Universal Design: Beyond the ADA

Leslie Kanes Weisman
New Jersey Institute of Technology
Newark, New Jersey, USA

Copyright is held by: Leslie Kanes Weisman

Keywords: accessibility, public buildings, inclusive design

Abstract

As a required part of a semester long seminar course titled “Universal Design: Beyond the ADA,” students complete an original research project that involves documenting and analyzing an existing public building of their choosing. The two part analysis includes assessing the building first, in terms of its incorporation of the Americans with Disabilities Act Accessibility Guidelines (ADAAG) (part 1), and second, in terms of its incorporation of the seven principles of universal design developed by the Center for Universal Design at North Carolina State University (part 2). The research concludes with a comparison of the findings in parts 1 and 2, a rating of the building in terms of its overall impact on the comfort and well being of diverse users, and a proposal for specific suggestions for design improvements. Parts 1 and 2 of the research are formally presented in class using PowerPoint. A printed submission of students’ classroom presentations is also required (part 3). Although the term project is enriched by the lectures, videos and readings that are integral to the course in which it is assigned, it could easily be adjusted to accommodate various time frames and pedagogical contexts, using the resources listed below.

Title of module: Term Project: Universal Design and the Public Realm

Leslie Kanes Weisman
Professor of Architecture
New Jersey Institute of Technology
Newark, NJ USA

Date most recently used: September–December 2002

Description

Each student is asked to visually document and analyze an existing public building of their choosing relative to compliance with the American’s With Disabilities Act Accessibility Guidelines ADAAG (Part I), and the incorporation of the principles of universal design that are discussed in class (Part II). Each of these two parts is presented in brief, formally prepared PowerPoint classroom presentations that are separately graded. A printed and bound version of these presentations (Part III) must also be turned in for a grade. The primary goal of this term project is to provide students with the awareness, knowledge and skills needed to help them consciously assess how public buildings include or exclude various users by the nature of their designs, thereby either promoting the democratic values of equality and personal empowerment or the discriminatory practice of segregation.

Selecting the Case Study

I recommend that students choose public buildings that they can conveniently visit and photograph several times, since they need to do so to successfully complete both Parts I and II of the term project. I ask them to be sure to find a facility that will not cause them delays and problems because of security concerns about their taking photographs. To help them in this regard, I give each of them a letter of introduction from me explaining the nature of their research and identifying them as a student enrolled in my course. I tell them to carry it with them, along with their student ID’s, when making site visits.

They can choose from several types of public accommodation, such as hotels, restaurants theaters, shopping malls, banks, hospitals, train stations, museums, schools and health clubs, to name a few. To help them decide, I hand out a listing of all of the types of public establishments that must legally comply with ADAAG l. I inform them that It is imperative that they arrange to have access to their chosen building by the due date listed on the schedule. If they are unable to make these arrangements in a timely way, I ask them to please choose another public building immediately.

Classroom Presentations

PART I: Is the Building Accessible?

This part involves preparing a Power Point presentation saved to a CD that students can bring to class on their assigned presentation date. A laptop computer with CD bay and an XGA projector is provided for their use. Presentations should take no longer than 15 minutes each and should contain photographs that students take of the exterior and interior of their public building (digital photos are easiest, but 35mm photos may also be scanned into their presentations), and a site plan and floor plan layouts if possible. These plans may be drawn by students or obtained elsewhere. In addition, students must explain how these photos illustrate good, fair, or poor examples of the evaluation criteria in the ADA Compliance Checklist for Exiting Facilities that I hand out to them in class. (Copies may be obtained online at http://www.usdoj.gov/crt/ada/). The page layout(s) may be designed in whatever way each student wishes.

Classroom Presentations for Part I should be organized as follows:

Title page (the same as a front cover) containing the following information:

• A project title
• Student’s name
• The name of the selected public building
• Course number and name, semester and year, Professor’s name

Introduction

• Text explaining the purpose of the term project
• An overview of the selected public building. Include:
  1. The name and location of the building
  2. The type of building
  3. Date built and by whom (if known)
  4. Brief general description of the building (for example its size, age, condition and building materials, what happens there, the number of staff, users, visitors etc.)

Evaluation

This section represents the bulk of the presentation. It should include photos, plan drawings, and the checklist of ADA evaluation criteria, with written explanations about how well the various things being depicted in the photos meet these criteria. Students may organize this information and design the page layouts in whichever way they wish

Figure 1:Term Project: Universal Design and the Public Realm, Part I: ADAAG evaluation of Allendale Borough Hall entrance.
Credit: Walter W. Chita Jr.

Description: The image depicted is a page layout containing text and a close-up color photograph of the front entrance of a small, suburban, two-story, Colonial style red brick town hall building. The entrance that is shown is located on the right end of the front of the building. Also visible in the photo, at a sharp angle from the front entrance, is the right side of the building, which forms a corner. There is a sidewalk shown running along this sidewall. Perpendicular to the sidewalk is a short “L” shaped path that leads to a single concrete step clad in red brick veneer. The step leads up to a small porch with a concrete floor, created by a roof over hang that is supported by four slender wooden columns, painted white. The front double doors are located on the recessed façade under the overhang. On the wall just to the right of the doors is a large sign with an arrow that says “entrance, municipal offices.” The written text that is located to the left of this photo, lists five of the ADAAG checklist requirements for an accessible approach and entrance. Between the text and photo is a column of five squares. Green squares signify compliance; red squares signify a violation.

Figure 2:Term Project: Universal Design and the Public Realm, Part I: ADAAG evaluation of Christopher Hope Community Services Center entrance.
Credit:Credit: Christiano Pereira

Description:The image depicted is a page layout containing text in the middle, 3 small color photographs in a column to the right, and two color coded floor plans on the left. The photos and text illustrate and explain how the suburban community service center that is shown complies or fails to comply with ADAAG regulations for entrances in public accommodations. The photo in the upper right hand corner is of the outside of the front door. Extended over the double glass doors, is a green metal canopy supported by two large square red brick columns. On the canopy is a large sign with the name of the center, “Christopher Hope.” The sidewalk is at the same threshold level as the doors. Below is the second photo that is a view of the inside of the glass doors, looking back toward the outside. In the foreground there is a painted wall to the right of the doors where a fire alarm and light switch are located. The third photo in the lower left hand corner of the page layout is a close up detail of the floor just inside the doors, showing the beige and tan ceramic floor tiles, and a grey rubber mat that is flush to the floor surface. The text in the middle of the page in black ink describes the ADA checklist and uses arrows to point to the photos. Compliance is indicated by a green check mark; failure to comply by a red “X.” The text printed in blue explains how the building does or does not comply. The two small floor plans on the far left are numbered and color-coded to show the reader where the views shown in the photos were taken from within the building.

Conclusion

• Summarize the findings. What things work well and what things work poorly in the building being evaluated relative to complying with the ADAAG regulations?
• Rate the building. On a scale of 1-10 (10 being excellent and 1 being very poor/failing), rate the chosen facility in terms of compliance with ADAAG regulations.
• Make recommendations for improvements. How might the building be modified to better comply?

Figure 3:Term Project: Universal Design and the Public Realm, Part I: Conclusions about ADAAG compliance in the Allendale Borough Hall building.
Credit: Walter W. Chita, Jr.

Description: The image depicted is a page layout containing text that summarizes how well the town hall building that is shown in Figure 1 complies with all the ADAAG guidelines. The text located in the top half of the page is titled “Conclusion.” Below it is a list titled “Recommendations,” that suggests various ways to improve accessibility in the building. The “Conclusion,” reads as follows: “While the building appears to be accessible because of its linear layout, and all but one of the rooms are on the first floor, it is quite the opposite. The rear entrance has no rail, and the door latch is not operable with one hand. The departmental counters are not accessible to wheelchair users. The rest rooms, though large enough on the interior, are not accessible because the entrance doors are too narrow, and also don’t allow for proper approach to the latch.” The five “Recommendations,” are: “Installation of lever type handles (same model for consistency) on all doors. A rail to be placed along both sides of the entrance ramp. A lower section of counter at each department window. A relocation and enlargement (to 36 inches) of both rest room doors. Tactile signage at each department (and at proper height) and on a new informational sign in the lobby.”

Figure 4: Term Project: Universal Design and the Public Realm, Part I: Conclusions about ADAAG compliance in Togi Japanese Restaurant.
Credit:Veerapol Suwantaveesri

Description:The image depicted is a page layout containing text (in a column on the left side) and seven small color photographs (in two columns on the right side). This information summarizes and illustrates how well the restaurant that is analyzed in this student’s term project complies with all the ADAAG guidelines. The restaurant is located in the middle of a block on a city street. The top two photographs show the entrance from the outside. The far right photo shows the full storefront-type façade made of glass, with double glass doors to the right. All the glass is inset in sliver metal frames. Above the door is a green canvas canopy. The threshold of the door opening is approximately 16 inches above the sidewalk level and must be accessed by using two steps clad in ceramic floor tile in a pink color. The photo on the top left is a detailed close up of the two steps and the lower portion of the entrance doors. The right door panel is open to reveal the lower part of a small interior entrance lobby. The two middle photos are interior shots. The one on the right shows the tile floor and the narrow width of the aisle that goes from the front to the back of the restaurant. This long aisle is formed by a row of chairs and tables on one side of the interior space, and a long sushi bar with chairs on the other side. The photo is taken from the floor looking up and only shows the lower two-thirds of the chairs in perspective, as well as the metal pedestal base of the tables. The middle left photo shows an exit sign that is tacked to the top of a partition wall approximately 6 feet in height and made of wood frame and translucent plastic. The lower left photo shows a long view of the entire interior of the restaurant from the front to the back of the space. The sushi counter with wooden chairs is on the right side of the central aisle; the tables and chairs are located along the left of the aisle. Each grouping of tables and chairs is divided by a wood framed and translucent plastic partition screen of about four feet in height. The lower center photo is a detailed close up of the partition screens between two tables. The screens are held upright on small wooden legs and are moveable. The far right lower photo shows a close up of a side view of the tables and chairs in the restaurant. It illustrates the distance between the chair seats and the underside of the tables, as well as the height of the tabletops. The text on the left side of the page layout, titled “Conclusion, cons,” Is a list of red “X’s” indicating where the restaurant has failed to comply with ADAAG guidelines. The list reads as follows: inaccessible front entry; almost impossible to incorporate a ramp; front double door leaf too narrow; exit sign not lighted; no emergency light or audible signal; tile floor can be slippery when wet; rear passage less than 36 inches wide; one size fits all tables and chairs; unsecured partition screens; sushi bar counter knee space too shallow.”

Part II: Is the Building Universally Designed?

This involves preparing a second 15 minute PowerPoint presentation documenting the same public building using two additional classroom handouts: A description of the Seven Principles of Universal Design “and “Universal Access Design Principles for the Public Realm.”

Classroom Presentations for Part II should be organized as follows:

Evaluation

I tell students not to use these two new handout as “check lists” that they answer with only a simple “yes” or “no,” as they may have done for Part I. Rather, using written text and photos, I ask them to explain and illustrate how and where their building does or does not embody universal design principles I tell them that they will probably need to take more and possibly different photos to add to those they used in Part I.

Figure 5:Term Project: Universal Design and the Public Realm, Part II: Evaluation of Universal Design Principle 7 in the Christopher Hope Community Services Center building.
Credit:Christiano Pereira

Description:The image depicted is a page layout containing text and 4 small color photographs that explain and illustrate how the community service center shown in Figure 2, incorporates or fails to incorporate the principles of universal design. This page focuses on Principle 7, Size and Space for Approach and Use, which is written in the far left column of the page layout. Underneath that text is a photo of the back of a person using a wheelchair, entering a turnstile by inserting a card into a slot in the entry gate to the right of the wheelchair. The three photos on the upper portion of the page illustrate the following text that is written in black type: “Provide a clear line of sight to important elements for any seated or standing user.” The photo on the top left is of the back of part of the rear of the building, taken from over the tops of the cars in a parking lot. The entrance is clearly identified by a large white entry sign on a green metal cornice that creates an overhang supported by 3 red brick columns. The photo in the top middle shows the interior of one of the rooms in the center. In the right mid-ground are tables and chairs. In the background there is a wall, painted green, with three large glass windows. The flooring is low pile carpet. There is plenty of empty space to maneuver around the furniture. On the far right is a photo of one of the corridors in the center. There are no physical obstructions in the way, and you can see clearly to the end of the hallway, which is well lighted. On the bottom of the page, the text printed in blue explains that these photos were selected to demonstrate that the lines of sight are clear in most cases; and the user can see well from both a seated and standing position. The photo on the middle left of the page was selected to illustrate the following text, located toward the bottom of the page: “Make reach to all components comfortable for any seated to standing user.” The photo above this text shows the interior of a kitchen pantry. In the background are natural wood wall hung and base cabinets with a counter top that holds a sink and many bottles and packages. The blue text explains that the pantry would be a problem for people who use wheelchairs and people of short stature because the objects on the counter and in the top cabinets would not be accessible.

Conclusion

They do not need to write another title page or introduction for Part II. However, in addition to the evaluation described above, they do need to write a conclusion for Part II in which they:

• Summarize their findings. What things work well and what things work poorly in the building they evaluated relative to the principles of universal design?
• Rate their building. On a scale of 1-10 (10 being excellent and 1 being very poor/failing), rate the chosen facility in terms of incorporating the principles of universal design?
• Make recommendations for improvements. How might the building be modified to better comply with the principles of universal design?

Figure 6: Term Project: Universal Design and the Public Realm, Part II: Conclusion/recommendations for improving accessibility and universal design principles in Togi Japanese restaurant.
Credit: Veerapol Suwantaveesri

Description: The image depicted is a page layout containing text (in a column on the left side) and seven small color photographs (in two columns on the right side). The text lists eight recommendations for improving universal design and accessibility in the Japanese restaurant shown in Figure 4. Each recommendation begins with the picture of a small light bulb. The recommendations listed are: “Use tables with round edges and corners; secure partition screens to floor or walls; remove all metal coat hangers from wall; replace restaurant round door knob with lever type handle; rearrange tables at the rear, or use shorter tables to provide wider public passage; provide safe storage for hazardous cleaning products in the bathroom; move register counter forward to provide more space; store only lightweight items on top shelves behind sushi bar.” The seven photos on the right side of the page illustrate, starting at the top left, a typical restaurant table and chair. The table has very sharp corners. To the right is a close up photo of a metal coat hanger on a wall covered in flocked green wallpaper. Below and to the left is a close up detail of the glass double front doors of the restaurant taken from outside. It shows two horizontal metal bars across the glass panels, and on the center doorjamb, the word push is posted in a vertical position. Directly below is a close up photo of a small painted wooden table in the corner of a bathroom. It is taken looking down on the top of the table. On the shelf under the table there are cleaning products and toilet paper. To the right is a photo of the Togi restaurant menu, placed on top of one of the wood tables. Below that is a photo of about a fifteen foot section of the sushi bar The back of a woman is shown from the waist up, sitting at the bar. Behind the bar there are two men in white chef uniforms with white hats, preparing food. To the left of this photo, is a picture of a table and four chairs, two on each side, taken from above. To the right and left of the table and chairs, there are four feet high wood framed partition screens with translucent plastic panels. There is a wall behind the table and chairs that, with the screens, form a small alcove.

Term Project Conclusion

Students summarize their findings for both Parts I and Parts II by answering in writing the following:

• What are the similarities and differences between accessible design and universal design?
• What are the most important things you learned from doing this project?

Part III: Written Submission

The written submission is basically a print out of the two Power Pint classroom presentations. I tell students not to wait until the day before it is due to try to have it printed because something ALWAYS goes wrong! I ask them to plan ahead and go to a copy center or campus facility WELL IN ADVANCE.

I require printed pages to be submitted in a bound, 8 ½” x 11” vertical or horizontal format that is spiral bound at a copy center, rather than stapled or placed in a clamp down or hole punched type folder. I also ask that students include in their submissions, a copy of the CD they used in their classroom presentations. (I ask them to simply tape on a correctly sized stiff piece of paper on the inside of the back cover, label the CD with their name and project title, and slip it into the “envelope.”

I inform them that written submissions will NOT be returned and suggest that if they want a copy of their term project, they should make a second print out before the submission and/or retain their original CD for future reference and use.

Educational value

Three primary educational goals inform the format and content of this term project. The first is to raise awareness among students that public buildings and settings, allegedly open to all, can include or exclude various users by the nature of their designs, thereby either promoting the democratic values of equality and personal empowerment or the discriminatory practice of segregation. The second is to develop an understanding among students that although a minimally code compliant public building may be “accessible” by legal definition, it may also be very poorly designed from the perspective of diverse user groups and the philosophy of inclusion that universal design fosters. The third goal is to encourage students to become effective advocates of human-centered design excellence in the public realm, as both citizens and future designers.

Objectives

Students learn to understand the legal code requirements for public accommodations as outlined in the ADA Accessibility Guidelines (ADAAG)

Students learn to understand the seven principles of universal design at various scales, from products to public buildings and spaces

Students learn to understand the differences and commonalties in barrier free, accessible, and universal design

Students learn to observe and analyze the presence or absence of both code compliance and inclusive design features in real public buildings and spaces

Requirements

The course is open to any upper division undergraduate student, regardless of academic major, and to graduate students in the Master of Architecture degree program. No specific course pre-requisites are required.

Readings/Resources

“Fact Sheet 1: Who has Obligations Under Title III?” a listing of types of public establishments (with examples) that must comply to ADAAG. Developed by Adaptive Environments Center under contract to Barrier Free Environments. Contact http://www.adaptenv.org

Checklist for Existing Facilities, ADA Compliance Materials, developed by Adaptive Environments Center and Barrier Free Environments, available online at http://www.usdoj.gov/crt/ada/checkweb.htm

“A Brief History of Disability Rights Legislation in the United States,” Polly Welch and Chris Palames, Strategies for Teaching Universal Design, Polly Welch, ed., Adaptive Environments, 1995. Pp. 5-12.

“Universal Design: What it is and Isn’t,” Abir Mullick and Edward Steinfeld, Innovation, Spring 1997. Pp. 14-18.

“Is it Universal?” Molly Follette Story, Innovation, Spring 1997. Pp. 29-32.

“Universal Access Design Principles for the Public Realm” developed by Adaptive Environments, Inc. Contact http://www.adaptenv.org

Schedule:

Week 2: Discussion of term project requirements

Handouts:

• Term Project Assignment
• Professor’s Letter of Introduction to Students for Site Visits
• “Fact Sheet 1: Who has Obligations Under Title III?” a listing of types of public establishments (with examples) that must comply to ADAAG. Developed by Adaptive Environments Center under contract to Barrier Free Environments. Contact http://www.adaptenv.org
• Checklist for Existing Facilities, ADA Compliance Materials, developed by Adaptive Environments Center and Barrier Free Environments, available online at http://www.usdoj.gov/crt/ada/checkweb.htm

Week 5: Decision by students on selection of public building to be used for term project case studies

Turn in a typed Term Project Information Sheet the includes the following:

• Student’s name
• Name of Public Facility (Newark Public Library, Penn Station etc.)
• Type of Facility (library, train terminal etc.)
• Location of Facility
• Description of Users (staff, public visitors, commuters, etc., estimated numbers of users per day, age ranges, gender, whatever other demographic information you find pertinent/relevant )

Discuss term project requirements for Part II

Handouts:

• The Seven Principles of Universal Design
• “Universal Access Design Principles for the Public Realm” developed by Adaptive Environments, Inc. Contact http://www.adaptenv.org

Week 9: Presentations of Term Project Part I

Week 11: Presentations of Term Project Part II

Week 13: Written Submission of All Term Projects Due

Evaluation criteria (as given to students):

• The required format is followed and all the required content is included
• The text is well written and the analysis is thorough and accurate
• The visual documentation is sufficient and well chosen to support the analysis
• The graphic design is legible and the content is logically and clearly organized
• The overall project strongly conveys the student’s understanding of accessibility and universal design

Reflections:

Students who complete this project inevitably report an increased sensitivity to the range and scope of human diversity and the complex ways in which the designed world affects people. They say that being asked to discover and analyze the concepts discussed in the classroom in real public settings gives them confidence in their mastery over the subject. Moreover, this approach makes the learning experience far more personal, meaningful and memorable then traditional testing based on the memorization of facts and definitions. It is not uncommon for students to suggest to me that the course be made a general university requirement for graduation. Some times I teach the course in which this project is required as an architecture elective, other times as a senior thesis “capstone” course open to any upper division undergraduate student, regardless of academic major. In this latter case, typically 35 to 40 percent of those enrolled are computer science, engineering, business management, science, law, or pre-medicine majors. I have found no correlation between a student’s academic major and success with this assignment and/or the course in which I require it. This project could be effectively adapted to raise awareness about disability issues and universal design in a wide variety of courses, from sociology and cultural geography, to urban planning and architecture. I have tried this project three times in the past 3 years, and I find the results to be most comprehensive and visually interesting when I am very specific about the required contents as described above, while allowing and encouraging maximum flexibility for students in the organization of the material and the design of their page layouts.

For more information contact Leslie Kanes Weisman at weisman@njit.edu.

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