UNIVERSAL DESIGNS FOR

ACCESSIBLE SPACES FOR

PERSON WITH DISABILITY
 UNIVERSAL DESIGNS
• The designs of products and environments to be usable by all people, to the greatest extent possible,
without the need for adaptation and specialized designs.
• It means creating spaces that meet the needs of all people, young and old, able and disabled.
• It can reduce fatigue, increase speed, decrease errors, and decrease learning time for all user.
• Accessible designs includes the needs of people whose physical, mental, or and environmental conditions
limit their performance.
• It addresses the large issues of usability by making things easier for everyone.
 UNIVERSAL DESIGN PRINCIPLES

S.N PRINCIPLES OF UNIVERSAL DESIGNS

O
1 Equitable use
2 Flexibility in use
3 Simple and intuitive use
4 Perceptible information
5 Tolerance for error
6 Low physical effort
7 Size and space for approach and use
 UNIVERSAL DESIGN PRINCIPLES

Fig:1
Principle 1: Equitable Use
The building's design should make it equally usable by everyone. If it
cannot be identical, the several means provided must be equivalent
in terms of their privacy, security, safety and convenience. It avoids
segregating or stigmatizing any use.

Principle 2: Flexibility in use

Fig:2
The building's design should allow people to use its design features in
more than one prescribed way. It should accommodate both right and
left-handed use and be adaptable to the individual user's pace. The
building's design should have the built-in flexibility to be usable even
when it is employed in an unconventional or unanticipated manner.
 UNIVERSAL DESIGN PRINCIPLES

Fig:3
Principle 3: Simple and Intuitive
The building should make it easy for everyone to understand the
purpose of each design feature and how to use it. Moreover, its means of
use should be obvious so that it operates as anticipated.

Principle 4: Perceptible Information Fig:4

The building should provide all essential information in a variety of
modes to ensure effective communication with all users regardless of
their sensory abilities. The information provided must be presented
with sufficient contrast to surrounding conditions.
 UNIVERSAL DESIGN PRINCIPLES

Principle 5: Tolerance for Error Fig:5

Ideally, the building's design should eliminate, isolate or shield any design features
that could prove inconvenience any user. When potentially dangerous conditions
are unavoidable, users should receive warnings as they approach the design
feature. The building's design should also anticipate accidental or unintended
actions by any user to minimize the inconvenience and/or protect the user from
harm.

Principle 6: Low Physical Effort Fig:6

The building's design should employ design features that require little or no
physical force to use them. If a low level of force is required, any user should
be able to engage the feature without assuming an awkward or hazardous
body position.
 UNIVERSAL DESIGN PRINCIPLES

Fig:7
Principle 7: Size and Space for Approach and Use
A building's design features should provide an adequate amount of space that is
appropriately arranged to enable anyone to use them. In addition, the space
needs to be arranged to provide a clear path of travel to and from important
design features for all users.
 DISABILITY

• Persons with disabilities include those who have long-term physical, mental,
intellectual or sensory impairments which in interaction with various barriers may
hinder their full and effective participation in society on an equal basis with others.
• People with a disability may include:
 people who are blind or partially sighted
 people with learning or intellectual disabilities
 people who are deaf or hearing impaired
 people with a physical disability
 people with long term illnesses
 people with mental health or psychological difficulties
 people with an acquired brain injury
TYPES OF DISABILITY

Visual &
Physical Intellectual
Auditory
disability disability
disability

Learning
Autism
disability
 PHYSICAL DISABILITY

• It is a limitation on a person's physical functioning, mobility, stamina.

• It Includes physiological, functional and/or mobility impairments.
• It Can be fluctuating or intermittent, chronic, progressive or stable, visible or
invisible.
• There are two major categories under the Physical Disability Group Musculo
Skeletal Disability and Neuro Musculo Disability.
• Musculo Skeletal Disability defined as the inability to carry out distinctive
activities associated with movements of the body parts due to muscular or bony
deformities, diseases or degeneration.
• Neuro Musculo Disability defined as the inability to perform controlled
movements of affected body parts due to diseases, degeneration or disorder of
the nervous system.
UNIVERSAL DESIGN FOR PHYSICAL DISABILITY

• One entry to the home is level inside and out, with no steps to impede
people with mobility limitations.
• Exterior doors and interior hallways are at least 36 inches wide to
accommodate wheelchairs.
• Environmental, utility and appliance controls are positioned at heights that
are within easy reach of people using a wheelchair or scooter.
• Bathroom walls are reinforced to permit attachment of grab bars.
• At least one bathroom is located on the main floor for people who cannot
climb stairs or have difficulty doing so.
• Lever-style door handles are used to accommodate people with disabilities.
 INTELLECTUAL DISABILITY

• It characterized by below-average intelligence or mental ability and a lack of

skills necessary for day-to-day living.
• People with intellectual disabilities can and do learn new skills, but they
learn them more slowly.
• There are varying degrees of intellectual disability, from mild to profound.
• It has limitations in two areas : Intellectual functioning and Adaptive
behaviors
• Intellectual functioning refers to a person’s ability to learn, reason, make
decisions, and solve problems.
• Adaptive behaviors are skills necessary for day-to-day life, such as being
able to communicate effectively, interact with others, and take care of
oneself.
UNIVERSAL DESIGNS FOR INTELLECTUAL DISABILITY

• Supplementary aids and services which includes making accommodations appropriate to the
needs of the student.
• It may include instruction, personnel, equipment, or other accommodations that enable children
with disabilities to be educated with nondisabled children to the maximum extent appropriate.
• Teachers and parents can help a child work on these skills at both school and home. Some of
these skills include:
 communicating with others;
 taking care of personal needs (dressing, bathing, going to the bathroom);
 health and safety;
 home living (helping to set the table, cleaning the house, or cooking dinner);
 social skills (manners, knowing the rules of conversation, getting along in a group, playing a
game);
 reading, writing, and basic math; and
 as they get older, skills that will help them in the workplace.
 VISUAL DISABILITY

• It is defined as a decreased ability to see to a degree that causes

problems not fixable by usual means, such as glasses or medication.
• It is due to disease, trauma, or congenital or degenerative conditions.
• The term blindness is used for complete or nearly complete vision
loss.
• It includes visual disturbances, corneal disorders, diabetic
retinopathy, congenital disorders, and infection.
• Color blindness is an abnormal condition characterized by the
inability to clearly distinguish different colors of the spectrum.
 UNIVERSAL DESIGNS FOR VISUAL DISABILITY

• Bright colors, wall murals, and changes in illumination can help

persons whose vision is limited.
• Tactile cues, including different floor and sidewalk textures as well
as changes in heat and sound should be there.
• Handrails for balance should be incorporated into the design of
buildings.
• Railings may be useful in many circulation areas, and when in
contrasting color so that a persons with low vision more easily
locate the railings.
• Wayfinding aids should be placed facing the direction of travel
rather than on walls and doors along the corridor sides.
• Matte finishes on architectural surfaces are preferable to highly
polished ones.
 HEARING DISABILITY

• It refers to hearing loss greater than 40 decibels (dB) in the better

hearing ear in adults and a hearing loss greater than 30 dB in the
better hearing ear in children.
• It includes Conductive hearing loss, Sensorineural, hearing loss, Mixed
hearing loss, Central hearing loss, Auditory processing disorders
(APD).
• In children it may affect the development of language and can cause
work related difficulties for adults.
• It is caused by many factors, including: genetics, age, exposure to
noise, illness, chemicals and physical trauma.
• Around 466 million people worldwide have disabling hearing loss (1),
and 34 million of these are children.
 UNIVERSAL DESIGNS FOR HEARING IMPAIRMENT

• Optimize hearing environment for all.

• Optimize interactions between persons and objects to promote
better hearing in an environment
• Consider the need of People to have multiple choices of
interaction with one another.
• Consider the need of different activities to be performed in and
across environment.
• Enable use of environment without extra steps for hearing
access.
• Enable safe, private and secure use of the environment.
 LEARNING DISABILITY

• It is neurologically-based processing problems.

• These processing problems can interfere with learning basic skills
such as reading, writing and/or math.
• They can also interfere with higher level skills such as
organization, time planning, abstract reasoning, long or short term
memory and attention.
• A learning disability cannot be cured or fixed; it is a lifelong
challenge.
• “Learning Disabilities” is an “umbrella” term describing a number
of other, more specific learning disabilities, such as dyslexia and
dysgraphia.
 UNIVERSAL DESIGNS FOR LEARNING DISABILITY

• Using Panopto (lecture capture), which helps reduce the need for notetakers
• Using captioned videos, films and other audio presentations
• Offering flexibility regarding attendance
• Providing texts in alternative formats
• Giving verbal descriptions of visual aids and graphics
• Paraphrasing questions and answers
• Highlighting key points throughout discussions
• Using multiple teaching methods, including lecture, discussion, hands-on
activities, Web-based work and fieldwork
• Providing multiple methods for students to demonstrate knowledge, such as
demonstrations, presentations and portfolios
 AUTISM

• It is a developmental disorder characterized by difficulties with

social interaction and communication, and by restricted and
repetitive behavior.
• It often is accompanied by medical issues such as:
 Gastrointestinal (GI) disorders
 Seizures
 Sleep disturbances
• Autism affects an estimated 1 in 59 children.
• Autism’s hallmark signs usually appear by age 2 to 3.
• It can be diagnosed as early as 18 months.
UNIVERSAL DESIGNS FOR AUTISM
 CONCLUSION

• Universal design increase usability, safety, and health of environments,

products and system.
• Universal design strives to improve the original design concept by
making it more inclusive.
• Universal design should be integrated throughout the design process.
• The concept of universal design should be adopted by India to make
roads user-friendly.
• Public places are one of the most important areas where universal
designs should be adopted.
• The universal design focuses on design solutions in urban spaces for
senior citizens and differently-abled people that should be adopted by
India.
 THANK YOU

SUBMITTED BY: Radhika Sharma , Roopali Jain, Bhawana

Course: B.Sc. Home Science (pass)
Year: 3rd