UD.docx

Page \| 120 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE This section provides students with a formal introduction to Universal Design. They will learn about the Seven Principles of Universal Design and how they can apply these principles to the built environment. Students will deep...

Page \| 120 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE This section provides students with a formal introduction to Universal Design. They will learn about the Seven Principles of Universal Design and how they can apply these principles to the built environment. Students will deepen their awareness and appreciation of the different ways in which all people, not just those with disabilities, interact with and adapt to the environment, and how Universal Design can be used to adapt the environment to their needs. Unit 4.1 Universal Design: Principles, Concepts and Practices -- Beyond Code Compliance This unit focuses on the following outcome and sub-outcomes: Integrate Universal Design principles and standards when planning and executing a rating. o Explain Universal Design principles and concepts. o Explain the concepts of Universal Design versus code compliance. o Explain the economic and social benefits of an inclusive environment. o Locate Universal Design guidelines and criteria. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 121 Unit Outline A Brief History of Inclusion in the Built Environment Definitions of Inclusive and Universal Design What do we mean by Inclusion? What do we mean by Universal Design? The Seven Principles of Universal Design Principle 1: Equitable Use Principle 2: Flexibility in Use Principle 3: Simple and Intuitive Use Principle 4: Perceptible Information Principle 5: Tolerance for Error Principle 6: Low Physical Effort Principle 7: Size and Space for Approach and Use Eight Goals of Universal Design Ten Things to Know About Universal Design The Whole Is Greater Than the Sum of Its Parts What is Assistive Technology? Economic and Social Benefits of Building Inclusive Environments Other International Universal Design Organizations Introduction This unit will introduce students to the evolution, principles, and goals of Universal Design. It also explains the economic and social benefits that are gained by having an inclusive environment. A Brief History of Inclusion in the Built Environment British Columbia and Vancouver have been on the forefront of developing meaningful access to the built environment since, in 1944, Edmund "Ed" Desjardins first identified basic access issues like the need for curb ramps and accessible entrances to public buildings. In 1949, Ed co-founded, the first freestanding rehabilitation clinic for people with spinal cord injuries in North America RHFAC Training STUDENT GUIDE Page \| 122 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE -- the G.F. Strong Rehabilitation Centre in Vancouver which is still there today. He championed for legislative change that resulted in Vancouver's first accessrelated bylaw, Provisions for the Handicapped, which, after persistent work of advocacy groups, became the forerunner for the 1979 provincial standards and for subsequent code reform in Canada. As Ed put it, "building accessibility became a reality a mere 35 years after the seeds were sown in 1944." The US-based Barrier-Free Design movement also began in the late 1940s. It was driven in part by factors such as the large number of Second World War soldiers returning home with disabling injuries, the advances in medical treatments and technologies, and the large number of young adults who had contracted polio during the epidemic in the 1950s. Barrier-free design was an approach that focused access provisions to specific solutions, for specific disabilities, at specific locations. It was intended to physically get people with disabilities into buildings without regard to dignity or independence. It was also largely focused on people with mobility impairments. By the 1960s, equality of access to the environment had migrated into the civil rights movement, which led to the rise of the disability rights movement. The goal was to remove barriers to access, which meant changing rules, restrictions and design practices that resulted in discrimination. In 1968, the International Symbol of Accessibility was adopted. The 1970s saw the growth of the Independent Living Movement, advocating for making communities and housing accessible. Justin Dart and John Roberts -- who would later go on to be co-founders of the Americans with Disabilities Act (ADA) -- first began their work to create access in the community, including the appearance of the first designated parking space for people with disabilities. The more generalized concept of accessible design emerged in the 1970s and built off the concept of barrier-free design, promoting the incorporation of accessible solutions into the general design of products, services and RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 123 environments. Accessible design focuses specifically on the needs of people with disabilities and was created largely in response to new legislative requirements. Accessible design was reactive and viewed "access" through a lens of "legal requirements" rather than the real needs of the user. By the 1990s -- driven by the large and steadily increasing number of people with disabilities and the recognition that sensory and intellectual disabilities were not being addressed in the built environment -- omnibus legislation in the US (the ADA) and in Ireland and Australia was driving a new awareness of the real needs of people with disabilities in our built environment. The concept of Universal Design emerged, which considered a broad range of individuals -- not just those with disabilities. It went beyond existing laws and focused on increasing "the potential for developing a better quality of life for a wide range of individuals" (Steinfield & Maisel, 2012, p. 28), and replaced accessible design approaches for much of the built environment. "The goal was to create products, places and systems that reduced the need for special accommodations and for many expensive, hard-to-find assistive devices. It also reduced stigma by putting people with disabilities on an equal playing field. It provided benefits not only to people with functional limitations but also to society as a whole" (Steinfield & Maisel, 2012, p. 42). Today, significant barriers to independence and autonomy still exist, in spite of much improved codes, guidelines and legislation, as well as an active advocacy for increased accessibility. RHF Accessibility Certification, with its focus on trained and skilled RHFAC Professionals, will address the lack of compliance and effective access for people with disabilities by affecting cultural change in the design community and by bringing the resolution of access issues into the normal design process. RHFAC Training STUDENT GUIDE Page \| 124 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Definitions of Inclusive and Universal Design What do we mean by Inclusion? The Cambridge Dictionary defines inclusive as "open to everyone; not limited to certain people" -- "the idea that everyone should be able to use the same facilities, take part in the same activities, and enjoy the same experiences, including people who have a disability or other disadvantage."15 What do we mean by Accessibility and Universal Design? Simply, accessible design does not necessarily address the real needs of people with disabilities as a whole. Sometimes referred to as "code minimum", it is primarily about meeting regulatory requirements, rather than about considering how people of all abilities access and use a space. While regulations provide detailed specifications to define the width of hallways and doors, etc., "code minimum" means exactly that -- minimum accessibility. It represents the minimum dimension for widths, slopes, cross-slopes, surfaces, and facilities, not the required dimensions. For example, where code requires a minimum door width of 860 mm, a door width of 915 mm or greater would be preferred as it accommodates the needs of more people. In contrast, a Universal Design approach is holistic -- it encompasses all users of the whole facility, while code focuses on providing basic access to specific locations for individual disabilities. For example, Universal Design would provide dimensions or criteria that accommodate a goal (e.g., the width of the door should allow a person in a motorized wheelchair to pass through it with sufficient clearance). By contrast, simple code sets a minimum that allows most, but not necessarily all, users appropriate access. As described by its founder, Ronald Mace, Universal Design is defined as "the design of products and environments to be usable by all people, to the greatest 15 Cambridge Dictionary. Retrieved f rom http://dictionary.cambridge.org/dictionary/english/inclusion RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 125 extent possible, without the need for adaption or specialized design" (Ronald Mace, 1988). Universal Design is not simply accessible design for wheelchairs. Nor does it inherently provide full access for people with disabilities. The effect of Universal is to expand current design parameters to be inclusive of a broader range of users. Universal calls for wider doors and shorter reach requirements, makes the built environment safer and easier for a broader range of users, and makes adaption to accommodate future assistive devices/technologies easier and much less expensive. Universal is perceived as focusing on the physical environment. However, in reality, the principles of Universal can be applied outside of built environment applications with equal success. Sometimes referred to as Universal Intellectual Design, the application of the principles of Universal Design needs to be considered in communication of all kinds and in the delivery of services. Universal simply means it works for everyone. Seven Principles of Universal Design The seven principles of Universal Design are defined and explained in the sections below. Principle 1: Equitable Use The design is useful and marketable to people with diverse abilities. Design guidelines: Provides the same means of use for all users If means of use cannot be identical, provides several equivalent means in terms of privacy, security, safety, and convenience Avoids segregating, stigmatizing, or isolating any users Makes the design appealing to all users RHFAC Training STUDENT GUIDE Page \| 126 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Examples: Universal Design Not Universal Design The same means of entry is provided for all users at a building entrance. Since all building users are treated equally, none are stigmatized. A service entrance at the side or rear of a building is used as the accessible entrance, which segregates building users with disabilities. The service entrance is not aesthetically appealing and may also compromise an individual's safety, as it is hidden from view. Stairs are eliminated at the front door to make the entrance functional for all users. The front entrance is stepped. A person using a wheeled mobility device would not be able to access the building. Principle 2: Flexibility in Use The design accommodates a wide range of individual preferences and abilities. Design guidelines: Provides choice in methods of use Accommodates right- or left-handed access and use Facilitates the user's accuracy and precision Provides adaptability to the user's pace Examples: Universal Design Not Universal Design Where a level change exists, alternatives for navigating the terrain are provided. Choices would include stairs, ramp, elevator, moving sidewalk, etc., as appropriate. Steps are provided for a change in elevation along an exterior pathway, but the steps are not accompanied by an alternative, such as a ramp. Steps are provided along an interior hallway in a building, but no accessible RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 127 Universal Design Not Universal Design alternatives, such as a ramp or elevator, are provided. Levered handsets and pullstyle cupboard/closet hardware are provided that are easy for anyone to use. Doorknobs and cupboard/closet hardware that require turning or twisting to operate are used. These are difficult for people with limited flexibility or dexterity. Seating areas are provided at regular intervals along a main urban walkway to allow people to move at their own pace. No seating is available along a main urban walkway. Designated parking is available for side entry, rear entry, and over-height vehicles. Designated parking is available, but only side entry vehicles are accommodated. A building map that provides visual, tactile (e.g., Braille) and audible directions. A building map that provides directions in text only. Principle 3: Simple and Intuitive Use The design is easy to understand and use, regardless of the user's experience, knowledge, language skills or current concentration level. Design guidelines: Eliminates unnecessary complexity Is consistent with user expectations and intuition Accommodates a wide range of literacy and language skills Arranges information consistent with its importance Provides effective prompting and feedback during and after task completion RHFAC Training STUDENT GUIDE Page \| 128 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Examples: Universal Design Not Universal Design Convenient, obvious location of accessible route and entrance so people don't become lost or disoriented. Accessible route is at the side of a building, and there is no directional signage. Universal signage is in predictable locations. Signage is in unexpected locations. The elevators in a building are in an obvious location that is visible from the entrance. The location of building elevators is not readily identifiable. Information provided on signage is simple and unambiguous. Information provided on signage is unclear. Principle 4: Perceptible Information The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. Design guidelines: Uses different modes (pictorial, verbal, tactile) for redundant presentation of essential information Provides adequate contrast between essential information and its surroundings Maximizes legibility of essential information Differentiates elements in ways that can be described (e.g., make it easy to give instructions or directions) Provides compatibility with a variety of techniques or devices used by people with sensory limitations RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 129 Examples: Universal Design Not Universal Design Directory signage for a building is provided in multiple formats: raised lettering, Braille, colour- coding for different areas). Directory signage is provided in single mode (textual), or it is not accessible to people with visual impairments because of mounting heights or glare. Elevator flooring is light coloured to aid depth perception. Elevator flooring is dark and may appear as a bottomless pit to individuals with vision loss. Doors and door frames are colour contrasted with the surrounding wall surfaces and floors to aid navigation and depth perception. Doors and door frames are similar in colour compared to surrounding surfaces and are difficult to differentiate for individuals with vision loss. Ramp and stairway surfaces are well illuminated. Lack of appropriate illumination on ramp and stairway surfaces produces shadows. Wayfinding done using visual (e.g., colour), tactile and audible cues. Lack of wayfinding and signage. Principle 5: Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions. Design guidelines: Arranges elements to minimize hazards and errors: most used elements are most accessible; hazardous elements are eliminated, isolated or shielded Provides warnings of hazards and errors in a variety of sensory modes Provides fail-safe features Discourages unconscious action in tasks that require vigilance RHFAC Training STUDENT GUIDE Page \| 130 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Examples: Universal Design Not Universal Design Route is free of obstructions on path or overhead. Route is not well maintained and is covered in leaves and debris. Surface is level, stable, firm and slip resistant, and edge protection is provided where drop-offs occur. Broken pavement, pavers are used. Uneven surface allows water to collect. Edges and drop-offs are exposed. Any fixed items along the route, such as furniture, are highly visible and cane detectable. Exhibit cases, garbage cans, etc. that protrude into main path of travel are not cane detectable. Outward-opening doors are protected with a door recess or guardrail. Door opens directly into path of travel with no protection. Break-out or fail-safe systems for automatic doors. No back-up power provided for automatic doors. Use of contrasting colour to highlight hazards. Hazards do not stand out. They blend into the surroundings. Principle 6: Low Physical Effort The design can be used efficiently and comfortably and with a minimum of fatigue. Design guidelines: Allows users to maintain a neutral body position Uses reasonable operating forces Minimizes repetitive actions Minimizes sustained physical effort RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 131 Examples: Universal Design Not Universal Design Entrance is conveniently located with minimal walking distance required. Parking and drop-off zones are located a long way from a building's entrance. If route is lengthy, seating and weather protection are provided. No seating or weather protection are available along the route to a building. A moving sidewalk, a walkway and golf carts are provided for passengers to travel long distances at an airport. Only a walkway is provided at an airport. Passengers are required to walk long distances or request assistance. A main walkway has a gentle slope, minimal cross-slope. A main walkway is steep and has a cross-slope. A level threshold is provided at a building's entrance. A threshold is high profile and not bevelled. Doors to a building open automatically for people with a wide variety of physical characteristics (e.g., automatic sliding or power-operated hinged door, manually activated automatic door). A door is heavy and manually operated. Location of outlets and switches/controls is within easy reach. Outlets and switches/controls are difficult to reach. They do not allow a person using a mobility device to maintain a neutral body position. A person in a wheelchair can sit comfortably at a table in a bar. The table is at an appropriate height and has adequate knee space. A bar provides only elevated tables with bar stools. RHFAC Training STUDENT GUIDE Page \| 132 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Universal Design Not Universal Design Lever or loop handles are used on doors or faucets. Knobs are used on doors. A twisting or turning motion is required to operate faucets. Principle 7: 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. Design guidelines: Provides a clear line of sight to important elements for any seated or standing user Makes reach to all components comfortable for any seated or standing user Accommodates variations in hand size and grip size Provides adequate space for the use of assistive devices or personal assistance Examples: Universal Design Not Universal Design Dimensions of a parking space allow for adequate manoeuvring around a vehicle. Narrow parking spaces do not provide adequate space for manoeuvring around a vehicle. Clear width with adequate width for passing and turning is provided on pathways. Narrow pathways do not allow for persons in wheeled mobility devices to pass one another. Washrooms have appropriate turning radius allowance at urinals, within stalls and behind sinks. Persons in wheeled mobility devices need to back up or even back in to use washroom facilities. An adequate, level and clear floor space is provided around doorways. The end of a ramp is flush with a doorway. No level landing is provided. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 133 Universal Design Not Universal Design Accessible sinks have adequate knee space. Sinks have cabinets. There is no knee space provided. A workspace allows for people who are left- or right-handed and for those who need to work from a standing or seated position. Desks are non-adjustable. Location of outlets and switches/controls is within easy reach. Switches/controls are in a position requiring a person in a wheelchair to bend down. This could cause the person to fall out of their chair. The Eight Goals of Universal Design To complement the Seven Principles of Universal Design, the IDeA Center at the University at Buffalo has developed eight goals that are described in the table below. \# Goal Description 1 Body fit Design accommodates people with a wide range of body sizes, statures and abilities or function. 2 Comfort Design ensures comfort for people with a wide range of body sizes, statures and abilities or function. 3 Awareness Design ensures critical information is easily perceived. 4 Understanding Methods of operation and use are intuitive, clear and unambiguous. 5 Wellness The design contributes to health promotion, avoidance of disease, and protection from hazards. 6 Social integration Design treats all groups of people with dignity and respect. 7 Personalization Design offers opportunities for choice and expression of individual preferences. RHFAC Training STUDENT GUIDE Page \| 134 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE \# Goal Description 8 Contextual appropriateness The design respects and reinforces cultural values and the social and environmental context. Ten Things to Know About Universal Design To further aid understanding, The Centre for Excellence in Universal Design (Ireland) has provided a list of the 10 things to know about Universal Design on its website.16 1: Universal Design strives to improve the original design concept by making it more inclusive It is a misconception that Universal Design results in a "diluted" product that meets the needs of many people, but only to a limited degree. It does not involve a series of compromises to the detriment of the original design concept. Universal Design promotes as inclusive a design as possible. However, features that enhance access or use by some people should not hinder or diminish the user experience for others. 2: Universally Designed products can have a high aesthetic value A product that is designed with function only in mind is not guaranteed to be attractive. Universal Design does aim to maximize the accessibility and usability of a product, so functionality is important. But Universal Design is not design based on functionality alone. A designer must also appreciate that the usability of a product can be influenced by its appearance. The aesthetic usability effect suggests that people tend to find designs easier to use if they look easy to use. This is regardless of whether or not they actually are more usable. 3: Universal Design is much more than just a new design trend Universal Design is not a design style or trend. Rather, it is an approach to 16 Centre for Excellence in Universal Design (2017). 10 things to know about UD. Retrieved f rom http://universaldesign.ie/What-is-Universal-Design/The-10-things-to-know-about-UD/ RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 135 designing that can be applied to any design style or trend. It is an orientation to any design process that starts with considering the needs of the user. Fashion, style and personal taste can still influence the appearance of an accessible and usable product. 4: Universal Design does not aim to replace the design of products targeted at specific markets Universal Design does not aim to replace products that are currently available on the market. Designs targeted at a specific demographic (for example, designs aimed at teenagers) will not be adversely affected by a Universal Design approach. On the contrary, it could ensure that these products are designed to be as accessible and usable as possible by the target market at which they are aimed. 5: Universal Design is not a synonym for compliance with accessible design standards The term Universal Design has been incorrectly used as a synonym for compliance with standards for accessible design. Equal rights and disability legislation prohibit discrimination on the basis of disability. Accessible design standards promote compliance with this legislation by providing designers with specifications and minimum requirements that must be adhered to. Firstly, Universal Design is not only applicable to the needs of people with disabilities, but to everyone, regardless of age, size, ability or disability. Universal Design is not a list of specifications; it is an approach to design that considers the varied abilities of users. 6: Universal Design benefits more people than older people and people with disabilities A common misconception regarding Universal Design is that it benefits only a few members of the population, such as older people and those with disabilities. On the contrary, Universal Design aspires to benefit every member of the population by promoting accessible and usable products, services and environments. RHFAC Training STUDENT GUIDE Page \| 136 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE No person operates with full capability for every activity for the duration of his or her lifetime. Accessibility or usability can be affected by, for example, a medical injury or condition (temporary, long-term or permanent), an unfamiliarity with a product or environment, a lack of understanding (e.g., in a foreign country), a physical attribute (e.g., height, size), and so on. A Universal Design approach aims to provide a design that takes into account these physical, behavioural and other factors. It appreciates that at some point, during some activity, every person experiences some form of limitation in ability. However, it should be added that a hypothetical person who does not experience a disability (in the widest definition of the word) during his or her lifetime will also benefit, at the very least, from the positive user experience of simple and intuitive design. 7: Universal Design can be undertaken by any designer, not just the specialists Universal Design is not necessarily a specialist subject. In truth, it can be applied by any designer. The first step is to adopt a user- or person-centred approach to designing. This requires an awareness and appreciation of the diverse abilities of people. 8: Universal Design should be integrated throughout the design process Universal Design is not an add-on design approach. It cannot effectively or efficiently be applied at the end of the design process. It should be integrated into the design process from the very beginning. 9: Universal Design is not just about "one size fits all" Universal Design has been mistakenly described as the search for a one-size-fitsall design. Universal Design encourages designers to consider the wide-ranging abilities of their users. And, where possible, an optimal design that caters to as many people as possible should be sought after. But a more universal solution can also incorporate, for example, customizable features that can be adapted from user to user, smart features that learn a user's preferences after multiple uses (most relevant to Information Communications Technology), and specialized RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 137 solutions to meet particular needs. The aim is to provide the same (or equivalent) experiences, activities and services to everyone. It is accepted that these may have to be provided through slightly different routes or interfaces, but designers should strive to create a design that does not exclude or segregate. 10: A Universally Designed product is the goal: Universal Design is the process Universal Design is a process, not an outcome. It is not assumed or expected that a 100% universal solution will be achieved, or is achievable, for any given design. Rather, Universal Design should be a goal that a designer strives to achieve. The Whole Is Greater Than the Sum of Its Parts Another important concept in the real-world application of Universal Design is that often the whole is greater than the sum of its parts. Access for people with disabilities is not a black or white issue. That's why checklists alone most often fail at providing an accurate access rating of any given facility. There are a lot of "shades of grey" within developing accessible environments. What is appropriate access for a high functioning wheelchair user like Rick Hansen may not be appropriate for a quadriplegic using a wheelchair. Within the community of people with vision impairments, there is a wide range of differing abilities. RHFAC Professionals need to view both the occupancy (who is using it) and the nature of the facility. For example, the Langara Fishing Lodge in Haida Gwaii, BC, hosts the Rick Hansen Fishing Challenge every year. If measured against a checklist, it would fail on most levels. The ramps are steep (depending on the tides), the stairs lack high-contrast nosing and prescribed handrails, and floating docks present unique challenges to wheelchair users and people with mobility impairments. And yet, they regularly host both those disability groups to great success. They have lifts for wheelchair users to access their boats, and electric reels to assist people with reeling in the next "big one", and they have staff aware of the best ways of assisting. The very RHFAC Training STUDENT GUIDE Page \| 138 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE nature of the fishing lodge experience isn't one of independence; it is one of shared experience and support. Both rooms and stories are shared. When taken as a whole, Langara Fishing Lodge provides a uniquely accessible experience that would be lost if just using a checklist. What is Assistive Technology? These are add-on and/or support products that could make a formerly inaccessible environment more accessible. Such add-ons may include assistive hearing devices, overhead lifts and mobility equipment. More assistive technology will be developed over the coming years and will become more readily available as the market for maintained independence in the aging population steadily increases. Economic and Social Benefits of Building Inclusive Environments Economic Benefits Economic benefits range from personal to societal. On a personal level, a home built to universal standards anticipates the needs of its user by having the structural requirements for assistive devices already built into the infrastructure. It is a home that you can grow old in without huge expenditures for retrofitting at a time when you can least afford it. Structures built to Universal Design principles cost less to operate over the long term. Retail and commercial space that is welcoming to parents with strollers, seniors and people with disabilities will enjoy benefits as the number of active people with disabilities increases. Projected to be 20% of the population by 2030, with a full 40% of the population directly affected by access/disability issues, from a retail/marketing perspective, a barrier to a person with a disability is a barrier to making a profit. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 139 According to The Conference Board of Canada's 2018 report17 The Business Case to Build Physically Accessible Environments, improved physical accessibility in workplaces and communities for people with disabilities would result in a dramatic increase in labour force participation and consumer spending in Canada. Highlights of the report include: People with physical disabilities make up a large and growing consumer group, representing 14% of consumer spending, or \$164 billion. By 2030, real spending by this group is anticipated to grow at three times the pace of the overall population, representing 21% of the total consumer market or \$316 billion annually. Improvements to workplace access would allow over half a million Canadians with disabilities to work more hours, increasing our GDP by \$16.8 billion by 2030. Almost half (49%) of Canadians with physical disabilities who are currently working believe they would be able to work more hours if workplaces were made more accessible. The Center for Inclusive Design and Environmental Access (IDeA Center) cites the following business advantages of Universal Design:18 Investments in social capital. The goodwill to the community creates a social branding opportunity. Lowers renovation costs later. Reduces operating costs. Helps to attract and retain a workforce, lowers accident rates and lowers healthcare costs. Increases productivity. Reduces the burden on customer service staff and facilities services, and it reduces errors. 17 Conference Board of Canada. (2018). The Business Case to Build Physically Accessible Environments. Ottawa: The Conference Board of Canada. 18 White, J. (2013). The Business Case for Universal Design. IDeA Center (Center for Inclusive Design and Environmental Access), University at Buf falo. RHFAC Training STUDENT GUIDE Page \| 140 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Social Benefits Inclusive environments benefit society in a number of ways. By reducing the need for retrofits and renovations, they reduce the number of construction materials dumped into landfills. They provide an exponentially increased number of housing options for people with disabilities, older adults and seniors, at virtually no cost to government. Accessible workplaces ensure the potential of people with disabilities is maximized as they become participants in the economic engine, instead of becoming part of the economic load. Universal Design encourages intergenerational living and age diversity. Inclusive environments build and maintain communities. Universal Design creates a built environment that promotes a sense of belonging and self-worth -- both of which are critical to the well-being of individual and cohesive communities. When one group within society is separated from the others, it creates division. Inclusive design binds societies together. Beneficiaries of Universal Design (UD) The beneficiaries are not just people with disabilities. Those positively impacted by Universal Design include: An aging population Active people (by creating cities that enable interaction and full participation) Short people, little people Tall people Frail people Pregnant women Parents with children in strollers Children with aging parents Children Left-handed people RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 141 People who don't speak the local language Visitors to unfamiliar cities People using a service animal People with all kinds of disabilities Other International Universal Design Organizations There are a number of different organizations that are working toward building awareness of, and establishing standards for, Universal Design. Some are global, while others are focused on particular geographical areas. These organizations are generally concerned with the application of Universal Design to a range of different areas, including the built environment, and information and communications technology. Two of the strongest and most influential organizations today are: The Centre for Excellence in Universal Design (CEUD). The CEUD is a nonprofit organization that was established by the Irish National Disability Authority (NDA). While their focus is Ireland, they offer excellent Universal Design resources to the general public anywhere in the world, free of charge. They have given consent to the Rick Hansen Foundation to use their resources in the RHFAC program, provided they are kept informed and are appropriately cited in references. The Center for Inclusive Design and Environmental Access (IDeA) at the University at Buffalo is a pioneer in Universal Design. The IDeA Center conducts research and develops guidelines for Universal Design, has published several UD textbooks and provides ADA consulting services and UD education.Unit 4.2 Using Universal Design to Create an Inclusive Environment This unit focuses on the following outcome and sub-outcomes: Integrate Universal Design principles and standards when planning and executing a rating. o Explain Universal Design principles and concepts. o Locate Universal Design guidelines and criteria. o Apply Universal Design principles to the Rating Survey. Unit Outline How People Experience the Physical Environment Human Factors: The Interaction between People and Their Environment Fundamental Requirements for an Inclusive Environment Adapting the Environment for People Sight Related Hearing Related Mobility, Flexibility, Dexterity and Pain Related Learning and Developmental Related Mental Health-Related Memory Related Applying Universal Design to the RHFAC Rating Survey Aging in Place and Universal Design RHFAC Training STUDENT GUIDE Page \| 144 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Introduction This unit will help students clarify and apply the concept of Universal Design. Universal Design is about adapting the environment for people -- not the other way around. It is about providing meaningful access and is based on the "social model" of disability, as opposed to the "medical model". Thus, to develop a genuine understanding of how Universal Design can be applied, it is essential that students deepen their awareness and appreciation of the various ways in which all people, not just those with disabilities, interact with and adapt to the environment. Many designers have unknowingly created barriers and obstacles in the built environment. The relationship between humans and the built environment is a two-way street: people either find ways to adapt to their environment, or they modify their environment to better meet their needs. Accordingly, students will also need to understand a range of environmental barriers and the impact that each has on people with disabilities. There is a fundamental need to understand a range of different disabilities and the impact that each has on an individual's ability to access the environment. Finally, students also learn the importance of Universal Design in enabling people to remain active members of their communities as they age. Aging in place is not a new concept; it is just something that we as a society have lost sight of. How People Experience the Physical Environment There are many users and potential users of a space, each with their different perspectives. These may differ due to aspects including size, age, ability, etc. People are not all the same! There is much diversity. Today, we design for the average person. Who is the average person? Students will discover that this is hard to define and that a lot of people are left out when designing for this ideal. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 145 Human Factors: The Interaction between People and Their Environment "Human factors and ergonomics (commonly referred to as HF&E), also known as comfort design, functional design and systems, is the practice of designing products, systems or processes to take proper account of the interaction between them and the people who use them"19 (Wikipedia). Human factors must be considered at the heart of design in the built environment. As detailed above, humans are not all similar, and the "average" person is not representative when considering the users of a space. We can think of this diversity in our consideration of anthropometrics and thus, ergonomics. Anthropometrics Anthropometry "refers to the measurement of the human individual." It "involves the systematic measurement of the physical properties of the human body, primarily dimensional descriptors of body size and shape"20 (Wikipedia). The IDeA Center provides the following definition: "Anthropometry is the study of the dimensions and abilities of the human body. Static anthropometry is the measurement of body sizes at rest and functional anthropometry is the measurement of abilities related to completing tasks. In the case of wheeled mobility, static anthropometry includes measurement of people and their devices. Functional anthropometry includes measurement of reaching abilities, manoeuvring and other aspects of space and equipment use from a wheeled mobility device."21 Anthropometry relates to factors such as height, weight, arm length, hand span, gait, etc. These factors can vary widely according to a range of aspects, such as 19 Wikipedia. (2018, February). Human Factors and Ergonomics. Retrieved f rom https://en.wikipedia.org/wiki/Human\_factors\_and\_ergonomics 20 Wikipedia. (2018, February). Retrieved f rom: https://en.wikipedia.org/wiki/Anthropometry 21 IDeA Center for Inclusive Design and Environmental Access. In What is Anthropometry. Retrieved f rom: http://www.udeworld.com/anthropometrics.html RHFAC Training STUDENT GUIDE Page \| 146 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE age, gender, ethnicity, nutrition and lifestyle, ability, and genetic factors. Even within one country, let's take Canada, there is a notable height difference between males and females. Average Height in Canada:22 Male Female Age Year 5′ 9″ 5′ 4″ 18--79 2007--2009 5′ 9ó″ 5′ 4ó″ 25--44 2005 This variance in height also implies variation between other anthropometric data such as arm length and eye level, bringing many design implications along with it (e.g., position of grab bars in an accessible washroom, the height of mirrors, the height of signage, etc.). The illustration below gives some idea about the anthropometric variation between the three individuals shown, not only in the most obvious height difference but also the impact on eye level and arm length or arm reach. These differing aspects will have an impact on the ergonomic considerations of any products and the design of the built environment. 22 Wikipedia. (2018, February). In Human Height. Retrieved f rom: https://en.wikipedia.org/wiki/Human\_height RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 147 Source: Designing for Humans. (January 18, 2009). Ergonomics for Interaction Designers: Part 2. In Anthropometric Data. Retrieved from: http://www.designingforhumans.com/idsa/anthropometric\_data/ Design in the built environment must be approached with the fullest consideration of the range and interaction of these factors. A person's height might be affected by their gender, ethnicity as well as ability. A male from the US, without a disability is likely to access some of the same products as a Bolivian woman who is a wheelchair user. To take anthropometric data further, we must use it in relation to design of products and physical spaces. These are ergonomic considerations. Ergonomics "Ergonomics is the relationship between people and the products which they use. Anthropometric data is used to help design products to meet ergonomic needs. Ergonomics also considers the force a person can apply, for example, when using a tin opener or the pedals of a car."23 23 BBC Bitesize. (2018, February). In Design & Technology. Retrieved f rom: http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/designanalysisevaluationrev3.shtml RHFAC Training STUDENT GUIDE Page \| 148 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Ergonomics incorporates human measurements from anthropometric data, and combines these with other factors such as human movement, strength and stamina as well as texture, colour and other material preferences to design products that are usable, intuitive and comfortable. Fundamental Requirements for an Inclusive Environment There are many variables to consider beyond anthropometric data and ergonomics that determine if the built environment is accessible and usable for everyone. These variables can also be thought of as fundamental requirements in the built environment that are applicable to everyone. Careful consideration of these individual factors as well as paying attention to them in relation to each other is vital to designing and creating an inclusive environment. Fundamental requirements include: Space and clearance Height of controls Slope and level change Surfaces and texture Visual contrast Illumination and lighting Force Shape Safety considerations Consistency and predictability For example, a feature of a door or doorway, such as a door handle, can have a number of these requirements applied to it. Door handles need to be consistent, having an almost identical shape and texture to maintain predictability. It is vital for shape to be optimized for the minimum force and grip which a person is able to exert on it. It should colour contrast with the door so that it is easy to locate, RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 149 and it should be placed at a consistent and optimal height to be reached comfortably by most users. Additionally, its shape should be considered so that it poses minimal risk with regard to safety considerations. So, a feature such as a door handle can have six or more of the above requirements applied to it. Some of the broader variables in building structure and furnishings that need consideration include: Materials Types of hazards Communication/signage Materials used should be ergonomic and suited for the purpose of the feature they are being applied to. Additionally, the maintenance and upkeep of these materials also needs to be given careful thought. The impact that they might have on the user is of vital importance. Certain metals, for example, may cause allergic reactions and should be avoided whenever possible. There are many types of potential hazards within the building structure. While they cannot be avoided entirely, they can be minimized by considering the design of the feature, and other factors such as placement. Hazards may include materials that are used in flooring. Some flooring is extremely slippery and may be hazardous to people using mobility devices or to people with limited mobility. Features such as drinking fountains may also be hazardous for people who are blind or who have low vision. Another element that can cause users to be excluded from the built environment is due to language barriers. Consider that there are thousands of different spoken languages in the world and many different sign languages, and you begin to understand how the language(s) you understand can create unintended barriers for users of a physical space. There is as much diversity in language, and a person's proficiency in it, as there is diversity among people. Thus, many RHFAC Training STUDENT GUIDE Page \| 150 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE elements in the built environment need to be as intuitive as possible, especially when it comes to wayfinding and safety concerns and procedures. Communication and signage should be consistent -- in height, aesthetics, language, icons or images, and placement -- to make it identifiable and functional. Being mindful of the intended users of the space is key. A room in a community centre that is intended for daycare or children's after-school activities should be tailored to their ergonomic and life-stage (language comprehension level/attention level) needs. Thus, small chairs, lower sinks, and simply worded and brightly coloured signage may be appropriate for this space. These features would be much less appropriate and usable in a space used by adults. Compromise will be needed in some areas. What is most accessible and usable for a wheelchair user will not always be accessible for an ambulatory person with flexibility limitations. A feature that works best for someone who is hard of hearing, such as carpeted floors to help with sound absorption, will make an environment less accessible for users of wheeled mobility devices. Adapting the Environment for People People respond differently and uniquely to their environment. Their response is determined by their own characteristics or roles, whether permanent or temporary. Some examples include: Their size, shape, weight and abilities Their stature (range of height) Whether they are left- or right-handed Whether they are pushing strollers or carrying baggage, such as parcels or suitcases Many people must adapt to fit the physical space they are in. People with strollers may need assistance from others to get down a set of stairs if there is no ramp or elevator available. People who are left-handed may have to use their nonRHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 151 dominant hand to perform tasks if there is no feature that is adapted for lefthanded users. Many users, especially those with disabilities cannot easily adapt to the built environment. It is critical to conceptualize the needs of many different types of people while conducting an RHFAC rating. The following sections will detail some of the ways in which people with different disabilities adapt to their environment and how, based on some of this behaviour, the environment can be better adapted to suit them and meet their needs using Universal Design principles. Sight Related Adapting to the Built Environment There are several ways in which people with sight-related challenges adapt to their environment. There is a reliance on other senses and faculties: hearing, touch, smell, memory, consistency, and predicting and following patterns. People who are blind or have low vision often memorize a Site which they have previously visited, and they rely on consistency, predictability and following other patterns to navigate and learn a new environment. People with blindness and low vision often make use of other supports and assistive technology to adapt to their surroundings. These include old and new technologies: guide dogs, Braille, smart canes, GPS locations, colour-coded keyboards and screen reader software for computers. Web accessibility is important to consider. W3C (WCAG -- Web Content Accessibility Guidelines) are found on the following websites: Web Accessibility Initiative. (2018, February). Retrieved from https://www.w3.org/WAI/intro/wcag Web Accessibility in Mind (WebAIM). (2018, February). Retrieved from http://webaim.org/ RHFAC Training STUDENT GUIDE Page \| 152 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Many of the requirements for those with mobility restrictions also apply to people who are visually impaired. For example, having a clear pathway with even flooring surfaces and an area that is free of obstacles is much more accessible for people who have sight-related challenges as well as those with mobility restrictions. Some of these similarities are highlighted in the upcoming tables. One of the key features of design to be considered for people who have sightrelated conditions, such as blindness and low vision, is layout, which should be logical and straightforward. There should be a "logical, straightforward layout of a given space, including well-defined areas, straight lines, right angles for paths of travel and lines of sight."24 Careful consideration of layout and the use of straight lines allows the environment to be more cane detectable, an essential aspect for many users who are blind. It also makes the layout much easier to navigate and memorize. A component to be considered in making the layout more straightforward is to cluster amenities in a central or consistent location (e.g., elevators and escalators adjacent to each other or washrooms in a predictable place on each floor). Sight-related considerations also include those who may not have decreased visual acuity or reduced visual field but who do have a degree of colour-blindness. This mainly affects perception of reds, oranges, browns, and greens or distinguishing between shades of blue and purple. In a rarer form, which is a decreased sensitivity to blue light, individuals may find it difficult to distinguish between purples, blues, yellows, and greens. Pastel colours also present difficulties for people with colour-blindness. Therefore, designers should avoid red/green and blue/green combinations. Ideally avoid using colour as a primary or only means of distinction. 24 CNIB. (2018, February). Clearing our Path. In Layout. Retrieved f rom: http://www.clearingourpath.ca/Site/2.1.0-layout\_e.php RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 153 There are some distinct aspects to consider for the two main groups within sightrelated conditions, namely low vision, and blindness. Please note, these are not mutually exclusive and that design features important to consider for those with low vision will also be relevant to some or all of those who are considered blind. Low Vision Some of the design elements to be considered for those who have low vision are: Colour contrast. People with low vision often cannot see low contrasts. The greater the distance between the colours on the light spectrum the better. High contrast is used for distinguishing between features, such as doors and walls, or edges or surface transitions such as stairs. Illumination and lighting. Many people are sensitive to light. Problems associated with high-contrast lighting include direct glare of the sun. Glare can wash out colours and reduce colour contrast as well as causing other issues. Glare or gloss. These can cause confusion or disorientation, so the goal is for minimum glare and gloss within an environment. This can be achieved by using matte finishes and low-gloss varnish and by using non-reflective glass and avoiding the use of mirrored surfaces. Obstacles. Objects projecting into space, signage, and uneven floors. Note that visual contrast is defined by: Colour contrast (degree of difference between two colours), and Luminance contrast (degree of brightness between one object or surface and another). Blindness For individuals who are blind, an environment is navigated by means of tactile and acoustic cues as well as by memorization and pattern finding based on past experiences of the same or similar buildings or building types. To meet the needs of people with vision loss, designers should consider two fundamental areas: Layout RHFAC Training STUDENT GUIDE Page \| 154 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Acoustics The built environment must be cane detectable for it to be successfully used by the majority of users who are blind. There are a number of features that can negatively impact a blind individual's experience or their ability to use a physical space. These include: Confusing circulation patterns Multiple entries Disorienting elements: curving, irregular pavement; abrupt changes in grade Lack of consideration of specific safety issues (e.g., traffic lanes between a parking stall and a person's destination) Floor and ground surface: irregular pavement To facilitate wayfinding, there are a number of aspects which can be considered to make a space more usable for those who are blind. Primarily, these should centre on predictability and consistency. However, there are several other ways this can be boosted: Provide sensory clues (textural, auditory, olfactory, etc.) Centralize amenities, rather than scattering them throughout a Site Include additional elements on signage, such as Braille, and raised lettering and symbols (use five-point star to indicate main floor in elevator) Hearing Related Adapting to the Built Environment Those with hearing-related limitations rely largely on other senses. Primarily, those who are deaf or hard of hearing rely on visual information to navigate the built environment. They also make use of smell, vibration, and touch to provide essential input about their surroundings. People with some usable hearing, such as those who are hard of hearing, have difficulty with noise. This is problematic if they are unable to make out sounds RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 155 around them or if the sounds are hard to distinguish. These challenges can be intensified if the individual is a hearing aid wearer, as the hearing aids will amplify all sounds equally, leading to challenges making sense of sound in the vicinity. For those who are deaf, they may communicate using sign language, and that demands some conditions to allow for effective and clear communication. Someone who is profoundly deaf may also have a cochlear implant, a surgically implanted electronic device that simulates sound. This means the consideration of acoustics is important for hard of hearing and deaf users of a space. Written information and signage can be challenging, depending on the individual's use and level of knowledge of the language. As deaf and hard of hearing individuals may have experienced barriers in education, this has an impact on their understanding of written language on signage, instructions or safety features. Support and Assistive Technology Those with hearing-related conditions or limitations make use of a wide array of support and assistive technology to assist them in navigating everyday life and the physical spaces they use and visit. People who are hard of hearing may use hearing aids. Hearing aids serve to amplify sounds in the surrounding environment. Other assistive devices include FM or induction loops that use different signals, such as radio or infrared, to amplify a speaker's voice. "A hearing loop consists of a physical loop of cable or array of looped cables which are placed around a designated area, usually a room or a building. The cable generates a magnetic field throughout the looped space which can be picked up by hearing aids, cochlear implant processes, and specialized hand-held hearing loop receivers for individuals without telecoilcompatible hearing aids."25 These may be used in a variety of settings, such as retail, educational, employment, recreational or cultural. They are used by people 25 Wikipedia. (2018, February). In Audio Induction Loop. Retrieved f rom: https://en.wikipedia.org/wiki/Audio\_induction\_loop RHFAC Training STUDENT GUIDE Page \| 156 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE who are hearing aid wearers as they focus in on the sound of a particular person's voice. There are many other assistive devices that people who are deaf or hard of hearing use, depending on their needs. These devices include items for the home, such as flashing doorbells, vibrating alarm clocks, and fire alarm signals or shakers for the bedroom. In work or commercial settings, items such as flashing light phone alerts, or strobe lighting for fire alarm signals are used. To aid communication with D/deaf and hard of hearing people, there are a number of systems in use. A teletypewriter, also referred to as a TTY, is a telecommunications device which allows people who are D/deaf or hard of hearing to talk to a hearing person over the telephone via text. This is becoming a somewhat outdated technology due to a rise in the use of sign language and tech updates such as high-quality video calling, and TTY is being replaced by Video Relay Service (VRS) which enables people to have video conversations over the Internet. VRS involves three participants: a hearing person, a Deaf person and an English/ASL (or equivalent) interpreter. The hearing and Deaf person communicate through the interpreter who voice calls the hearing person and video calls the Deaf person. Video relay interpreting is currently available across Canada via SRV Canada VRS. There is no charge to the users, as costs associated with providing this service are currently funded through Canada's National Contribution Fund, which was created to subsidize local telephone service in remote areas. However, users do require their own high-speed Internet service and an Internet-connected device, such as a computer, smartphone, tablet or videophone. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 157 Video Relay Service: Three-way communication Source: Government of Australia. (2018, February). National Relay Service. In Video relay. Retrieved from: https://relayservice.gov.au/making-a-call/video-relay/ There are a number of aspects of adapting to the built environment that may be more relevant to those who are D/deaf, and to those who are hard of hearing. As discussed in the sight-related sections, there may be a great degree of overlap between these considerations. Deaf To meet the needs of people who are Deaf, designers should consider a number of areas: Sightlines. It is important to maximize lines of sight whenever possible. This is the primary means for those with hearing-related challenges to interact with and gain vital information about their environment. Signage and information. Lighting. Again, lighting is fundamental to wayfinding, safety and aiding communication, whether it be sign language, lip-reading, visual or textbased communication. Safety. Visual alerts and warnings with alternate instructions for safety procedures. RHFAC Training STUDENT GUIDE Page \| 158 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Hard of Hearing Acoustics are important for those who are hard of hearing, and for hearing aid users. Echoes and other noise reverberations should be minimized by use of materials and by thoughtful design of the structure of areas. Hearing aid wearers can benefit from installation of induction or FM loop systems. Mobility, Flexibility, Dexterity and Pain Related Adapting to the Built Environment Mobility, flexibility, dexterity, and pain-related disabilities can result in a whole range of challenges. Many environmental limitations will be common to individuals with mobility, flexibility, dexterity or pain-related conditions and, therefore, it is useful to recognize that there is a great degree of overlap in meeting the needs of these groups within the built environment. There are also many assistive devices and technologies available for people with these limitations. These include devices such as manual or power wheelchairs, motorized scooters, walkers, canes, prosthetic limbs, and tools or technologies for use in employment, education, and social settings. Mobility Many people with mobility-related challenges use mobility aids, such as a wheelchair, motorized device (scooter), crutches, walker or cane for balance, dependent on their needs and level of mobility. Depending on the extent of the impact on mobility, people may rely on technology to perform tasks, such as written or typed communication. There is a wide array of components for designers to consider, including: Dimensions o Height of features such as counters, or controls such as light switches or safety controls, or equipment. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 159 o Clear space in the vicinity of control features to allow them to be accessed. o Special dimensions of features, such as drinking fountains and grab bars in washrooms, should be given careful consideration. Clearance o Clear path of travel to be able to navigate easily and safely, especially while using a wheeled mobility device such as a manual wheelchair (and this should include the space needed for the person to operate the wheelchair, not simply based on the dimensions of the wheelchair itself). o Doors, entranceways, and queuing areas should provide clearance to allow those with mobility devices to navigate them easily. o Space needed to enable U-turn in areas such as corridors, elevators, washrooms, etc. o Knee clearance under desks, sinks, drinking fountains, etc. Floor and ground surfaces o Even, non-slip surfaces, avoiding use of carpets and high-pile rugs. Changes in level -- should be avoided where possible o Low-grade ramps and elevators provided in addition to stairs. o Cross-slopes should be avoided, especially in interior spaces, and kept to grades less than 1:50 for exterior pathways. o Stairs should have handrails for balance and safety, with consistent rise and run, and with non-slip, even materials. Obstacles should be eliminated from path of travel and in any areas where appropriate clearance is needed. They should be minimized in other areas to avoid increased travel time or risk of injury by consideration of placement or provision of storage. Operating controls, including those for safety, should be at an appropriate height to be reached by those in a seated position. In addition, they should require low force and minimal effort, such as one-handed operation, to operate. RHFAC Training STUDENT GUIDE Page \| 160 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Other considerations, such as provision of well-planned rest areas with seating or handrails, should be considered for those with balance issues or limited stamina. A Person in a Wheelchair or Motorized Device A person in a wheelchair is in a seated position as they navigate their environment. A standard wheelchair is 26 inches (660 mm) wide, while a motorized chair can be wider with great variation in length. A male in a standard adult-size wheelchair has his eye level between 43 inches and 51 inches (1,090 mm to 1,295 mm), lap height at approximately 27 inches (685 mm), armrest height of the wheelchair at approx. 30 inches (760 mm), seat height of the wheelchair at approx. 19 inches (485 mm), and toe height at around 8 inches (205 mm); the handle at the back of the wheelchair backrest is roughly 36 inches (915 mm) high. Flexibility Flexibility-related challenges impact a person's ability to reach or operate features or controls within the built environment. These could include aspects such as having hand dryers in washrooms at varying heights, to allow someone who is unable to lift their arms or someone of greater stature who is unable to bend down to use the hand dryers. Dexterity People with dexterity-related limitations experience a loss of fine motor control. This can lead to difficulty performing manual tasks, including the operation of a variety of building controls and hardware. Limited dexterity also relates to how much force can be applied to an element such as a door handle, or to the ability to perform other tasks such as pushing buttons or controlling dials. Designers of the built environment should particularly consider the force and fine motor control needed to operate essential or optional functions and controls, including those related to health and safety. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 161 Pain Those with pain-related conditions will often experience other impacts on their abilities to access the built environment, related to mobility, flexibility or dexterity challenges. Additionally, there could be cognitive, mental/psychological, and memory-related impacts, and adaptations may be needed to fully use the built environment. For people with pain-related conditions, designers should consider: Rest areas and availability of seating Even, non-slip flooring surfaces without any abrupt changes in grade Centralized amenities Elimination of obstacles They may also benefit from considerations such as reduction of excessive sensory stimuli from increased sensitivity. Learning and Developmental Related Adapting to the Built Environment Learning- and developmental-related conditions have an impact on a number of areas, such as wayfinding, processing information, and awareness of safety. People with developmental-related conditions and autism may find some environments overstimulating, and designers should consider the impact of acoustics, lighting (including natural lighting), vibrations and other factors when designing a space to minimize the stimuli in any given area of the built environment. Learning As there are great variations in the challenges that people with different types and levels of learning-related conditions face, it is fundamental that designers provide multiple options or modes of performing tasks or imparting information. RHFAC Training STUDENT GUIDE Page \| 162 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Designers should provide different options, including: Multiple features in signage (written, icons/diagrams, colour-coding, numbering, etc.) Various modes of information sharing (verbal, visual, written, etc.) Developmental Developmental conditions can cover a wide array of challenges. As this section includes aspects of cognitive-related conditions such as acquired brain injury (ABI), designers should be mindful of the impact these limitations may have on wayfinding, information processing and spatial awareness as well as memory, mobility, balance, and sight- and hearing-related effects. Layout is of particular importance, as a confusing or inconsistent layout can be frustrating. Elements such as washrooms, elevators and escalators should be in identical or very consistent locations to facilitate easy navigating to essential amenities, reducing levels of frustration. Developmental conditions may impact communication. Therefore, offering different modes of information as well as considering the complexity of information is important for designing for this group. A person with a developmental condition may be verbal or non-verbal, and this could impact their ability to communicate and process language. Communication, such as written or verbal information, should consider: The level of language -- words used should be simple, unambiguous and easy to understand. Making use of relevant diagrams, pictures and icons to convey or illustrate the information. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 163 Providing good and even lighting, with minimal glare, to make a person's body language or facial expressions easier to see. These individuals, such as a person with autism, may be sensitive to too much sensory input, such as noise, visual aspects, smell, etc., and may become overloaded due to frustration or an inability to process the excess information. Designers need to be mindful of this and design to minimize stimuli and provide as organized an environment as possible. Mental Health-Related Adapting to the Built Environment Adapting the built environment for people with mental health-related experiences involves considering how features within it contribute to feelings of safety, security, and overall emotional well-being. Access considerations may be very diverse and are dependent on the condition(s) and its direct and indirect effects (e.g., cognitive difficulties directly related to the condition or mobilityrelated issues as a result of treatment). Designers should consider: Dimensions and definition of areas within a physical space. Very large or small, unstructured, or poorly defined spaces could increase anxiety or claustrophobia. Planning to provide at least one clearly marked exit from each defined space. Reducing excessive stimuli, such as noise, vibrations and distracting visual aspects. Memory Related Adapting to the Built Environment Memory-related conditions present a unique set of challenges for designers. Memory-related disabilities can have a significant effect on wayfinding and RHFAC Training STUDENT GUIDE Page \| 164 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE orientation within the built environment as well as on the recognition of features and their uses. Attention should be paid to layout, complexity, and scale of facilities. The built environment should be enriching and provide adequate cues and key landmarks to assist memory, while avoiding overexposure to sensory stimuli, including light. People with dementia or memory-related difficulties arising from acquired brain injury (ABI) may also have difficulty communicating. As a result, they may need more details and/or adapted conditions. Memory-related conditions can also have an effect on a person's mental or psychological experiences. For individuals with dementia, there is a reliance on familiar images and objects to orient and aid recognition of features within the built environment. Familiar proportions or features of different elements will help these users to identify key functions of a space, such as doors, signage, seating, etc., based on past experiences. Settings that bear resemblance to more domestic spaces and features are preferable. Applying Universal Design Principles to User-Related Experiences Below are common examples of how people with different disabilities experience and adapt to their environment and ways in which Universal Design can be used to improve their experience. Principle One: Equitable Use The design is useful and marketable to people with diverse abilities. Experience What They Need Universal Design Sight For reading, people who are blind rely on text-to-speech Access to accessible websites and documents. Same or equivalent means of use: RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 165 Experience What They Need Universal Design technology; those with low vision require modifications to documents to ensure readability. Accessible websites and documents that are compatible with text-to-speech software. Text should be large font size (14 point minimum), sans serif, mix of upper/lower case and colour contrasted to background. Provide Alt Text descriptions for images. Confusion when multiple entrances to a building exist. An easily identifiable, single entry. Same means of use: a common entry for all building users. Hearing Unable to hear audible warning systems and alarms. Visual warning systems. Equal provisions for safety: visual alarms (flashing light). Mobility, Flexibility, Dexterity, Pain Accompanied by caregiver or assistant. Areas that facilitate caregiver or assistant, which provide adequate space, facilities and dignity. Same/equivalent means of use, equal provisions for privacy: Unisex or family washroom. Seating available in wheelchair accessible areas in auditoriums, etc. Quiet or private space or room for privacy when care or assistance is needed. Principle Two: Flexibility in Use The design accommodates a wide range of individual preferences and abilities. RHFAC Training STUDENT GUIDE Page \| 166 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Experience What They Need Universal Design Sight Takes longer to travel/navigate. Allow for or minimize increased travel and navigation time. Adaptability to user's pace: Sufficient signal time at traffic intersections for person to cross road. Safe medians for resting. Elevator doors remain open longer in areas where users are older or have disabilities. "Hold open" button in elevator. Safety device on doors (elevator, transit) that prevents closing in the event of an obstruction. Centralize amenities, where possible, rather than scattering them throughout a Site. Hearing Difficulty with or inability to hear verbal instructions, directions, descriptions. Visually presented information. Choice in methods of use: A museum that allows visitors to choose to read or listen to the description of the contents of a display case. Mobility, Flexibility, Dexterity, Pain Difficulty ascending/ descending stairs, escalators. Alternatives to stairs or escalators. Ensure stairs are safe, visible and slip resistant. Choice in methods of use: Connect all levels with ramp, elevator or lift. Provide in close proximity to stairs, escalators. Stairs include safety features, such as nosing, handrails, landings. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 167 Experience What They Need Universal Design Need waiting areas outside main flow of people. Safe areas for resting provided outside the flow of people. Adaptability to user's pace: Provide seating and space for wheelchairs adjacent to, but outside of, the main flow. Learning and Developmental; Mental Health-Related Difficulty with social interactions. Choice of human or technologybased interfaces to provide information. Choice in methods of use: Information or help points in large buildings should provide option of in-person contact or interacting with usable technology interface. Memory Need rest or seating areas outside main flow of people. Safe areas for resting. Adaptability to user's pace: Provide rest areas with seating outside the main flow of people. Principle Three: Simple and Intuitive Use The design is easy to understand and use, regardless of the user's experience, knowledge, language skills or current concentration level. Experience What They Need Universal Design Sight Difficulty with inconsistent, unpredictable areas. Many will memorize a Site, including location of objects in a space. Consistent, logical, straightforward layout. Consistent with user expectations and intuition: Provide well-defined areas, straight lines, right angles for paths of travel and lines of sight. Maintain objects in a designated location, if possible. Learning and Developmental RHFAC Training STUDENT GUIDE Page \| 168 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Experience What They Need Universal Design Difficulty with wayfinding. Reaffirm wayfinding along the route. Effective prompting and feedback during/after task completion: Provide frequent wayfinding cues. Lack of consistency in the built environment causes distress or confusion. Consistent layout and features, where possible. Consistent with user expectations and intuition: Identical location of washrooms on multiple floors. Escalators, elevators and other such features in consistent location. Difficulty interpreting signage. Clear wording. Eliminate unnecessary complexity: Use clear and unambiguous language. Lack of clear instructions results in confusion. Clear instructions that describe outcomes. Different modes for redundant presentation of essential information: Use alternatives to written instructions (e.g., icons, maps, diagrams or images). Include outcomes, such as sensory information for safety procedures (e.g., the effects of activating a fire alarm). Mental Health-Related Difficulty in open, unstructured areas. Balance between structured and defined areas, while maintaining manoeuvrability (e.g., Consistent with user expectations and intuition: Wide pathways. Defined and separate areas. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 169 Experience What They Need Universal Design not too open or not too confined). Memory Difficulty with wayfinding. Reaffirm wayfinding along the route. Effective prompting and feedback during/after task completion: Provide frequent wayfinding cues. Difficulty in large, unstructured areas, without clear purpose for use. Cues to designate purpose or function of an area. Consistent with user expectations and intuition: Use cues to signal the use of the area or space (e.g., restaurants should have eating spaces -- tables, chairs, cutlery, etc. visible from the entryway). Principle Four: Perceptible Information The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. Experience What They Need Universal Design Sight Rely on sense of touch to obtain information about and navigate the environment. Consistent textural clues and tactile symbols. Compatibility with techniques/ devices used by people with sensory limitations: Use tactile attention indicators to indicate direction and hazards. Use tactile (raised, embossed) letters and symbols on signage, elevator buttons, floor indicators in door jamb of elevators, etc. RHFAC Training STUDENT GUIDE Page \| 170 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Experience What They Need Universal Design Difficulty making out surroundings when it's too bright or too dark. Good lighting/ illumination. Adequate contrast: Use task lighting. Paint walls with pastel colours to reflect light. Sensitivity to glare. Minimal glare. Adequate contrast: Use vertical or horizontal blinds, or light-responsive materials or treatments on windows, to reduce glare from natural light. Ensure artificial light sources do not create glare. Use non-reflective surfaces. Difficulty seeing when visual contrast is low. Visual contrast. Adequate contrast: Doors and door frames colour contrast with the surrounding wall surfaces and floors. Nosing on stairs colour contrasts with the treads. Handrails colour contrast with the surrounding walls. Furniture, fixtures, counters, doors, cupboard door hardware, cupboard doors and appliances colour contrast with the surrounding areas. Difficulty distinguishing between certain colour combinations when colour-blind. Avoidance of certain colour combinations. Adequate contrast: Avoid red/green or blue/green colour combinations. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 171 Experience What They Need Universal Design Use hearing to obtain information about surroundings. Too much sound can cause interference. Acoustical clues. Compatibility with techniques/ devices used by people with sensory limitations: Create a good balance of sound absorption and sound reflection. Materials to absorb and dampen sound, such as carpets, curtains, ceiling tiles. Materials that reflect sound include windows. Hearing Difficulty seeing or focusing on visual information or communication (e.g., sign language, due to heavy or distracting use of pattern, colour or visible texture). Minimize visual "noise". Compatibility with techniques/ devices used by people with sensory limitations: Use neutral colours, block colours or very lightly patterned finishes for wall, floor and other large surfaces. Difficulty making out surroundings when it's too bright or too dark. Good lighting/ illumination. Adequate contrast: Provide task lighting. Paint walls with pastel colours to reflect light. Sensitivity to glare. Minimal glare. Refer to "seeing" above. Loud environments can create distractions for people with different levels of hearing, or wearers of devices such as hearing aids or cochlear implants. Minimize noise and excess vibrations. Compatibility with techniques/ devices used by people with sensory limitations: Make use of materials and surfaces to minimize sound reflection and reduce background noise. RHFAC Training STUDENT GUIDE Page \| 172 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Experience What They Need Universal Design Vibrations from loud environments can also cause distractions. Difficulty in hearing or understanding spoken or written communication or announcements. Visual versions of information. Use icons or visual representations of written information. Different modes for redundant presentation of essential information: Display content of verbal announcements visually on a screen. Use arrows, clear icons, pictures or diagrams to supplement written signage. Use captioned television programming. Difficulty in detecting audible alerts. Visual clues for doorbells, phones and other alerts. Different modes for redundant presentation of essential information: Allow room lights to flash to signal alerts. Difficulty in hearing fire alarms and other warning systems. Visual alert systems for fire alarms. Different modes for redundant presentation of essential information: Install and maintain visual alert systems to indicate fire alarm or other warnings. Display visual instructions and directions, including diagrams or floor plans, for evacuation routes and procedures. Learning and Developmental RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 173 Experience What They Need Universal Design Difficulty with wayfinding. Encode wayfinding and directions in multiple ways (e.g., colour, icons, etc.). Different modes for redundant presentation of essential information: Make use of clear and consistent colour-coding, icons, diagrams, numbering, words, etc. to assist with wayfinding. Difficulty reading signage. Colour-coding and icons. Clear fonts and directional arrows. Evenly illuminated signage. Minimize reflections on surface. Different modes for redundant presentation of essential information: Use meaningful icons and colourcoding to support or substitute for words on signage. Use sans serif fonts, and distinct arrows. Signage should be illuminated evenly (e.g., 200 lux). Non-glossy finishes should be used to increase visual contrast. Difficulty reading written information. Alternative formats. Maximize legibility of essential information: Print black text on yellow and/or blue to increase readability and focus. Overly stimulating environment leads to frustration, confusion and lack of concentration. Minimize visual noise. Minimize bright lighting and glare. Minimize noise and excess vibrations. Compatibility with techniques/ devices used by people with sensory limitations: Avoid visual noise by using neutral colours, block colours, or very lightly patterned finishes for RHFAC Training STUDENT GUIDE Page \| 174 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Experience What They Need Universal Design Separate area to minimize sensory overload. wall, floor and other large surfaces. Provide good, even lighting. Make use of materials and surfaces to minimize sound reflection and reduce background noise. Separate quiet space with neutral colours, low noise levels and minimal sensory input. Mental Health-Related Overly stimulating environment leads to confusion, frustration and distress. See Learning and Developmental above. Memory Difficulty with wayfinding. Encode wayfinding and directions in multiple ways (e.g., colour, icons, etc.). Different modes for redundant presentation of essential information: Use familiar icons, images or objects to supplement written signage. Make use of clear and consistent colour-coding, icons, diagrams, numbering, words, etc. to assist with wayfinding. Difficulty with overly stimulating Elimination of excess noise. Compatibility with techniques/ devices used by people with sensory limitations: RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 175 Experience What They Need Universal Design environment, especially noise. Make use of materials and surfaces to minimize sound and reduce background noise. Lack of contrast between objects and background makes it difficult to recognize its function and use. Good contrast between objects and background. Adequate contrast: Contrast sink, toilet, etc. from wall and floor in washroom to make the features easier to identify. Doors should have colour contrast from the surrounding wall, with recognizable and contrasting door handle. Difficulty with glare, may change the identity or state of a feature (e.g., high-shine surface leading to glare on flooring may cause someone with dementia to think it is covered in water). Minimize glare. Adequate contrast: Use non-reflective materials for flooring. Use matte materials for table tops. Poor lighting makes it difficult to recognize or identify objects or features. Good, even lighting/ illumination. Adequate contrast: Provide task lighting. Paint walls with pastel colours to reflect light. Principle Five: Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions. RHFAC Training STUDENT GUIDE Page \| 176 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Experience What They Need Universal Design Sight Trip over physical obstacles in an area or path. Obstacle-free path/area. Arrange elements to minimize hazards: Place objects out of main circulation/path of travel or recess or store when possible. Hearing Obstacles or hazards in the path of travel interrupt conversation and pose potential risk of injury. Wide, clear pathways free of obstacles or abrupt level transitions. Arrange elements to minimize hazards: Place objects out of main circulation/path of travel or recess or store when possible. Provide a low-grade ramp in place of stairs to allow signers to change level without interrupting conversations and also reducing potential risk of falls. Mobility, Flexibility, Dexterity, Pain Difficulty with balance. Handrails. Provide fail-safe features: Handrails on stairs, ramps and in corridors. Difficulty travelling along rough or uneven surfaces (provides resistance for wheelchair users, potential tripping hazards for people with prosthetic limbs, walkers). Smooth, even surfaces and elimination of tripping hazards. Minimize hazards/provide warnings of hazards: Eliminate irregular textures, ridges, rough or uneven travelling surfaces and any protrusions. Visually highlight a step edge by providing nosing with a non-slip contrasting strip. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 177 Experience What They Need Universal Design Safety: Low height of wheelchair users reduces visibility to motorists. Eliminate need to navigate in area with vehicular traffic or parked cars. Minimize hazards/provide warnings of hazards: Parking: Routes from accessible parking spaces do not pass behind parked vehicles. Crosswalks: Crosswalks and adjacent sidewalks and curb cuts should be clearly visible to drivers. Difficulty manoeuvring around obstacles. Eliminate or minimize obstacles. Minimize hazards: Grates or other openings are located outside of pedestrian walking area. Place objects out of main circulation/path of travel or recess or store when possible. Protection from elements (sun, rain, wind). Shelter in outside areas. Minimize hazards: Provide sheltered areas that effectively protect from elements, within/in the immediate vicinity of related facility, e.g., passenger drop-off, transit stop, etc. Principle Six: Low Physical Effort The design can be used efficiently and comfortably and with a minimum of fatigue. Experience What They Need Universal Design Sight RHFAC Training STUDENT GUIDE Page \| 178 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Experience What They Need Universal Design Difficulty with change in level and ascending/ descending slopes. Minimize grade/slope of navigable terrain. Minimize sustained physical effort: Avoid changes in navigable terrain. Eliminate cross-slopes. Mobility, Flexibility, Dexterity, Pain Limited stamina and/or dexterity. Minimize physical effort. Use reasonable operating forces/ minimize sustained physical effort: Operating controls that require minimal effort (one-handed, low force, do not require tight grasping, pinching or twisting of the wrist) (e.g., lighting, thermostat, emergency controls). Automated doors with emergency backup power. Screen wall entrance to washroom that eliminates the need for doors. Power automated washroom features (no-touch washroom). Seating areas for resting. Convenient access to amenities, including restrooms, drinking fountains, garbage receptacles, telephones, etc.). Increased travel/ navigation time. Allow for or minimize increased travel and navigation time. Minimize sustained physical effort: Sufficient signal time at traffic intersections for person to cross road. Safe medians for resting. Elevator doors remain open longer in areas where users are older or have disabilities. RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 179 Experience What They Need Universal Design "Hold open" button in elevator. Safety device on doors (elevator, transit) that prevents closing in the event of an obstruction. Centralize amenities, where possible, rather than scattering them throughout a Site. Difficulty with change in level and ascending/descending slopes. Minimize grade/slope of navigable terrain. Minimize sustained physical effort: Avoid changes in navigable terrain. Eliminate cross-slopes. Difficulty walking/travelling distances. Minimize travelling distance. Minimize sustained physical effort: Accessible parking close to principal entry. Accessible passenger loading/drop-off zone close to principal entry. Has prosthetic limb(s): Reduced ability to sense through touch, tactile surfaces. Reduced ability to grip. Reduce force needed to operate features and controls. Even, anti-slip flooring surfaces. Use reasonable operating forces One-handed or touch-free operation of features. Shape of door handles, locks, etc. should be easy to grasp and operate. Provide alternative to touchscreen-operated controls or features. Anti-slip materials for flooring, etc. Uses a walker or cane. Minimize travel time. Minimize trip hazards and obstacles. Provide handrails. Minimize sustained physical effort: Rest or other seating areas should accommodate walker when not in RHFAC Training STUDENT GUIDE Page \| 180 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Experience What They Need Universal Design use, within easy reach of user and not in path of travel. Principle Seven: Size and Space for Approach and Use Experience What They Need Universal Design Sight Pathway is too narrow for person walking with guide dog or companion. Pathways are wide enough to accommodate a person with a companion or guide dog. Adequate space: Provide wide pathways. Hearing Difficulty with orientation or lack of awareness of surroundings or people due to closed off or confined spaces. Maximize sightlines to improve awareness of surroundings. Clear line of sight: Place mirrors on the back wall of elevators to extend sightlines in confined spaces. Open plan space with clear and wide-angled sightlines. Create transparency and curved edges where possible to improve sightlines and availability of visual information. Space needed for people using sign language while walking together. Wide, clear pathways. Adequate space: Create wide hallways and pathways. Difficulty communicating or following conversations Arrange seating areas to maximize visual communication. Clear line of sight: Set up seating areas in a Ushape or semi-circle shape to RHFAC Training STUDENT GUIDE RHFAC Training STUDENT GUIDE - Version 3.0, September 2020 Page \| 181 Experience What They Need Universal Design in seated areas due to poor arrangement. allow all participants in a conversation to see each other. Mobility, Flexibility, Dexterity, Pain Low height: Users of wheelchairs or scooters need access from a seated position. Vary height of fixtures, operating controls. Comfortable reach: Provide counter heights that are comfortable for a range of statures/users. Controls mounted at a maximum of 1,200 mm above the floor. Adjustable heights for washroom fixtures (e.g., shower heads). Floor-to-ceiling mirror in washrooms. Limited reach: Users of wheelchairs or scooters must be able to position themselves such that they can comfortably reach controls, doors, etc. without leaning. Sufficient space adjacent to a control or door to allow reach. Adequate space/comfortable reach: Manoeuvring clearances adjacent to door, controls, etc. Automated doors. Knee clearance. Limited ability to turn/change direction. Clearance/space for turning/U-turn. Adequate space: Clear floor or ground area. Clearance in front of doors. Dimensions of elevators: (dependent of building type and occupancy) ideally 1,800 RHFAC Training STUDENT GUIDE Page \| 182 Version 3.0, September 2020 - RHFAC Training STUDENT GUIDE Experience What They Need Universal Design mm x 1,800 mm to allow for U-turn. Elevators are designed with two doors (at oppoSite ends) to eliminate the need for turning. Need additional width to accommodate wheelchair. Width of travel route accommodates wheelchairs and enables passing/ ease of circulation. Adequate space: Width of travel route/path should be based on expected volume and direction. Width is ideally 2,000 mm to accommodate passage of a wheelchair and to enable passing. Landings. Sufficient door width. Uses specially trained service dogs. Add