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Presented by: Annelies Truyens Germán Cabo Arnal

Presented by: Annelies Truyens Germán Cabo Arnal.

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Presented by: Annelies Truyens Germán Cabo Arnal

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  1. Presented by: Annelies Truyens Germán Cabo Arnal

  2. Universal design has come a long way since its inception. Some of its principles and objectives have been outlined and ,to a lesser extent, some of its applications have been verified. But there is an urgent need to expand these to ensure its continuing evolution. In order to understand the impact of universal design on the built environment, such as housing and city-scapes, it is crucial to understand tha background of universal design and its development.

  3. Universal design is the concept which focuses on achieving accessibility to structures, products and services by planning for the fullest range of human functions at the blueprint stage. The two main goals of universal design are: to enable accessibility to the widest range of individuals and to eliminate the need for retrofitting and reconstruction It is an approach that values and celebrates human diversity.

  4. The MAIN THESIS of this article is that EVALUATION as a process is a crucial platform for teaching universal design principles. In 1973, when starting a new post-graduate course for architects, this exercice consisted of practical design projects focusing on multiple disabilities, lectures by eminent leaders in different fields and visits to specific buildings and spaces. From 1979, most of the evaluation work resulted from consultancy contracts and covered a range of building types, wheelchairs, public transport and transport information, domestic and specialised products. The multi-dimensionality (which is elaborated later) of the title emerged form cost, economic and social impact considerations on some contracts and from the fact that the projects were entirely trageted at disbled or older people.

  5. It is concerned with gathering information through the involvement of users about the usability or potential usability of a product, environment or system in order either to improve or assess its funcionality and to provide generic feedback for related range of products.

  6. Every evaluation takes place within a definitive context which includes: - the experience level of USERS, - the types of TASKS that have undertaken, - the ENVIRONMENT in which the product has to be used, - and the type of SYSTEM or PRODUCT that is being evaluated.

  7. It is a guide rather than as something set in concrete. IT IS A TOOL FOR THINKING RATHER THAN AS A RIGID FORMULA.

  8. What are the characteristics of the user? Age Sex Diagnosis Mental state/Learning abilities Functional limitations Some further questions: Children: Can the product be used by them? Should it? Handedness: Has suitable compromise been made between requirements of the 90% right-handed users and the 10% who are left-handed. Anthropometrics: Is product/environment usable by: - women in advanced stages of pregnancy? - fat persons? - extremely tall persons? - extremely short persons?

  9. What the tasks should be achieved with the product/building/system? What actions are required to carry them out? What skills are required to carry out the tasks? What is the dynamic interaction between the user and the task; between environment and the task? What is the precise sequence of operation?

  10. In what condition will the building/product be used? Under what physical conditions? - acoustics - moisture - lighting - heat - vibrations, etc Would it have to be instaled? - in what conditions? - to what materials? - to what avaliable spaces? Would it be used in conjunction with other equipment, furniture or structures? What would be their characteristics? What kind of social environment would the product/building be used in?

  11. What is the product/building for? What features should it possess? For what activity is it intented? What are the principles for operating it? Where would it be used? Would it be used in combination with other products? Would it be used in combination with other systems? Would it need someone’s assistance? Whose? How frequently would it be used? How can the user obtain or access it? How can it be installed? How can it be maintained? How can it be cleaned? How can it be moved, assembled, or adjusted for use?

  12. Now we are going to analize the ”Abdij St. Lucas” as an example of multi-dimensional evaluation of a building. Because of it is only an example, we are not going to evaluate the whole parts, since it needs a deep study.

  13. We would continue answering all the questions about the building (in this case), and this answers will provide us a solution that take into account all the aspects of the design.

  14. CONCLUSIONS • - It is clear that teaching Universal Designd is not an easy task. It requires the broad vision that only comes with experience. It definitely requires a freat deal of knowledge tempered by wisdom. • Evaluation dictates that users issues rather than technical considerations are central; to the design process. • It is important to focus on user task analysis so that the users’ needs are well understood.

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