On the Relationship Between \u2018Universal\u2019 and \u2018Particular\u2019 in Architecture

In 1998 Molly Follette Story, James Mueller and Roland Mace published the book The Universal Design File; that can be considered the result of a long way, started by Mace in 1985, towards a design approach based on the principles of Universal Design. In 2010 the Centre for Active Design publishes the Active Design Guidelines: Promoting Physical Activity and Health in Design. Between these two milestones, this article offers some ideas about the evolution of the universal approach to design. Assuming that Universal Design approach can present limits, this article aims to reflect on the relationship between universal and particular in developing a theoretical approach to architecture and design, supporting the idea that the wide gray area of the population who need specific access solutions can find answers to their needs only through successive adjustments, time by time plugged on universal solutions. This implies a process of requirement-based retrofitting of existing spaces and goods, to get qualities or perfecting performances otherwise inadequate. From this perspective the project for accessibility should be seen as a never ending process, and not a fix and final product, and Universal Design should be considered as a methodological approach ideally tending towards accessibility as a goal. Having this in mind, the article explores the issues related to how to blend universal and particular in a human centred design strategy, how to combine design actions and wareness by the users to allow an effective mutual adaptation between people and their living environment

How Accessible is Online Information Literacy Instruction?

Universal design for learning and accessibility have been an ongoing concern for our websites, library guides, databases, and other information literacy tools in recent years. Since the outbreak of the COVID-19 pandemic in early 2020 and the shift to remote learning at many educational institutions, for most of us this has meant that online information literacy instruction has increased dramatically and increased our use of and reliance on video-conferencing or other virtual platforms. Projecting to the post-COVID world, for most of us there will likely be a return to in-person instruction in some capacity, but it also seems likely that online instruction will continue at higher levels than in the pre-COVID world. With this increased usage of video conferencing software and other virtual tools in mind, this presentation will examine universal design for learning (UDL) and accessibility as it relates to online/virtual information literacy instruction. It will provide a quick overview of the principles of universal design for learning; evaluate the accessibility of Zoom, Microsoft Teams, and other online tools; compare accessibility issues for virtual instruction sessions and the more traditional in-person experience; and highlight ways to accessibly integrate information literacy tools and resources into both synchronous and asynchronous online instruction

On the relationship between universal and particular in architecture

In 1998 Molly Follette Story, James Mueller and Roland Mace published the book The Universal Design File; that can be considered the result of a long way, started by Mace in 1985, towards a design approach based on the principles of Universal Design. In 2010 the Centre for Active Design publishes the Active Design Guidelines: Promoting Physical Activity and Health in Design. Between these two milestones, this article offers some ideas about the evolution of the universal approach to design. Assuming that Universal Design approach can present limits, this article aims to reflect on the relationship between universal and particular in developing a theoretical approach to architecture and design, supporting the idea that the wide gray area of the population who need specific access solutions can find answers to their needs only through successive adjustments, time by time plugged on universal solutions. This implies a process of requirement­based retrofitting of existing spaces and goods, to get qualities or perfecting performances otherwise inadequate. From this perspective the project for accessibility should be seen as a never ending process, and not a fix and final product, and Universal Design should be considered as a methodological approach ideally tending towards accessibility as a goal. Having this in mind, the article explores the issues related to how to blend universal and particular in a human centred design strategy, how to combine design actions and awareness by the users to allow an effective mutual adaptation between people and their living environment. The article aims to be further food for thought regarding research to be implemented in future works

Universal Design Principles for Older People and Older People with Disabilities During the COVID-19 Pandemic

This study aims to investigate the existing situation of the COVID-19 pandemic from an architectural and urban perspective. The problem analyzed in the study was whether and how universal design could be a useful tool in creating a meaningful response to social repercussions caused by COVID-19. Of the various issues faced today, this study focused on solving the issue of isolation and reducing infections in elderly and elders with disabilities by introducing architectural and spatial modifications. This research showed that all seven universal design principles when introduced at the architectural and urban levels can solve various issues that elderly people face today during the pandemic. It is executed through administrative and institutional push toward better accessibility and inclusion in a build environment that also works for general public interest.This study aims to investigate the existing situation of the COVID-19 pandemic from an architectural and urban perspective. The problem analyzed in the study was whether and how universal design could be a useful tool in creating a meaningful response to social repercussions caused by COVID-19. Of the various issues faced today, this study focused on solving the issue of isolation and reducing infections in elderly and elders with disabilities by introducing architectural and spatial modifications. This research showed that all seven universal design principles when introduced at the architectural and urban levels can solve various issues that elderly people face today during the pandemic. It is executed through administrative and institutional push toward better accessibility and inclusion in a build environment that also works for general public interest

Balancing accessibility and aesthetics in redesigning an asynchronous Information Literacy course

In the summer of 2020, I embarked on a project to redesign an asynchronous Introduction to Research Strategies course. Historically, the course had been used to supplement face-to-face library instruction for undergraduate college composition and student success courses. The author began by evaluating the accessibility of the course and discovered some issues with readability and consistency. After the outbreak of COVID, the library ceased in-person instruction and moved all library instruction online. The number of requests for synchronous sessions declined, but classes were still using the asynchronous course. As a result, these issues with accessibility and usability became even more pressing, since many students would only be receiving library instruction through the course. I consulted both the Web Content Accessibility Guidelines (WCAG 2.1) and principles of Universal Design for Learning when reworking the course, adding alternative text to images, using headings and lists, creating meaningful hyperlinks, using high contrast colors, and using readable fonts. Rather than finding that these accessibility measures interfered with the aesthetics of the course, I found that these measures enhanced both the appearance and functionality of the course. This is the entire argument for using the principles of Universal Design for Learning: making materials usable to as many people as possible ends up benefitted all people not just those with or without certain abilities

The Prevailing Obstacles in Web Accessibility on Three Well-Known Websites for Older People with sight difficulties

Prior research has argued that there is no one best approach to evaluating web accessibility and proposes the adoption of multiple approaches. Following these proposals this research used three different approaches for evaluating accessibility on websites for accessibility to older persons with sight difficulties as there are advantages and disadvantages to each approach. Approached used included: (1) Using automated tools to determine accessibility, which looks at the code of websites to get a general overview of accessibility issues. (2) Manually looking at the design, code and also how it might impact the user. This involved a manual assessment of each of the websites and comparison to the WCAG 2.0 guidelines (3) the third aspect of Web 4 accessibility is looking at the visual, thinking skills or cognition required by the user to access the website. The user testing evaluation method involved participants completing tasks on each of the three websites while participants were being videoed, and asked them to speak aloud at the same time to reflect on accessibility issues. The participants were then asked to complete an exit-interview based on the Principles of Universal Design. The three approaches provided a complete holistic approach to accessing Web accessibility on the three key websites

Does Online Course Design Encourage Attrition? Assessing Usability Factors in Learning Management Systems

Online coursework offers many college students flexibility and increased earning potential that they otherwise may not have due to personal or professional responsibilities and restrictions. Unfortunately, for students with disadvantaged technology backgrounds or disabilities limited accessibility compromises these opportunities for students who already face significant challenges to the completion of their post-secondary education. In the same manner that universal design of physical spaces increases usability of buildings and other facilities for all patrons, universal design of web-based courses could improve retention of course content for all learners. In a case study based on cognitive load theory and constructivist pedagogy, the researcher investigated the experience of postsecondary students with varying levels of technology background with user interface design of online courses, and how that design may inhibit the ability of these students to learn course content due to usability and accessibility issues. It was found that for students with the least technology background, course design could be an absolute barrier to successful course completion. Additionally, online courses with design features that deviate from common HTML standards and W3C norms can frustrate experienced users and also result in increased course attrition

Integrating Universal Design Principles to Camp Indianola

Participating in outdoor recreation benefits a person’s health and wellness, self-esteem, and overall quality of life. Many individuals appreciate the social and physical benefits of participation in a summer camp program. Individuals with disabilities are often unable to access many outdoor activities or camp environments due to issues with accessibility. Integrating the seven principles of universal design into a camp environment may improve inclusion in camp related programs and activities. This project focused on the accommodation needs of Camp Indianola in Indianola, Washington through consideration of the incorporation of the principles of universal design throughout the camp. An educational manual was created for the faculty of Camp Indianola showcasing the inclusion of the principles of universal design to common camp areas as well as essential information regarding specific methods and training for working with individuals with special needs

The application of universal design legislation and standards in Malaysia and Australia

Legislation and standards are alleged to be one of the key solutions for improving accessibility and Universal Design implementation in Malaysia including its implementation in housing design. In response to this concern, the government of Malaysia has taken considerable steps in articulating professional practice obligations as demonstrated in continual improvements in relevant new laws and standards (Malaysian Standard (MS)). The findings from a preliminary study have however evidenced a clear gap between having laws and standards and ensuring their implementation in the construction industry. This paper reviews the issues faced by the existing Malaysian enforcement and practices to Universal Design. The findings emphasise awareness, understanding and practice implications for the legislation and its standards in Malaysia, and problems and assumptions perceived. Findings indicate that there is lack of understanding and awareness of the current legislation and standards in the construction industry, in addition to the insufficiency of comprehensive guidelines to regulate Universal Design in Malaysia

Journeys in the City: Empathising With the Users of Transport Buildings

Accessibility is a considerable and growing issue in the design of many public buildings including vital high use buildings such as train stations. Yet research methods for these buildings are poor. This paper suggests that one new approach to design is to use immersive, auto-ethnographic methods to achieve an empathetic understanding of design needs. The paper asks: what can we learn about the mobility requirements of station users when we are immersed in a train station environment, and what mobile research methods can we use to begin to explore this? The paper reports on a study that used video diaries to explore Canary Wharf Station in a November evening rush hour in dry conditions, and specifically to study passenger behaviours on an island platform within the station. The analysis focused on how to improve mobility in the station from a user’s perspective. This use of auto-ethnography is discussed as part of a broader methodological debate about how to explore universal design issues from a user’s perspective, and in the context of empathetic desig