Accessibility and Universal Design

3 Dimensions of Inclusive Design

1: Recognize diversity and uniqueness Inclusive design keeps the diversity and uniqueness of each individual in mind. As individuals spread out from the hypothetical average, the needs of individuals that are outliers, or at the margins, become ever more diverse. Most individuals stray from the average in some facet of their needs or goals. This means that a mass solution does not work well. Optimal inclusive design is best achieved through one-size-fit-one configurations. Flexible or adaptable systems such as digital systems are most amenable to this but the emergence of 3D printers and other mechanisms of bespoke manufacturing and component-based architectures can also achieve diversity-supportive design. This does not imply a separate, specialized or segregated solution. Segregated solutions are not sustainable economically or technically. Inclusively designed personalization and flexible configurations must be integrated to maintain interoperability and currency. This also does not imply adaptive systems that make choices for the user. Inclusive design recognizes the importance of self-determination and self-knowledge. Design choices or configuration choices vest with the user and the adaptive design fosters the growth of self-knowledge wherever possible. 2: Inclusive process and tools The process of design and the tools used in design are inclusive. (This dimension is in line with Scott Page's observations regarding the performance of groups that include diverse perspectives. Scott Page has empirically shown that a group that includes diverse perspectives, especially perspectives from the margins, trumps a group of the "best and brightest," in decision-making, accurate prediction and innovation). Inclusive design teams should be as diverse as possible and include individuals who have a lived experience of the "extreme users" (as coined by Rich Donovan) the designs are intended for. This also respects the edict "nothing about us without us" without relegating people with disabilities to the role of subjects of research or token participants in design exercises. To support diverse participation and enable the design to be as closely linked as possible to the application, the design and development tools should become as accessible and usable as possible. This dimension does not denigrate the skills of professional designers but calls for those skills to become more accessible and for the design process to become more inclusive of diverse designers and consumers. 3: Broader beneficial impact It is the responsibility of inclusive designers to be aware of the context and broader impact of any design and strive to effect a beneficial impact beyond the intended beneficiary of the design. Inclusive design should trigger a virtuous cycle of inclusion, leverage the "curb-cut effect", and recognize the interconnectedness of users and systems. To realize this broader positive impact requires the integration of inclusive design into design in general. This third dimension supports the healthier, wealthier and wiser societies Wilkinson and Pickett observed in their research of more equal communities. https://idrc.ocadu.ca/about-the-idrc/49-resources/online-resources/articles-and-papers/443-whatisinclusivedesign

In determining whether a college, university or employer has met his or her accommodation obligations, the following questions should be considered:

Did the school or employer try to find a way to meet the youth's needs in a way that was not discriminatory? If there were alternatives, what were the reasons they were not used? Is there a way for a school or employer to meet their objectives in a way that is less discriminatory? Is the standard, policy or procedure necessary for the school or employer to accomplish their objectives, and is it broader than it needs to be? Have all parties cooperated in search for an alternative? This includes unions and professional associations Is the cost of the accommodation or the impact of the accommodation so great that it changes the nature of the college's, university's or employer's business?

User Diversity Pyramid

Failure to correctly understand people can result in products that cause unnecessary frustration and exclusion, which reduces commercial success because of increased returns and customer support. In order to better understand population diversity, it is important to challenge the polarised separation of 'able-bodied' and 'disabled'. Diversity within the population is better modelled using a pyramid to model the full range of ability variation within a population. This pyramid can then be segmented to identify various categories of users. The bottom segment of the pyramid represents those with no difficulties, and the severity of difficulties increases up the pyramid. A specific interpretation of this pyramid model is shown opposite. http://www.inclusivedesigntoolkit.com/whatis/whatis.html

Reasonable Accommodations Options

Making existing facilities readily accessible (visual information) Modifying existing equipment (add visual alerting system) Job restructuring Changing tests and training materials Changing college/university or employer policies Hiring a notetaker, ASL/English interpreter, LSQ/French interpreter, print interpreter or computerized note taker Making sure all videos are captioned Arranging tutoring/instructional services Look at priority registration (permitting early registration) Make assistive listening devices available Making sure the rooms are a hearing accessible environment

Reasonable Accommodations Process Should Include

Methods of Accommodation Consult with the youth who is deaf or hard of hearing to: Determine the precise training or job-related limitation imposed by the individual's disability Determine how those limitations could be overcome with a reasonable accommodation Get the youth's recommendation on accommodation needed In consultation with the youth: Identify and investigate potential accommodations Determine feasibility Assess the effectiveness each would have in enabling the individual to perform the essential functions of learning or job Give primary consideration to the preference of the youth Select and implement the accommodation that would be most effective: Monitor its progress Existing legislation Policy and guidelines on disability and the duty to accommodate (OHRC) Guidelines on accessible education (OHRC)

Principles for Providing Reasonable Accommodations should include:

Reasonable accommodations in a manner that does not stigmatize the individual A mind set that recognizes the individual's strengths and potential contributions to the organization, respects the person as an individual, and exhibits a willingness to engage in joint problem solving The individual affected should be involved in all decision making about his or her school or work including identifying reasonable accommodations A voluntary approach An environment in which hearing loss and reasonable accommodations are accepted, disclosure is not punished, and an individual's desire for confidentiality is respected

Inclusive Design vs Universal Design

'Design for all' and 'Universal design' philosophies both have the same literal meaning. These philosophies originated from design of the built environment and websites, and were initially applied in the context of government provision (from the Design for All Foundation website and the Universal Design Handbook). In the context of product design, both 'Design for all' and 'Universal design' approaches pragmatically accept that it is not always possible for one product to meet the needs of the entire population. Nevertheless, these approaches maintain that all mainstream products should be accessible to as many people as technically possible (from the Universal Design Handbook). In contrast, inclusive design originated with product design, and focuses on choosing an appropriate target market for a particular design, and making informed decisions to maximise the 'Product performance indicators' for that target market. While inclusive design intends to extend the reach of mainstream products, it acknowledges the commercial constraints associated with satisfying the needs of the target market. For websites and the built environment, the target population is generally the whole population, in which case all three approaches have an equivalent meaning.

The 7 Principals of Universal Design

1. Equitable use Definition: The design is useful and marketable to people with diverse abilities. Guidelines: 1a: Provide the same means of use for all users: identical whenever possible, equivalent when not; 1b: Avoid segregating or stigmatising any users; 1c: Make provisions for privacy, security, and safety equally available to all users; 1d: Make the design appealing to all users. 2. Flexibility in use Definition: The design accommodates a wide range of individual preferences and abilities. Guidelines: 2a: Provide choice in methods of us 2b: Accommodate right or left-handed access and use; 2c: Facilitate the user's accuracy and precision; 2d: Provide adaptability to the user's pace. 3. Simple and intuitive Definition: Use of the design is easy to understand, regardless of the user's experiences, knowledge, language skills, or current concentration level. Guidelines: 3a: Eliminate unnecessary complexity; 3b: Be consistent with user expectations and intuition; 3c: Accommodate a wide range of literacy and language skills; 3d: Arrange information consistent with its importance; 3e: Provide effective prompting and feedback during and after task completion. 4. Perceptible information Definition: The design communicates necessary information effectively to the user, regardless of ambient conditions or user's sensory abilities. Guidelines: 4a: Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information; 4b: Provide adequate contrast between essential information and its surroundings; 4c: Maximise 'legibility' of essential information; 4d: Differentiate elements in ways that can be described (i.e. make it easy to give instructions or directions); 4e: Provide compatibility with a variety of techniques or devices used by people with sensory limitations. 5. Tolerance for error Definition: The design minimises hazards and the adverse consequences of accidental or unintended actions. Guidelines: 5a: Arrange elements to minimise hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded; 5b: Provide warnings of hazards or errors; 5c: Provide fail safe features; 5d: Discourage unconscious action in tasks that require vigilance. 6. Low physical effort Definition: The design can be used efficiently and comfortably and with a minimum of fatigue. Guidelines: 6a: Allow user to maintain a neutral body position; 6b: Use reasonable operating forces; 6c: Minimise repetitive actions; 6d: Minimise sustained physical effort. 7. Size and space for approach and use Definition: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. Guidelines: 7a: Provide a clear line of sight to important elements for any seated or standing user; 7b: Make reach to all components comfortable for any seated or standing user; 7c: Accommodate variations in hand and grip size; 7d: Provide adequate space for the use of assistive devices or personal assistance.

Requesting Accommodations

A request for accommodation for you should be reasonable and fair based on: Documented individual needs (i.e. audiogram, letter from accessibility expert) Most inclusive experience in participation (i.e. full communication access) No "undue hardship" in terms of funding or supervision (no excessive costs) Reasonable health and safety for all parties involved Not jeopardizing the minimal requirements of training or work duties http://www.chs.ca/determining-your-accommodation-needs

4 Step AccommodationModel

Accommodations are sometimes referred to as "productivity enhancers". Reasonable accommodations should not be viewed as "special treatment" and they often benefit all employees. For example, facility enhancements such as ramps, accessible restrooms, and ergonomic workstations benefit more than just employees with disabilities. Examples of reasonable accommodations include making existing facilities accessible; job restructuring; part-time or modified work schedules; acquiring or modifying equipment; changing tests, training materials, or policies; and providing qualified readers or interpreters. Here are some more examples. Many job accommodations cost very little and often involve minor changes to a work environment, schedule or work-related technologies: 1. Physical changes Installing a ramp or modifying a rest room Modifying the layout of a workspace 2. Accessible and assistive technologies Ensuring computer software is accessible Providing screen reader software Using videophones to facilitate communications with colleagues who are deaf 3. Accessible communications Providing sign language interpreters or closed captioning at meetings and events Making materials available in Braille or large print 4. Policy enhancements Modifying a policy to allow a service animal in a business setting Adjusting work schedules so employees with chronic medical conditions can go to medical appointments and complete their work at alternate times or locations https://www.washington.edu/doit/accommodation-model

Job Accomodations

Accommodations are sometimes referred to as "productivity enhancers". Reasonable accommodations should not be viewed as "special treatment" and they often benefit all employees. For example, facility enhancements such as ramps, accessible restrooms, and ergonomic workstations benefit more than just employees with disabilities. Examples of reasonable accommodations include making existing facilities accessible; job restructuring; part-time or modified work schedules; acquiring or modifying equipment; changing tests, training materials, or policies; and providing qualified readers or interpreters. Here are some more examples. Many job accommodations cost very little and often involve minor changes to a work environment, schedule or work-related technologies: Physical changes Installing a ramp or modifying a rest room Modifying the layout of a workspace Accessible and assistive technologies Ensuring computer software is accessible Providing screen reader software Using videophones to facilitate communications with colleagues who are deaf Accessible communications Providing sign language interpreters or closed captioning at meetings and events Making materials available in Braille or large print Policy enhancements Modifying a policy to allow a service animal in a business setting Adjusting work schedules so employees with chronic medical conditions can go to medical appointments and complete their work at alternate times or locations

What is Inclusive Design

Every design decision has the potential to include or exclude customers. Inclusive design emphasizes the contribution that understanding user diversity makes to informing these decisions, and thus to including as many people as possible. User diversity covers variation in capabilities, needs and aspirations. http://www.inclusivedesigntoolkit.com/whatis/whatis.html The British Standards Institute (2005) defines inclusive design as: 'The design of mainstream products and/or services that are accessible to, and usable by, as many people as reasonably possible ... without the need for special adaptation or specialised design.' Inclusive design does not suggest that it is always possible (or appropriate) to design one product to address the needs of the entire population. Instead, inclusive design guides an appropriate design response to diversity in the population through: Developing a family of products and derivatives to provide the best possible coverage of the population. Ensuring that each individual product has clear and distinct target users. Reducing the level of ability required to use each product, in order to improve the user experience for a broad range of customers, in a variety of situations.

Accommodation

Under Title I of the Americans with Disabilities Act (ADA), a reasonable accommodation is a modification or adjustment to a job, the work environment, or the way things are usually done during the hiring process. These modifications enable an individual with a disability to have an equal opportunity not only to get a job, but successfully perform their job tasks to the same extent as people without disabilities. The ADA requires reasonable accommodations as they relate to three aspects of employment: 1) ensuring equal opportunity in the application process; 2) enabling a qualified individual with a disability to perform the essential functions of a job; and 3) making it possible for an employee with a disability to enjoy equal benefits and privileges of employment. https://www.dol.gov/odep/topics/Accommodations.htm

Inclusivity Performance

http://www.inclusivedesigntoolkit.com/whatis/whatis.html Inclusive design focuses on the diversity of people and the impact of this on design decisions. However, the complete set of performance indicators should consider a wider set of aspects concerned with People, Profit and Planet, as described in the 'Performance indicator framework' diagram shown opposite. The performance indicators should examine how the different aspects have an impact across the whole life-cycle of the product. This life-cycle typically involves the stages: Develop it Make it Distribute & sell it Use it Pass it on Reprocess it For most current products, the user 'Passes it on' by throwing it in the bin, and 'Reprocess it' involves storage in landfill. However, recycling and refurbishment represent other alternatives for these stages.

Inclusive Design Vs Universal Design

nclusive Design, as we use it, can be seen as Universal Design with a number of provisos. When we chose the term we wanted to distinguish it from the then current associations with the term Universal Design. The associations that we want to avoid are not necessarily part of any formalized definition of Universal Design, but nevertheless are part of the popular assumptions about the term. The distinctions we wanted to make were: The Context: Universal design has its origins in architectural and industrial design - we work in the digital realm where the constraints, design options and design methods are very different. The most important difference is that we do not need to design one-size-fits-all, the flexibility of the digital gives us the luxury and freedom to take a one-size-fits-one personalized design approach to inclusion. The User: Universal design, despite the fact that it has the term universal in it, and counter to the intentions of the originators of the term, has become associated with disabilities and a fairly constrained categorization of disabilities. Other than the commonly quoted principles of Universal Design, much universal design guidance categorizes design advice according to constrained categories of disability. We want to stress that the individual is multi-faceted and the constraints or design needs they have may arise from a number of factors or characteristics, and they all need to be taken into account (e.g., I may be blind, but I don't read Braille, I have some residual vision so the pictures help me navigate, also French is my second language and I'm currently juggling my kids and my job and haven't slept all night so I'm stressed and a little bit distracted). The Method: While the common goal is inclusion, because we are dealing with digital design our design considerations are very different from the non-digital, we can have a differently configured "entrance" for each person, in fact we can have multiple entrances for one person, each for a different context. Similarly we can have a different "handle" for each person and each context or each goal. The design constraints are very different from the domain in which Universal Design originated. While Universal Design is about creating a common design that works for everyone, we have the freedom to create a design system that can adapt, morph, or stretch to address each design need presented by each individual. The common notions with Universal Design that we espouse and stress are: Designing systems so they work for people with disabilities results in systems that work better for everyone. Segregated, specialized design is not sustainable and does not serve the individual or society in the long run. You may ask are we not taking specialization to the extreme? Yes, in one sense we are, but it is common specialization that comes as an integrated part of the system - whether you have a disability or do not have a disability.