CCT384 – Universal Design and Access

1. CCT384 – Universal Design and Access Week 1 – Norman Valdez

2. About the course • Welcome and introductions • Syllabus and schedule

3. Changing Demographics • “People are living longer today. The average lifespan has increased to 76, largely due to healthier living, better medicine, and vaccines andsanitation 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).”

4. 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

5. 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.

6. 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

7. 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

8. 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

9. 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).

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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.

17. 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.

18. 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.

19. 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

20. 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

21. 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. 

22. 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.

23. Universal Design Architectural Principles • Equitable Use • Flexibility in Use • Simple and Intuitive Use • Perceptible Information

24. Universal Design Architectural Principles 5. Tolerance for Error 6. Low Physical Effort 7. Size and Space for Approach and Use

25. 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

26. 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

27. 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.

28. 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.

29. Equitable Use

30. 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.

31. Flexibility in Use

32. 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.

33. Simple and Intuitive Use

34. 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.

35. Perceptible Information

36. 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.

37. Tolerance for Error

38. 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

39. Low Physical Effort

40. 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.

41. Size and Space for Approach and Use

42. 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

43. 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

44. 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”

45. 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

46. 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

47. 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.)

48. 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.

49. 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.

50. 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