CCT384 – Universal Design and AccessWeek 1 – Norman Valdez

About the course

Welcome and introductions

Syllabus and schedule

Changing Demographics

“People are living longer today. The average lifespan has increased to 76, largely due to healthier living, better medicine, and vaccines and sanitation that have virtually eliminated many killer infectious diseases (The Denver Post, 1998). Nearly 80% of the population now lives past the age of 65. Projections based on U.S. Census Bureau estimates indicate that the number of persons ages 65 and over will grow to almost 40 million by the year 2010 (Jones and Sanford, 1996). Last year, 4 million people in the United States were over the age of 85 and about 60,000 topped age 100. By 2020, the Census Bureau estimates that 7 million to 8 million people will be over age 85 and 214,000 will be over age 100. By contrast, at the end of World War II, only 1 in 500 made it to age 100 (The Denver Post, 1998).”

Changing Demographics

Current US statistics indicate that nearly 11.3% of all students enrolled at colleges and universities within the US have a disability. That is approximately 2.2 million students. (NPSAS, National Post-Secondary Student Aid Study, 2004)

Since 1972, the number of students enrolled in US colleges with disabilities has increased by nearly 600%, a faster rate than any other minority-status population.

National projections indicate that by 2010 approximately 14.8% of undergraduates and 10.1% of graduates in the US will qualify as having a disability

Changing Demographics

About 1.85 million people in Ontario have a disability. That's one in seven people. Over the next 20 years as people grow older, the number will rise to one in five Ontarians.

Video : The ROM and Universal Design

See what Toronto’s Royal Ontario Museum is doing to welcome customers with disabilities.

http://www.accesson.ca/en/mcss/mediaRoom/index.aspx

Frequently Seen Diagnoses

Physical Disabilities Health or Systemic Disorders Sensory Disabilities Psychiatric Disabilities Traumatic Brain Injury Learning Disabilities ADD/ADHD Pervasive Developmental Disabilities/Asperger’s

Challenges

Wide range of disabilities, each with unique challenges

Apparent disabilities often result in others automatically assuming what a person can or can’t do

Non-apparent disabilities often mean that a person has to “prove” that they need assistance

Most commonly, people with disabilities are faced with stereotypes and ignorance

On average, students with disabilities are 9 times LESS likely to engage in extracurricular activities, including work related or resume building activities

Technology needs vary greatly yet more than 90% of students with disabilities could benefit from increased access to technology

Access and the Law

Rehabilitation Act of 1973 (Section 504) Provided first language explicitly prohibiting

discrimination against persons with disabilities: “No otherwise qualified individual with a disability in

the United States... shall, solely by reason of her or his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance or under any program or activity conducted by any Executive agency or by the United States Postal Service....” —29 U.S.C. § 794(a) (1973).

Access and the Law

Architectural and physical barriers are features of buildings or spaces that cause problems for people with disabilities. Examples are:

hallways and doorways that are too narrow for a person using a wheelchair, electric scooter or walker

counters that are too high for a person of short stature

poor lighting for people with low vision

doorknobs that are difficult for people with arthritis to grasp

parking spaces that are too narrow for a driver who uses a wheelchair

telephones that are not equipped with telecommunications devices for people who are Deaf, deafened or hard of hearing

Access and the Law

Accessibility for Ontarians with Disabilities Act, 2005

The Ontario Legislature passed the Accessibility for Ontarians with Disabilities Act, 2005 on June 13, 2005 by a unanimous vote.

That means that every MPP in the House supported the passage of this landmark legislation.

The act calls on the: business community public not-for-profit sector

Access and the Law

people with disabilities or their representatives to develop, implement and enforce mandatory

accessibility standards in many important areas of life:

built environment (buildings and other structures) customer service employment information and communications transportation

Access and the Law

Information or communications barriers happen when a person can't easily understand information. Examples are:

print is too small to read

websites that can't be accessed by people who do are not able to use a mouse

signs that are not clear or easily understood

Attitudinal barriers are those that discriminate against people with disabilities. Examples are:

thinking that people with disabilities are inferior

assuming that a person who has a speech impairment can't understand you

Access and the Law

Technology barriers occur when a technology can't be modified to support various assistive devices. An example is:

a website that doesn't support screen-reading software

Organizational barriers are an organization's policies, practices or procedures that discriminate against people with disabilities. An example is:

a hiring process that is not open to people with disabilities

Access and the Law, cont.

Americans with Disabilities Act of 1990 First comprehensive civil rights legislation passed to

protect persons with disabilities Title I – Employment Title II – State and Local Governments Title III – Public Accommodation Title IV – Telecommunications Title V – Miscellaneous

Access and the Law, cont.

Telecommunications Act of 1996 First overhaul of American Telecommunications in

62 years Section 255 of the Act requires all manufacturers

of telecommunications equipment and providers of telecommunications services to ensure that such equipment and services are designed and developed to be accessible to and usable by individuals with disabilities, if readily achievable.

Access and the Law, cont.

Section 508 amendment of 1998 “Section 508 is a Federal civil rights

procurement law that requires electronic and information technology to be accessible to people with disabilities, including Federal employees and members of the public accessing government information and services. Federal agencies are prohibited, with limited exceptions, from developing, purchasing, using or maintaining electronic and information technology that are inaccessible to people with disabilities.” - Cynthia D. Waddell, J.D.

Access and the Law, cont.

508 continued… Original application was seen only within the realm of

Federal agencies Section 508 has been adopted by a number of States

through State Statute, State Executive Orders/Policies or adopted by higher education institutions.

For example, the State of California amended existing Government Code 11135 to incorporate Section 508. The result is that all higher education institutions in the State of California must procure accessible electronic and information technology and services if they receive any State funding.

Access and the Law, cont.

Recent court cases OCR letter to CSU, Long Beach, 1999 OCR letter to NC State University 2000- Equivalent

Access to Campus Computing and Library Materials US Dept. of Justice vs. LSAC, 2002 Jeffrey La Marca v. Capella University, 2005

Universal Design…

What is it? “Universal Design is a framework for the design of

places, things, information, communication and policy to be usable by the widest range of people operating in the widest range of situations without special or separate design. Most simply, Universal Design is human-centered design of everything with everyone in mind.” – Adaptive Environments, 2006

Universal Design, cont.

Universal vs. Accessible Design Universal Design is different than accessible design.

Accessible design means products and buildings that are accessible and usable by people with disabilities. Universal design means products and buildings that are accessible and usable by everyone--older people as well as young, women as well as men, left handed persons as well as right handed persons.

Accessible design has a tendency to lead to separate facilities—for example, a ramp set off to the side of a stairway at an entrance or a wheelchair accessible toilet stall. Universal design, on the other hand, provides one solution that can accommodate all people.

Universal Design, cont.

Where did it start? The Principles of Universal Design were

authored through the initiatives of the Center for Universal Design at North Carolina State University and funded through a grant by the National Institute on Disability and Rehabilitation Research.

Ron Mace, coined the term in the 1970s. In 1989, Mace established the federally-funded Center for Accessible Housing, currently known as the Center for Universal Design, at the NC State University College of Design.

1. Equitable Use

2. Flexibility in Use

3. Simple and Intuitive Use

4. Perceptible Information

Universal Design Architectural Principles

5. Tolerance for Error

6. Low Physical Effort

7. Size and Space for Approach and Use

Universal Design Architectural Principles

UD in Architecture

Original application was to physical environments with the goal of creating the widest usability possible

Automatic door openers, multiple height service counters, curb cuts, etc.

Led to the first building code for accessibility in the nation (North Carolina in 1973) and was instrumental in the passage of the Fair Housing Amendment Act of 1988 and the Americans with Disabilities Act of 1990

UD in Instruction

By the mid 1990’s educators began to look at not just the physical environment but also the instructional design to better address access

Inspired by the concept put forth in Brown vs. Board of Education which clearly found that “separate but equal is inherently unequal”.

Sought to reach out to as many learners as possible without attempting to simply “accommodate” those learners with disabilities.

Called for multi-modal teaching styles as well as a reassessment of the specific goals of instruction

UD in Technology

Amazing growth in technology over the last 15 years has meant new opportunities and challenges, especially in education

The vast amount of information available via the web and through media sources has required that we reconsider how information is provided and the range of needs of the audience of that information

Assistive technology application has increased dramatically on campuses over the last 10 years

UD applied to technology requires a rethinking of the hardware, software, physical environment and the content involved.

Equitable Use

The design is useful and marketable to people with diverse abilities Provide the same means of use for all users:

identical whenever possible; equivalent when not. Avoid segregating or stigmatizing any users. Provisions for privacy, security, and safety should be

equally available to all users. Make the design appealing to all users.

Equitable Use

Flexibility in Use

The design accommodates a wide range of individual preference and abilities. Provide choice in methods of use. Accommodate right- or left-handed access and use. Facilitate the user's accuracy and precision. Provide adaptability to the user's pace.

Flexibility in Use

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. Eliminate unnecessary complexity. Be consistent with user expectations and intuition. Accommodate a wide range of literacy and language

skills. Arrange information consistent with its importance. Provide effective prompting and feedback during

and after task completion.

Simple and Intuitive Use

Perceptible Information

The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. Use different modes (pictorial, verbal, tactile) for

redundant presentation of essential information. Provide adequate contrast between essential information

and its surroundings. Maximize "legibility" of essential information. Differentiate elements in ways that can be described (i.e.,

make it easy to give instructions or directions). Provide compatibility with a variety of techniques or

devices used by people with sensory limitations.

Perceptible Information

Tolerance for Error

The design minimizes hazards and the adverse consequences of accidental or unintended actions. Arrange elements to minimize hazards and errors:

most used elements, most accessible; hazardous elements eliminated, isolated, or shielded.

Provide warnings of hazards and errors. Provide fail safe features. Discourage unconscious action in tasks that require

vigilance.

Tolerance for Error

Low Physical Effort

The design can be used efficiently and comfortably and with a minimum of fatigue. Allow user to maintain a neutral body position. Use reasonable operating forces. Minimize repetitive actions. Minimize sustained physical effort

Low Physical Effort

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. Provide a clear line of sight to important elements

for any seated or standing user. Make reach to all components comfortable for any

seated or standing user. Accommodate variations in hand and grip size. Provide adequate space for the use of assistive

devices or personal assistance.

Size and Space for Approach and Use

A Word on Assistive Technology

Assistive technology device is defined as “any item, piece of equipment, or product system, whether acquired commercially off-the-shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” – Assistive Technology Act of 1998

Assistive Technology

Compatibility with current hardware/software on campus

Network deployment when possible

Appropriate peripherals available to users

Technology staff members trained in basic use and support

On-line Learning

Know the limitations of the software (if using a LMS such as WebCT Vista or Black Board

Develop adaptable templates that minimize common complaints

Test on multiple platforms to determine performance

Minimize use of “new technology for technology’s sake”

Web Accessibility

Bobby and CAST testing of sites

Ensure all “essential” areas of your campus web site are as widely accessible as possible

Appropriate uses of technology (Java, Flash, multimedia files, etc.)

W3C Checkpoints and guidelines found at: http://www.w3.org/TR/WCAG10/checkpoint-list.html

Campus Computing

Built in accessibility features of your operating systems

Ensure availability of assistive hardware such as earphones, track-ball mice, large monitors, etc.

Ensure workstation environment is easily adaptable to multiple users

Universal Design Process

Identify the application. Specify the product or environment (i.e., the service, course, website, or other application) to which you wish to apply universal design.

Define the universe. Describe the overall population – e.g., students in a course or users of a technology – and then the diverse characteristics of potential members of the population for which the application is described (e.g., with respect to gender; age; size; ethnicity/race; native language; and abilities to see, hear, move and manipulate objects, and learn.)

Universal Design Process

Involve consumers. Determine how to include people with disabilities and other diverse characteristics in development and implementation of the application.

Adopt UD guidelines/standards/performance indicators. Create or select existing UD guidelines/standards. Integrate UD practices with other best practices within the field of the specific application.

Universal Design Process Apply UD guidelines/standards/performance

indicators. Apply universal design along with design standards of good practice within the field to the overall design of the application, subcomponents of the application, and maintenance and procurement processes.

Plan for accommodations. Develop processes to address accommodation requests (e.g., purchase of assistive technology, arrangement for sign language interpreters) from individuals for whom the design does not automatically provide access.

Universal Design Process

Train and support. Tailor and deliver training and support to stakeholders (e.g., instructors, computer support staff, procurement offices, administrators).

Evaluate. Include universal design measures in the evaluation of the application, evaluate the application with a diverse group of users, and make modifications based on their feedback

References

The Principles of Universal Design‚ Version 2.0 (1997) by North Carolina State University (as cited in Preiser & Ostroff ‚ 2001)

Center for Universal Design (US) Home of the Principles of Universal Design, Exemplars of Universal Design, universal design history, the Design File, Center for Universal Design Newsline, publications, and more. http://www.design.ncsu.edu/

CAST (US) Home of Bobby, the web accessibility analysis tool, Universal Design in Learning and the National Center On Accessing the General Curriculum, and eProducts. http://www.cast.org

DO-IT: Disabilities, Opportunities, Internetworking, and Technology, http://www.washington.edu/doit/

Adaptive Environments Center (US) Home of the South Boston Waterfront Project, Designing for the 21st Century Conference, Access to Public Schools, New England ADA Technical Assistance Center, universal design education and consulting, Access to Design Professions, publications and more. http://www.adaptenv.org

Accessible Electronic & Information Technology: Legal Obligations of Higher Education and Section 508, Cynthia D. Waddell, J.D., 1999, http://athenpro.org/node/54

Next class

Universal Design, Accessible Design, Adaptable Design, Inclusive Design

Readings: Erlandson, Chapter 1-2 Follette, Mueller and Mace, Chapter 3