◦ Ask a person with a disability if he or she needs help before providing
assistance.
◦ Talk directly to the person with a disability, not through the person's
companion or interpreter.
◦ Refer to a person's disability only if it is relevant to the conversation. If
so, mention the person first and then the disability. "A man who is
blind" is better than "a blind man" because it puts the person first.
◦ Avoid negative descriptions of a person's disability. For example, "a
person who uses a wheelchair" is more appropriate than "a person
confined to a wheelchair." A wheelchair is not confining—it's liberating!
◦ Do not interact with a person's guide dog or service dog unless you
have received permission to do so.
Communication Hints
 Blind or Low Vision
◦ Be descriptive. Say, "The computer is about three feet to your left,"
rather than "The computer is over there."
◦ Speak all of the content presented with beamers and other visuals.
◦ When guiding people with visual impairments, offer them your arm
rather than grabbing or pushing them.
 Learning Disabilities
◦ Offer directions or instructions both orally and in writing. If asked, read
instructions to individuals who have specific learning disabilities.
 Mobility Impairments
◦ Sit or otherwise position yourself at the approximate height of people
sitting in wheelchairs when you interact.
 Speech Impairments
◦ Listen carefully. Repeat what you think you understand and then ask
the person with a speech impairment to clarify or repeat the portion
that you did not understand.
Communication Hints
 Deaf or Hard of Hearing
◦ Face people with hearing impairments so they can see your lips. Avoid
talking while chewing gum or eating.
◦ Speak clearly at a normal volume. Speak louder only if requested.
◦ Use paper and pencil if the person who is deaf does not read lips or if
more accurate communication is needed.
◦ In groups raise hands to be recognized so the person who is deaf
knows who is speaking. Repeat questions from audience members.
◦ When using an interpreter, speak directly to the person who is deaf;
when an interpreter voices what a person who is deaf signs, look at the
person who is deaf, not the interpreter.
 Psychiatric Impairments
◦ Provide information in clear, calm, respectful tones.
◦ Allow opportunities for addressing specific questions.
Universal Design for Services
 Example 2: Accessible tourism
services
 ‘Good Access is Good Business’
 Fair access for all members of the community to all goods,
services, entertainment and recreational opportunities
available within your city
 Wide range of self-assessment checklists
 Good resource:
◦ ENAT - the European Network for Accessible Tourism -
http://www.accessibletourism.org/
Universal design in a diverse world
Universal design in a diverse world
 Access to the building / premises
◦ accessible parking for people with disabilities close by
◦ accessible public transport close by
◦ accessible parking for scooter users
◦ clear external and internal directional signs including symbols
◦ clear path of travel from outdoor to indoor areas
◦ protection from wind, rain and noise in outdoor areas
◦ step free access
◦ wide self opening or easy to open doors
 Ease of access when moving around the premises
◦ a handrail from the entrance to service counters
◦ low height, ‘clutter free’ service counters with a seat
◦ consistent and even lighting throughout
◦ wide, clear internal and external walkways
◦ clear space between furniture and exhibits for a person to
◦ manoeuvre a mobility aid (e.g. wheelchair, walking frame, stick,
crutches)
◦ slip resistant floor and ground surfaces
◦ ramp or a lift access to all levels
◦ lever style door handles at an accessible height
◦ direct access to an accessible toilet with an ‘access sign’
◦ an accessible baby change area
◦ access to stage and change room areas
◦ access to and within viewing areas and lookouts
◦ accessible rest areas including seating, lighting, drinking fountains,
◦ shelter at regular intervals along paths
◦ wider passing areas along narrow paths
◦ access to mobile attractions e.g. trains, buses, rides
◦ accessible boat ramps, jetties or fishing platforms
◦ access via decking or floating entry to beach or lake areas
◦ access via ramp or beach entry to swimming area/pools
◦ accessible camping sites and facilities
◦ availability of ‘beach / pool accessible’ wheelchair for loan
◦ accessible picnic areas with shelter, seats and BBQs
◦ accessible playgrounds and play equipment
◦ effective lighting throughout facilities
◦ colour contrasting handrails and seating on mobile exhibits
◦ use of plants along paths that provide a distinctive smell or
◦ appearance and a distinctive texture or sound
◦ no overhanging foliage on pathways
◦ limited use of roped barriers
◦ handrails and contrasting edges on any steps
◦ tactile tiles prior to steps, ramps, jetties, piers and other hazards
◦ brochures, printed material and displays at an accessible height
 Accessible amenities
◦ safety markings on glass doors and adjacent panels
◦ colour contrasting door frames / trims
◦ an accessible buzzer on service counters
◦ seating with backs and armrests
◦ seating with colour contrast to walls and floors
◦ space for storing mobility aids and baggage
◦ accessible vending machines / food outlets / kiosk/drinking taps
◦ low height ticket counters, kiosk, bar etc.
◦ accessible self service counters / display area
 Accessible provision of information
◦ information about services for people with disabilities e.g.
 lift
 accessible toilet
 emergency procedures
◦ a taped phone message about services and facilities
◦ an accessible Web site with information about services
◦ a Mobility map of site indicating accessible parking, toilets, paths
attractions etc.
◦ clearly signed passenger stops and vehicles
◦ clear, large print name tags on staff
◦ large print, raised tactile, Braille and audio signage
◦ an ‘assistance animal welcome’ sticker at entry (e.g. guide dog,
hearing dog)
◦ information in large print and Braille
◦ audio description of performances and displays
◦ audio guides for exhibits and displays
◦ tactile depiction of artist displays e.g. Paintings
◦ audible descriptions of attractions on shuttle service
◦ raised tactile and Braille markings on any lift buttons
◦ audible information in any lifts
◦ raised tactile signage and Braille on mobile exhibit
◦ a ‘hearing awareness’ card on the service counters
◦ alternatives to any audible announcements e.g. visible display
 Staff who are able to communicate appropriately with
people with disabilities
◦ friendly helpful staff, trained in access awareness
◦ staff available to assist in self service areas
◦ staff available to read information for customers if required
◦ staff with basic sign language skills
◦ sign language interpreter if required
◦ staff who speak clearly and look at the customers when talking (for
easy lip reading)
◦ effective glare free lighting at service counters
◦ pen and paper for exchanging information
◦ appropriate acoustic environments to reduce background noise
◦ hearing augmentation at service counters and in performance areas
 Responsive evacuation procedures
◦ visible and audible fire alarms
◦ accessible emergency exits
◦ emergency evacuation procedures that respond to all users
 Other issues to consider:
◦ an Internet booking system
◦ a phone booking system
◦ accessible payment options
◦ acceptance of ‘companion cards’
◦ water for assistance animals
◦ first aid support
◦ discounts for pensioners
◦ wheelchairs for loan
◦ accessible guided tours
◦ an accessible shuttle service
◦ accessible on-site transport if required
◦ seatbelts on mobile attractions
◦ suitable height exhibits for people using wheelchairs
◦ raised garden beds
Universal Design for Services
 Example 3: Accessible public services/spaces
 Integrated Access to Services
◦ ensure that the services they provide to the general public are
accessible to people with disabilities where practicable and appropriate
 Providing Assistance
◦ provide assistance to enable a person with a disability to access a
mainstream service, if requested by that person
 Expert Advice
◦ where appropriate, ensure the availability of appropriate expertise and
skills to advise it in relation to making its services accessible
 Accessibility of services provided to a public body
◦ ensure that the goods or services that are supplied to it are accessible
to people with disabilities unless it would not be practicable or
justifiable on cost grounds or would result in an unreasonable delay
Universal Design for Services
 Access to Information
◦ ensure, as far as practicable, that information which is orally provided
to the public is provided in an accessible format, where so requested
by persons with hearing impairments
◦ ensure, as far as practicable, that written information and
communications which it provides to the public is communicated in an
accessible format, where so requested by persons with visual
impairments
◦ ensure that, as far as practicable, the contents of its communications
are made accessible to a person with a visual impairment availing of
adaptive technology
◦ ensure that, as far as practicable, the information it publishes which is
directly relevant to persons with intellectual disabilities, is made
available to them in clear language that they easily understand
Universal design in a diverse world
Various domains
 Building sector
◦ Open flat spaces as wheelchair handy but also
as a design element
◦ Kitchens accessible to all, young, old and
disabled
◦ Public spaces
Accessibility of the built
environment: multifaceted
 Management - Access handbook, access and safety,
management responsibilities
 External Environment - car parking, routes, ramps,
steps and doors
 Vertical and Horizontal Circulation - steps and
stairs, lifts, corridors and internal doors
 Facilities - reception, toilets, seating areas, changing
rooms, restaurants and refreshment machines
 Interior Design - lighting, colour and contrast,
fixtures
 Evacuation - emergency equipment, alarms,
signage, evacuation equipment, evacuation plans
 Communication Facilities - signage, telephones,
tactile features, acoustics
Design specifications for a railway
station (sample)
 Accentuate through color and lighting the main
destinations at the station, especially the
different levels and the entrances and exits.
 Accentuate through color and lighting the main
pedestrian flows at the station.
 Concentrate and highlight the signposts at the
elevation points.
 Always Locate facilities at a similar spot (toilet,
etc.)
 Adjust lighting for (stair) handrails.
 Locate information low, at an angle of 20
degrees and apply anti-reflective glass.
Universal design in a diverse world
Universal design in a diverse world
http://blog.gurgaoninterior.co
m/wp-
content/uploads/2013/10/GU
RGAON-INTERIORS-
DESIGNERS-FOR-HOSPITALS-
NURSING-HOMES-CALL-9999-
40-20-80-DELHI.jpg
http://www.healthcaredesignmagazine.com/sites/he
althcaredesignmagazine.com/files/imagecache/570x
360/17_Urgent_Care.JPG
http://media-
cdn.tripadvisor.com/media/photo-
s/03/0f/a2/e8/hampton-inn-
memphis-walnut.jpg
http://maestrohomes.net/images/indepe
ndent-living.jpg
http://www.dartexcoatings.com/Dartex/media/SiteImages/Interactive%20Nav%20Map/illustration-
independent-living.png
http://nonexclusion.files.wordpress.co
m/2013/10/twowaydoor01.jpg
http://nonexclusion.files.
wordpress.com/2013/10
/disabled-
lg.jpg?w=584&h=393
http://www.ofdesign.n
et/wp-
content/uploads/files/7
/8/6/modern-
apartment-in-a-
narrow-zone-but-with-
a-stylish-design-10-
786.jpg
http://sra.it/srademo/w
p-
content/uploads/Design
-for-All-architettura-
design-studio-
rodighiero-
associati_.jpg
http://sra.it/srademo/wp-
content/uploads/04_flight_design_f
or_all_goman_studio_rodighiero_a
ssociati.jpg
https://lh5.googleusercontent.com/-
n4AIAR4PJoo/UtcWjyfqRGI/AAAAAAAADWc/R2geOXWRnoY/s640/blogger-image--
2129424465.jpg
http://www.aspire.org.uk/Data/Sites/1/media/page8.jpg
Various domains
 Car industry
◦ 2 click principle car door
◦ Side opening doors
◦ Self parking car
http://tayloragostino.co
m/wp-
content/uploads/2014/02
/Young-Woman-
Assistant-Old-Lady-Out-
Of-Car-260x260.jpg
http://content.worldcarfans.co/2008/1
2/medium/ford-active-park-assist-
illustration.jpg
Kick-activated tailgate
http://images.gizmag.com/hero/ford
kugatailgate-4.jpg
Various domains
 Product design
http://images.seniorhomes.com/images/independent-living-aids.jpg
http://www.archinfo.it/01NET/
Photo_Library/662/dfa_420x2
70.jpg
http://www.turizamzavasinas.com
/images/galerija/pristupacno-
okruzenje/univerzalni%20dizajn9.j
pg
http://www.designconcern
.com/media/standing_kniv
e_design-concern_1.jpg
http://www.ergonomiesite.be/ergonomie/univ
ersaldesign/ATMrolstoel.jpg
Any other domains?
 Class education
◦ Dedicated training on inclusive (higher)
education
 Working environment
◦ Dedicated training on accessible working
environment
 …
Let’s analyse some situations
 What things work well and what things
work poorly in the situations being
evaluated relative to complying with the 7
principles of universal design?
 Make recommendations for
improvements. How might the design be
modified to better comply?
Universal design in a diverse world
Universal design in a diverse world
Universal design in a diverse world
Universal design in a diverse world
Universal design in a diverse world
Universal design in a diverse world
Universal design in a diverse world
Universal design in a diverse world
Universal design in a diverse world
Universal design in a diverse world
Universal design in a diverse world
Universal design in a diverse world
Personas
 Range of personas that can assist
designers/developers
Freely available (http://atlec-
project.eu/wp-
content/uploads/2014/04/D.3.2-ATLEC-
Training-courses-UK-Full-course.pdf) - see
annex 1
Good resources
 http://designforall.org/: Design for All
Foundation collects and disseminates
Universal Design/Design for All Good
Practices and knowledge around the world
 http://www.designforalleurope.org/:
Design for All Europe is the joint European
platform for social planners, architects,
designers
My contact details
PhoenixKM BVBA
Mr. Karel Van Isacker
Projects & Business Developer
Amersveldestraat 189
8610 Kortemark
BELGIUM
Mobile: (B) +32 496 334056
E-Mail: karel@phoenixkm.eu
Skype: karel.phoenixkm
URL: www.phoenixkm.eu

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Universal design in a diverse world

  • 1. Universal Design in a Diverse World Accessible Izmir 2016 Congress Karel Van Isacker, PhoenixKM BVBA
  • 2. Who am I?  42 years old, father of 3 kids  15+ years expertise in inclusion in various domains  Developer/Coordinator of inclusion oriented projects in the fields of education, physical accessibility, tourism, etc.  Working successfully together with Turkish organisations since early 2004 ◦ Gazi University, Sehir University, Yildirim Beyazit University, Sakarya University ◦ Ankara/Istanbul Milli Egitim Mudurlugu ◦ Goc Idaresi Genel Mudurlugu, end-user organisations ◦ Ministry of Family & Social Policy, General Directorate of Services for Elderly & People with disabilities, etc.  Trainer in project development under H2020, ERASMUS+, etc. ◦ 50+ successful project proposals/projects  Dedicated team members in Belgium/Bulgaria  Guest lecturer at universities in Belgium, Colombia
  • 3. What is Universal Design?  In a world-wide perspective the most important definition on universal design today is the definition from the United Nations (UN) Convention on the Rights of Persons with Disabilities**. ◦ “Universal design” means the design of products, environments, programmes and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. "Universal design" shall not exclude assistive devices for particular groups of persons with disabilities where this is needed (Article 2).  In Europe universal design is used as a political principle for initiatives in order to ensure equality and accessibility for all. The EU currently uses the definition of universal design stated in the UN Convention on the Rights of Persons with Disabilities, which has been ratified by the EU. **http://www.un.org/disabilities/convention/conventionfull.shtml
  • 4. Can be realised via 3 strategies  Design of products, services, public spaces that: ◦ are suitable for the majority of potential users without any modifications. ◦ are easy to customize for different users (e.g. by providing adaptable or individual customized interfaces) ◦ have standardized interfaces that allow to connect to specific customized individual devices
  • 5. Origin...  Universal Design was coined by Ronald L. Mace, founder and former program director of The Center for Universal Design at North Carolina State University.  In 1997 Ron Mace collaborated with a group of architects, product designers, engineers and environmental designers to develop the “Seven Principles of Universal Design”.**  ** http://www.universaldesign.com/about-universal-design.html
  • 6. 7 Principles of Universal Design  Equitable Use: The design is useful and marketable to people with diverse abilities.  Flexibility In Use: The design accommodates a wide range of individual preferences and abilities.  Simple And Intuitive Use: Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.  Perceptible Information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.  Tolerance For Error: The design minimizes hazards and the adverse consequences of accidental or unintended actions  Low Physical Effort: The design can be used efficiently and comfortably and with a minimum of fatigue.  Size And Space For Approach And Use: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility
  • 8. 1. Equitable Use  Everyone should be the beneficiary of the design regardless of age, status and ability. In the picture powered doors that close and open on sensors can be used both by a wheelchair bound person and by someone that has his hands full.
  • 9. 2. Flexibility in Use  The design should take into consideration the abilities and preferences. In the picture, a pair of scissor with a large grip handles can be used by any one whether he is left or right handed without any inconvenience.
  • 10. 3. Simple and Intuitive Use  The design and devise is user friendly. It is easy to understand, uses a standard way of presentation, and does not require a special skills, level of education , language and experience. In the picture, the fire alarm uses a push button that is standard and colour red. Even a child can understand that it is a panic button.
  • 11. 4. Perceptible Information  The design should be able to show potential users the most important information that will lead to the effective use of the product, device or environment. Information should be made accessible regardless of the sensory capabilities of the user. In the picture above a blind individual can use the cell phone's keypad because of the bump on the pad that will enable the user without looking at the keypad.
  • 12. 5. Tolerance for Error  The design has a high tolerance for mistakes. The idea behind this principle is safety precaution. It minimizes hazards and the adverse consequences of accidental or unintended actions. The design has a built in safety measures in terms of careless or forgetfulness. In the picture a nail gun requires to activate the safety button before pulling the trigger thereby removing the risk of accidents while the gun is pointed somewhere else.
  • 13. 6. Low Physical Effort  The design should bear in mind that the user needs to exert the most minimum effort for a device to function. This principle allows both the strong and the weak in stature to enjoy the benefit of a Universal Design. Comfort and ease of use is the driving force behind this principle. In the picture a door level is presented that does not require grip strength. A close fist or an elbow can open the door.
  • 14. 7. Size and Space for Approach and Use  The size and space should not be constraint. Ease of access should be the desired goal targeting space provided for approach, reach, controls and manipulation regardless of the body size, posture or mobility of user. In this picture subway gates is easily accessible by a person in a wheelchair or with a person carrying huge baggage or even with an obese commuter.
  • 15. Universal Design for Services  Example 1: Accessible universities  increasing numbers of people with disabilities pursue educational opportunities at all levels  are your campus services welcoming, accessible, and usable? ◦ accessibility of admissions offices, libraries, computer labs, tutoring centres, and other student services ◦ everyone who needs to use your services should be able to do so comfortably and efficiently.  EVERYONE should be able to: ◦ get to the facility and manoeuvre within it ◦ communicate effectively with support staff ◦ access printed materials and electronic resources ◦ fully participate in events and other activities
  • 17. Checklists  Planning, Policies, and Evaluation ◦ Are people with disabilities, racial and ethnic minorities, men and women, young and old students, and other groups represented on your staff in numbers proportional to those of the whole campus or community? ◦ Do you have policies and procedures that ensure access to facilities, printed materials, computers, and electronic resources for people with disabilities? ◦ Is accessibility considered in the procurement process? ◦ Do you have a procedure to ensure a timely response to requests for disability-related accommodations? ◦ Are disability-related access issues addressed in your evaluation methods?
  • 18. Checklists  Physical Environments and Products ◦ Are there parking areas, pathways, and entrances to the building that are wheelchair-accessible and clearly identified? ◦ Are all levels of the facility connected via an accessible route of travel? ◦ Are there ample high-contrast, large-print directional signs to and throughout the office? ◦ Do elevators have auditory, visual, and tactile signals and are elevator controls accessible from a seated position? ◦ Are wheelchair-accessible restrooms with well-marked signs available in or near the office? ◦ Are universally-recognized icons used on signage? ◦ Is at least part of a service counter or desk at a height accessible from a seated position? ◦ Are aisles kept wide and clear of obstructions for the safety of users who have mobility or visual impairments?
  • 19. Checklists ◦ Are there quiet work or meeting areas where noise and other distractions are minimized? ◦ Is adequate light available? ◦ Are there quiet work or meeting areas where noise and other distractions are minimized and/or are facility rules in place (e.g., no cell phone use) to minimize noise?  Staff ◦ Are all staff members familiar with the availability and use of the Telecommunications Relay Service and alternate document formats? ◦ Do staff members know how to respond to requests for disability- related accommodations, such as sign language interpreters? ◦ Are all staff members aware of issues related to communicating with students of different races and ethnicities, ages, and students who have disabilities?
  • 20. Checklists  Information Resources and Technology ◦ Do pictures in your publications and website include people with diverse characteristics with respect to race, gender, age, and disability? ◦ In key publications and on your website, do you include a statement about your commitment to universal access and procedures for requesting disability-related accommodations? For example, you could include the following statement: "Our goal is to make all materials and services accessible. Please inform staff of accessibility barriers you encounter and request accommodations that will make activities and information resources accessible to you." ◦ Are all printed publications available (immediately or in a timely manner) in alternate formats such as Braille, large print, and electronic text? ◦ Are key documents provided in a language(s) other than English? ◦ Are printed materials within easy reach from a variety of heights and without furniture blocking access?
  • 21. Checklists ◦ Do electronic resources, including web pages, adhere to accessibility guidelines or standards adopted by your institution or your specific project or funding source? The World Wide Web Consortium's Accessibility Guidelines are most commonly used. ◦ Are videos used by your service captioned? ◦ Is an adjustable-height table available for each type of workstation to assist students who use wheelchairs or are small or large in stature? ◦ Do you provide adequate work space for both left- and right-handed users? ◦ Is software to enlarge screen images and a large monitor available to assist students with low vision and learning disabilities? ◦ Do you provide a trackball to be used by someone who has difficulty controlling a mouse?
  • 22. Checklists ◦ Are staff members aware of accessibility options (e.g., enlarged text feature) included in computer operating systems and of assistive technology available in the facility? ◦ Are procedures in place for a timely response to requests for assistive technology?  Events ◦ Are events located in wheelchair-accessible facilities? Is the accessible entrance clearly marked? ◦ Is information about how to request disability-related accommodations included in publications promoting events? ◦ Is accessible transportation available if transportation is arranged for other participants?
  • 23. Communication Hints  General ◦ Ask a person with a disability if he or she needs help before providing assistance. ◦ Talk directly to the person with a disability, not through the person's companion or interpreter. ◦ Refer to a person's disability only if it is relevant to the conversation. If so, mention the person first and then the disability. "A man who is blind" is better than "a blind man" because it puts the person first. ◦ Avoid negative descriptions of a person's disability. For example, "a person who uses a wheelchair" is more appropriate than "a person confined to a wheelchair." A wheelchair is not confining—it's liberating! ◦ Do not interact with a person's guide dog or service dog unless you have received permission to do so.
  • 24. Communication Hints  Blind or Low Vision ◦ Be descriptive. Say, "The computer is about three feet to your left," rather than "The computer is over there." ◦ Speak all of the content presented with beamers and other visuals. ◦ When guiding people with visual impairments, offer them your arm rather than grabbing or pushing them.  Learning Disabilities ◦ Offer directions or instructions both orally and in writing. If asked, read instructions to individuals who have specific learning disabilities.  Mobility Impairments ◦ Sit or otherwise position yourself at the approximate height of people sitting in wheelchairs when you interact.  Speech Impairments ◦ Listen carefully. Repeat what you think you understand and then ask the person with a speech impairment to clarify or repeat the portion that you did not understand.
  • 25. Communication Hints  Deaf or Hard of Hearing ◦ Face people with hearing impairments so they can see your lips. Avoid talking while chewing gum or eating. ◦ Speak clearly at a normal volume. Speak louder only if requested. ◦ Use paper and pencil if the person who is deaf does not read lips or if more accurate communication is needed. ◦ In groups raise hands to be recognized so the person who is deaf knows who is speaking. Repeat questions from audience members. ◦ When using an interpreter, speak directly to the person who is deaf; when an interpreter voices what a person who is deaf signs, look at the person who is deaf, not the interpreter.  Psychiatric Impairments ◦ Provide information in clear, calm, respectful tones. ◦ Allow opportunities for addressing specific questions.
  • 26. Universal Design for Services  Example 2: Accessible tourism services  ‘Good Access is Good Business’  Fair access for all members of the community to all goods, services, entertainment and recreational opportunities available within your city  Wide range of self-assessment checklists  Good resource: ◦ ENAT - the European Network for Accessible Tourism - http://www.accessibletourism.org/
  • 29.  Access to the building / premises ◦ accessible parking for people with disabilities close by ◦ accessible public transport close by ◦ accessible parking for scooter users ◦ clear external and internal directional signs including symbols ◦ clear path of travel from outdoor to indoor areas ◦ protection from wind, rain and noise in outdoor areas ◦ step free access ◦ wide self opening or easy to open doors  Ease of access when moving around the premises ◦ a handrail from the entrance to service counters ◦ low height, ‘clutter free’ service counters with a seat ◦ consistent and even lighting throughout ◦ wide, clear internal and external walkways ◦ clear space between furniture and exhibits for a person to ◦ manoeuvre a mobility aid (e.g. wheelchair, walking frame, stick, crutches) ◦ slip resistant floor and ground surfaces
  • 30. ◦ ramp or a lift access to all levels ◦ lever style door handles at an accessible height ◦ direct access to an accessible toilet with an ‘access sign’ ◦ an accessible baby change area ◦ access to stage and change room areas ◦ access to and within viewing areas and lookouts ◦ accessible rest areas including seating, lighting, drinking fountains, ◦ shelter at regular intervals along paths ◦ wider passing areas along narrow paths ◦ access to mobile attractions e.g. trains, buses, rides ◦ accessible boat ramps, jetties or fishing platforms ◦ access via decking or floating entry to beach or lake areas ◦ access via ramp or beach entry to swimming area/pools ◦ accessible camping sites and facilities ◦ availability of ‘beach / pool accessible’ wheelchair for loan ◦ accessible picnic areas with shelter, seats and BBQs ◦ accessible playgrounds and play equipment ◦ effective lighting throughout facilities
  • 31. ◦ colour contrasting handrails and seating on mobile exhibits ◦ use of plants along paths that provide a distinctive smell or ◦ appearance and a distinctive texture or sound ◦ no overhanging foliage on pathways ◦ limited use of roped barriers ◦ handrails and contrasting edges on any steps ◦ tactile tiles prior to steps, ramps, jetties, piers and other hazards ◦ brochures, printed material and displays at an accessible height  Accessible amenities ◦ safety markings on glass doors and adjacent panels ◦ colour contrasting door frames / trims ◦ an accessible buzzer on service counters ◦ seating with backs and armrests ◦ seating with colour contrast to walls and floors ◦ space for storing mobility aids and baggage ◦ accessible vending machines / food outlets / kiosk/drinking taps ◦ low height ticket counters, kiosk, bar etc. ◦ accessible self service counters / display area
  • 32.  Accessible provision of information ◦ information about services for people with disabilities e.g.  lift  accessible toilet  emergency procedures ◦ a taped phone message about services and facilities ◦ an accessible Web site with information about services ◦ a Mobility map of site indicating accessible parking, toilets, paths attractions etc. ◦ clearly signed passenger stops and vehicles ◦ clear, large print name tags on staff ◦ large print, raised tactile, Braille and audio signage ◦ an ‘assistance animal welcome’ sticker at entry (e.g. guide dog, hearing dog) ◦ information in large print and Braille ◦ audio description of performances and displays ◦ audio guides for exhibits and displays ◦ tactile depiction of artist displays e.g. Paintings
  • 33. ◦ audible descriptions of attractions on shuttle service ◦ raised tactile and Braille markings on any lift buttons ◦ audible information in any lifts ◦ raised tactile signage and Braille on mobile exhibit ◦ a ‘hearing awareness’ card on the service counters ◦ alternatives to any audible announcements e.g. visible display  Staff who are able to communicate appropriately with people with disabilities ◦ friendly helpful staff, trained in access awareness ◦ staff available to assist in self service areas ◦ staff available to read information for customers if required ◦ staff with basic sign language skills ◦ sign language interpreter if required ◦ staff who speak clearly and look at the customers when talking (for easy lip reading) ◦ effective glare free lighting at service counters ◦ pen and paper for exchanging information ◦ appropriate acoustic environments to reduce background noise ◦ hearing augmentation at service counters and in performance areas
  • 34.  Responsive evacuation procedures ◦ visible and audible fire alarms ◦ accessible emergency exits ◦ emergency evacuation procedures that respond to all users  Other issues to consider: ◦ an Internet booking system ◦ a phone booking system ◦ accessible payment options ◦ acceptance of ‘companion cards’ ◦ water for assistance animals ◦ first aid support ◦ discounts for pensioners ◦ wheelchairs for loan ◦ accessible guided tours ◦ an accessible shuttle service ◦ accessible on-site transport if required ◦ seatbelts on mobile attractions ◦ suitable height exhibits for people using wheelchairs ◦ raised garden beds
  • 35. Universal Design for Services  Example 3: Accessible public services/spaces  Integrated Access to Services ◦ ensure that the services they provide to the general public are accessible to people with disabilities where practicable and appropriate  Providing Assistance ◦ provide assistance to enable a person with a disability to access a mainstream service, if requested by that person  Expert Advice ◦ where appropriate, ensure the availability of appropriate expertise and skills to advise it in relation to making its services accessible  Accessibility of services provided to a public body ◦ ensure that the goods or services that are supplied to it are accessible to people with disabilities unless it would not be practicable or justifiable on cost grounds or would result in an unreasonable delay
  • 36. Universal Design for Services  Access to Information ◦ ensure, as far as practicable, that information which is orally provided to the public is provided in an accessible format, where so requested by persons with hearing impairments ◦ ensure, as far as practicable, that written information and communications which it provides to the public is communicated in an accessible format, where so requested by persons with visual impairments ◦ ensure that, as far as practicable, the contents of its communications are made accessible to a person with a visual impairment availing of adaptive technology ◦ ensure that, as far as practicable, the information it publishes which is directly relevant to persons with intellectual disabilities, is made available to them in clear language that they easily understand
  • 38. Various domains  Building sector ◦ Open flat spaces as wheelchair handy but also as a design element ◦ Kitchens accessible to all, young, old and disabled ◦ Public spaces
  • 39. Accessibility of the built environment: multifaceted  Management - Access handbook, access and safety, management responsibilities  External Environment - car parking, routes, ramps, steps and doors  Vertical and Horizontal Circulation - steps and stairs, lifts, corridors and internal doors  Facilities - reception, toilets, seating areas, changing rooms, restaurants and refreshment machines  Interior Design - lighting, colour and contrast, fixtures  Evacuation - emergency equipment, alarms, signage, evacuation equipment, evacuation plans  Communication Facilities - signage, telephones, tactile features, acoustics
  • 40. Design specifications for a railway station (sample)  Accentuate through color and lighting the main destinations at the station, especially the different levels and the entrances and exits.  Accentuate through color and lighting the main pedestrian flows at the station.  Concentrate and highlight the signposts at the elevation points.  Always Locate facilities at a similar spot (toilet, etc.)  Adjust lighting for (stair) handrails.  Locate information low, at an angle of 20 degrees and apply anti-reflective glass.
  • 51. Various domains  Car industry ◦ 2 click principle car door ◦ Side opening doors ◦ Self parking car
  • 58. Any other domains?  Class education ◦ Dedicated training on inclusive (higher) education  Working environment ◦ Dedicated training on accessible working environment  …
  • 59. Let’s analyse some situations  What things work well and what things work poorly in the situations being evaluated relative to complying with the 7 principles of universal design?  Make recommendations for improvements. How might the design be modified to better comply?
  • 72. Personas  Range of personas that can assist designers/developers Freely available (http://atlec- project.eu/wp- content/uploads/2014/04/D.3.2-ATLEC- Training-courses-UK-Full-course.pdf) - see annex 1
  • 73. Good resources  http://designforall.org/: Design for All Foundation collects and disseminates Universal Design/Design for All Good Practices and knowledge around the world  http://www.designforalleurope.org/: Design for All Europe is the joint European platform for social planners, architects, designers
  • 74. My contact details PhoenixKM BVBA Mr. Karel Van Isacker Projects & Business Developer Amersveldestraat 189 8610 Kortemark BELGIUM Mobile: (B) +32 496 334056 E-Mail: karel@phoenixkm.eu Skype: karel.phoenixkm URL: www.phoenixkm.eu