UD2014

A workshop is proposed to facilitate discussion and follow up activities to build a network of educators and students with an interest in international study in universal design.

Generally, it is assumed that the visually impaired people are unable to comprehend the make-up of physical environment and its spatial characteristics due to lack of vision. This study aims to reassess the contention that vision limits comprehension of form and examines the relationship vision loss, learning ability and comprehension of form vocabulary. It explores the role of tactual depth perception in shape comprehension and examines how different shape categories are understood by the visually impaired people. The most significant inference is that visual impaired people prefer textual information in relief rather than in recess. Similarly, circular shapes easier to comprehend over angular shapes needs to be tested with larger population of visually impaired people.

The on-going ageing process of modern civilization implies an increased need for an improved fit between the human being’s individual demands on the physical environment, and architectural realizations: Architecture has to be harmonized with qualitative and quantitative requirements in order to create a built space accessible, inclusive and usable for everyone, regardless of cognitive or physical abilities. This study focuses on a particular continuing education course at the School of Architecture, Royal Institute of Technology, KTH, in Sweden, which aimed at expanding the existing practice of teaching accessibility, inclusion and usability in architecture by focusing on the individual experience of architectural space. The course attracted eight professionals, seven women and one man. Two were trained as architects, while the others had various clerical professions. During seven 5-hour long sessions, including study visits, lectures, and literature seminars the concept of ‘experienced space’ was addressed in order to assess ‘usefulness in architecture.’ The course literature referred to three main works, one on universal design, one on wayfinding, and one fictional work, in which spatial thinking is closely related with to the plot. In addition, four examples of built environment were evaluated using an assessment protocol that aimed at highlighting spatial elements that promoted an increased level of accessibility, inclusiveness, sustainability and usability of the building. The course also required an individual assignment for each participant; writing an essay or making an oral presentation that dealt with all or either of the mentioned aspects. Seven out of eight participants fulfilled this part. The preliminary conclusion of this study suggests that the key concepts requires a spatial experience in order to become active parameters in the construction of an accessible, inclusive, sustainable and usable architecture and built environments.

Norwegian acoustic criteria for universal design were finalized in 2012 [1]. The work focused on room acoustics and noise conditions suitable for all in public and work buildings. A socio-acoustic survey was conducted among hearing and vision disabled [2]. Their experiences of acoustics in spaces and rooms were applied as a basis for where to focus. The selected criteria are considered more satisfactory for all. Norwegian acoustic classification, given in NS 8175 [1], concerns dwellings, hospitals, schools, kindergartens, offices, work premises etc. Updates were made for these buildings, in specific for open plan teaching environments and open plan offices. Buildings that did not have specified acoustic limits, e.g. museums, lobbies, assembly halls, etc., were evaluated for room acoustics and noise levels. Acoustic quality was defined by measures for reverberation time related to room height, acoustic absorption, noise, speech intelligibility etc. Also, sound amplification systems and devices for assisted listening were applied. NS 8175 contains noise and sound insulation criteria for indoor conditions, outdoor noise nearby buildings and in surrounding outdoor areas. In order to follow up the needs for aging population, children, hearing and vision disabled and others, the relevant criteria were adopted in NS 8175.

The Ainola residence was designed by Lars Sonck for Jean Sibelius, one of the greatest symphony composers of all times. It was completed in 1904.
Ainola was the home of the Sibelius family for more than 60 years. The interiors and furnishings of the building date from various decades. The building is now a museum and the lower floor is open to public during the summer months.

An accessibility audit was carried out in 2008. It included the accessibility of moving, seeing, hearing and understanding both in the buildings and the surrounding areas. The level differences at the main entrance turned out to be the biggest barrier. The accessibility audit report was used as an input data for the design.

After careful studies, a platform lift was mounted at the entrance of the main building in 2010. The café and accessible toilets were located in the service building.

The DVD presentation about Ainola includes the architect’s comments on the design work. The duration of the DVD is about 8 minutes. Subtitles are in English.

On the basis of a study of accessibility in an existing building this article suggests an increased awareness of accessibility during the design and building process.

An overview about the present status of the facilities, awareness and research related to Universal Design in Malaysia since its independence in 1957. For the last 10 years, Malaysia has shown exponential growth in every aspect, and Malaysia government has given numerous supports towards attending the needs of disadvantaged groups including women, children, single parents, elderly and Persons with Disabilities (PwDs). Many standards, regulations, code of practice and guidelines have been developed to have good accessibility, connectivity, usability and seamlessness in built environment. Recently, various groups, including professionals in the building industry have implemented universal design and accessibility in their projects and development. The methodology applied includes table research, observation and access audit at several case studies of public buildings in Putrajaya. KAED Universal Design Unit (KUDU) of International Islamic University Malaysia was formed with the intention to promote the application of universal design in the built environment and product design, as well as to disseminate research findings through international conferences, symposiums, workshops and product competitions. Universal Design is offered as a subject in IIUM Architecture programme, to instil graduates in understanding of the concept of ‘barrier free’, ‘design for all’, ‘inclusive design’ and ‘universal design’ and their application.

Accessibility is not an opinion. It is an agreement. Accessibility can also be measured. But how to measure it? The method ESKEH gives the guidelines for trained accessibility auditors to evaluate accessibility in built environment.

The first part of the paper focuses on theory on design criteria in general and shows how architectural assessment criteria in design competitions evolve over time. The paper will show how the Universal Design criterion has been integrated into a more general expressed assessment criterion in Sweden(Cofaigh, 2013).
Part two of the paper focuses on an investigation of ten Norwegian school competitions, from 2009-2011, and examines to what degree the competition briefs focus and write about Universal Design. The paper investigates which criteria each competition are judged on, and it looks into how the competition briefs and the jury rapports write about Universal Design. These results are discussed and compared to how the juries write about other assessment criteria.

This session is a report on the design and implementation of a case study based upon series of observations, interviews, and the analyses of materials were utilized to discover how a Hawaii Department of Education (HDOE) teacher utilizes TPACK to support UDL in an inclusive instructional environment. An ethnographic analysis of data, paired with peer review, expert review, and member checking were also utilized to ensure validity and minimize researcher bias. Preliminary findings reveal that both TPACK and UDL play a complex and series of interconnected roles in supporting inclusion for educational practitioners in the field and for policymakers who define professional guidelines and supports.