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Universal Design Principles and The B uilt Environment

Universal Design Principles and The B uilt Environment. Jean Salzer Accessibility Resources Center (formerly Student Accessibility Center). Physical Environment Committee Charter:.

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Universal Design Principles and The B uilt Environment

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  1. Universal Design Principles and The Built Environment Jean Salzer Accessibility Resources Center (formerly Student Accessibility Center)

  2. Physical Environment Committee Charter: (2)  Functions. Makes recommendations for the development of the physical environment of the University campus’ and off-campus facilities, including built- to-suit leased facilities consistent with the mission and with the present and future academic programs of the University. • a)  Recommends a master plan for the development of the campus reflecting priorities in accordance with guidelines established by the committee. • b)  Recommends the location of new buildings, their inter-relationships and aesthetics and their functional and architectural features. • c)  Recommends remodeling needs and identifies desirable or undesirable features relevant to future construction. • d)  Recommends parking and transportation policies. • e)  Recommends appropriate names for buildings pursuant to established guidelines.

  3. Sorry, there is no list Universal Design is: “the design of of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”* • It represents an ideal, and recognizes that nothing can be made fully usable by every person. • The design process of Universal Design indicates the process is proactive, not reactive. • There are seven principles developed by architects, environmental designers and engineers. *(Ronald Mace, Center for Universal Design, North Carolina State University)

  4. The Seven Principles • Equitable Use • Flexibility in Use • Simple and Intuitive in Use • Perceptible Information • Tolerance for Error • Low Physical Effort • Size and Space for Approach and Use

  5. Examples of Universal Design (UD) • Ramps • Curb Cuts • Adjustable Height Tables • Speaker Phones • Motion-detector Faucets • Voice recognition Software • Automatic Door openers • Built-in Text-to-Speech Software

  6. The UD Process • Identify the application • Define the universe • Involve consumers • Adopt guidelines or standards • Apply guidelines or standards • Plan for accommodations • Train and support • Evaluate (As identified by Sheryl Burgstahler, DO-IT Director, University of Washington)

  7. The Built Environment • A building that has a ramp next to stairs is considered accessible design • A building that has no stairs and a sloping entrance everyone uses is universal design • The difference between accessible design and universal design is that with UD there are no ‘special’ or ‘separate’ facilities, all can use the same facilities • “The main function of a campus built environment is to provide a place where all can learn, work and live successfully” (Burgstahler, 2007)

  8. Strategies • Planning, policies and evaluation: consider diversity issues as you plan and evaluate the space • Appearance: design the space to foster campus climate that is inclusive of all • Entrances, routes of travel: make physical access welcoming and accessible to people with a variety of ages, abilities and sizes • Fixtures, furniture: provide fixtures and furniture that can be used by all employees, students and visitors

  9. More Strategies • Information resources, technology: ensure that information and technology is accessible to everyone • Safety: design the space to minimize the risk of injury • Accommodation: develop a system to address accommodation request for individuals who are not automatically provided access Strategies taken from Universal Design in Higher Education: From Principles to Practice, ed. Burgstahler, 2008

  10. A universally designed classroom begins with questions • What is its purpose? • Who will be using the room? • How can we incorporate active learning for all students? • What should seating look like and how should we expect people and seating to move? • What kinds of technology do we want made available to instructors and students?

  11. RESOURCES • North Carolina State’s Center for Universal Design – expansive resource list: http://www.ncsu.edu/ncsu/design/cud/about_ud/udresources.htm • Edutopia – Universal Design in the Classroom: Do it Once, Do it Right:http://www.edutopia.org/universal-design-classroom • R2D2 Center website, Roger Smith, OT faculty: http://www.r2d2.uwm.edu/

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