Universally Designed Learning Spaces: Some Considerations
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This document discusses creating inclusive learning environments in higher education. It provides an overview of universal design principles and how they can be applied to different learning spaces on a university campus. The document outlines a process for applying universal design that involves identifying best practices, considering user diversity, merging with universal design models, planning accommodations, and getting feedback. It notes common reasons for reluctance to universal design and provides examples of accessibility features for physical spaces.
Universally Designed Learning Spaces: Some Considerations
- 2. Some Reading: Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit By Sheryl Burgstahler
- 8. Lecture rooms Seminar rooms Theatres Laboratories Computer spaces Corridors Computer labs Makerspaces Libraries Services offices Canteen Storage
- 9. UD Higher Education (UDHE) process: 1. Identify best practices in the field for this space (for each room type) 2. Consider the diverse characteristics of potential users 3. Merge best practices with UDLS model 4. Plan for accommodations (have processes to request and address) 5. Evaluate (get feedback from a range of individuals, and modify as needed)
- 10. Reasons for reluctance 1. People think it might reduce visual appeal 2. An all-or-nothing attitude
- 11. Entrances without steps Flush thresholds Wide doorways Non-slip surfaces Level door handles Grab bars Accessible bathrooms Large print controls Kitchen controls that can be used seated Good lighting Etc.
- 14. 70% 20% 10% % = effort required Attitudes, Sharing, Innovation, Skills, Teamwork, Motivation, Vision, Objectives Systems, Integration, Policy, Workflows, Best Practices. Data Storage, Networks/Internet, Automation, Standards
- 16. Everyone
- 17. Everyone A range of abilities in the areas of: Vision Speech Hearing Mobility/dexterity
- 18. Everyone A range of abilities in the areas of: Vision Speech Hearing Mobility/dexterity Short and Tall
- 19. Everyone A range of abilities in the areas of: Vision Speech Hearing Mobility/dexterity Left-handed, right- handed and ambidextrous Short and Tall
- 20. Everyone A range of abilities in the areas of: Vision Speech Hearing Mobility/dexterity Left-handed, right- handed and ambidextrous Different cultures Short and Tall
- 21. Everyone A range of abilities in the areas of: Vision Speech Hearing Mobility/dexterity Short and Tall Left-handed, right- handed and ambidextrous Different cultures Different gender identities
- 22. Everyone A range of abilities in the areas of: Vision Speech Hearing Mobility/dexterity Short and Tall Left-handed, right- handed and ambidextrous Different cultures Different gender identities Range of English Language skill levels
- 25. We need them, otherwise it’s too many steps:
- 26. Robson Square, Vancouver, Canada
- 27. Robson Square, Vancouver, Canada Photograph by Howard Davis
- 32. They can help or hinder:
- 33. Are rotating doors a good idea?
- 34. “Accessible signage plays an important role in making buildings usable and accessible” “Wayfinding refers to the techniques used by all users of the environment as they move from place to place independently and safely.” http://www.accessconsultancy.ie/accessible_wayf inding
- 36. Some thoughts: ◦ Good pre visitor information. ◦ Building cues - i.e. using the architectural features of the building, e.g. locating directional signs at or before every major intersection, at major destinations. ◦ Changes in flooring material to indicate that the individual is moving from one area into another. ◦ Changes in colour to identify major destinations.
- 37. Some thoughts: ◦ Good signage which is designed with accessibility in mind, e.g., signs should be as clear, short and concise as practicable; ◦ Text on signs should not be set entirely in capital letters. ◦ Visual signs should be designed with due consideration given to the height of sign, layout of sign, font size, font type, use of symbols and visual contrast with background, etc.
- 38. Some thoughts: ◦ Hand held maps and directory boards. ◦ “You are here” maps. ◦ Staff and volunteers. For example a number of hospitals in Ireland have volunteers on hand to provide assistance and support to patients and visitors.
- 39. Wait a minute !!!
- 41. Excluding the lefties:
- 42. Excluding the lefties:
- 43. Excluding the lefties:
- 44. We need this:
- 48. There is so much equipment available that is really accessible, it just takes someone to have a look for it, it’s out there: ◦ Large print measuring devices and other equipment ◦ Talking measuring scales and others ◦ Remote control microscopes ◦ Breakers with handles ◦ Etc.
- 49. There is so much equipment available that is really accessible, it just takes someone to have a look for it, it’s out there: ◦ Large print measuring devices and other equipment ◦ Talking measuring scales and others ◦ Remote control microscopes ◦ Breakers with handles ◦ Etc. With COVID-19 and online teaching, where students might have to look at a lecturer demonstrating this equipment on a small video screen, large print and speaking features are a massive advantage.
- 50. An excellent checklist is available here to look at good UD Practices in HD in Physical Spaces: https://www.washington.edu/doit/sites/defa ult/files/atoms/files/EA_Physical_Spaces.pdf
- 55. There are sooooo many examples of these…
- 58. Doorknobs are a disaster for people who don’t have strength in their grips.
- 59. Doorhandles are a lot better, but can still be a challenge for those who don’t have strength in their grips.
- 60. An accessibly Doorhandle is better, they have a reduced operable force
- 61. A disability access door button is even better, but the logo sometimes confuses people
- 62. Star Trek doors are the best:
- 66. What processes are present to allow both students and others to report accessibility challenges that they are experiencing? ◦ Do they have to do it in person, by email, on a website, etc.? ◦ Can it be anonymous or not? Who is the person responsible for reading these reports? ◦ What powers do they have to effect change? ◦ Is this a full-time or part-time job?
- 67. How is the accessibility challenge going to be addressed? How is the change going to be evaluated? Will the reporter and other be asked for feedback? How will the issue by considered closed?
- 68. Do we accept that changes are going to be happening to improve service? Is there budget for changes in physical space as well as technology and online services? Is there budget for staff to work on this? Do lecturers and other staff have the training and attitudes to deal with accessibility challenges, e.g. do they look forward to learning how their modules will change as new students with a range of needs enroll?
- 69. An excellent checklist is available here to look at good examining how inclusive a campus is: https://www.washington.edu/doit/sites/defa ult/files/atoms/files/Self_Exam_Inclusive_Ca mpus_tagged.pdf