presentation of the issue

OUTLINE 2007

prologue:

This presentation is about changing how you think, not about cramming information into your heads. You will see lots of examples, but these are a small fraction of what's available out there in the world. Listen to what I say, and think about how to translate it into all design issues, all of YOUR studio projects, and in particular your real projects after you graduate.

Importance of learning the accessibility requirements [code images], and ALSO the concepts of universal design [UD image].

quick history of disability rights

was war related
‘60’s & ‘70’s was Vietnam war vets
modern standards based on research of that era
ABA 1968 (McKenzie) ADD IMAGE?
Rehabilitation Act - 1973, implementation 1977-80
ADA 1990, implementation 1992, civil rights legislation

schools images

architects: compliance or code issue vs. a design challenge
"where minimum becomes maximum" leading to
"legal but dumb"
end up chasing the advancing standards

Who is this for? who is the user? how many people will have a disability during their lives? most of us

We think wheelchairs, but most disabities are not mobility-related, and most people with mobility impairments don’t use wheelchairs. What’s the most commonly usede mobility aid? (cane)

Need for a new paradigm that is

forward looking

design-oriented

Seven Principles of Universal Design

environmental designers' four questions

case studies illustrating the designer's reality with respect to universal design

Grip and controls (often an issue with the aged):

standard: ADAAG 4.27

pattern:

The Closed Fist Test

door knob vs. door lever

sink control

site mobility: Cascade Court

patterns:

Integrated Path: make the accessible route a main route

Low Slopes / Short Ramps: keep slopes at 5% or less except for short ramps (no more than about one foot rise up to 1:12)

Shortest Path: make the accessible route as direct and short as possible, within the context of Low Slopes / Short Ramps

examine at EMU Amphitheatre

apply this to Johnson Hall

building mobility investigation: Lawrence

EMU Amphitheatre revisited

vision: Broadway in downtown Eugene

definition of the problem: safety and wayfinding

patterns:

No Protrusion Hazards
Safe Crossings
Shoreline
90 Degree Corners, No Curves
Visual Contrast

Mobility vs. vision: four crosswalk conditions

Site investigation: Broadway in Eugene as rebuilt in 2002

Wayfinding: Knight Law Center

hearing:

strobe fire alarm

278 Lawrence

classroom with ac tile, carpet

office landscape, Oregon Hall

diagram of excellent classroom acoustics

Conclusion

Four (or five) principles

further resources

UD web site: http://www.design.ncsu.edu/cud/

The Access Board http://access-board.gov

Fred’s web site

"universalized" UO ADAAG

Universal Design Handbook, FT chapter

Q & A

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