What is universal design?

Instructions

Clarification of concepts (20 minutes)

• The facilitator introduces the concept: Universal design is about our surroundings, where services, information and buildings are designed so they can be used by all people. Examples include:
  • A universally designed house has wider doors and clearly visible emergency exits.
  • Websites with simple navigation, good contrast and alternative text (description) for pictures.
  • Audio and visible information is provided for travellers to show the next stop on trains and buses.

Universal design is used to prevent discrimination of people with disability, and to enable them to participate in society along equal lines with others. This is a basic human right. In 2006 the UN adopted a convention on the rights of persons with disabilities. A convention is an agreement a country may commit to complying with (it is ratified). When a country ratifies the agreement, national legislation must be amended so the rights in the convention are not undermined. For example, public buildings and services, such as public transportation, medical clinics and airports, must be universally designed. Shops and other enterprises open to “the general public” must also be universally designed.

Group work (90 minutes): Pointing out universal design or barriers in society

• The facilitator starts with an introduction:
  • Universal design is so important because it removes barriers from our surroundings. Examples of barriers include high doorsills making it difficult to pass across in a wheelchair, and no subtexts for the hearing impaired in films. 
  • Do you have more examples? Perhaps you have personal experience of such barriers or lack of universal design?
• The facilitator divides the participants into groups that are instructed to use photographs, audio-recordings or text to point out examples of a lack of universal design.
• The groups can choose one of the following methods:

1. Human Rights Lens: The participants are to photograph barriers in the local community using a camera or mobile phone. They can also design their own example of a barrier and take a picture of it. Inspiration may come from checking the website www.hrlens.no where pupils from eight upper secondary schools in Norway have done something like this. Also check the task “Take pictures of human rights” and the workshop Human Rights Lens.
2. Human Rights Sound: Record a discussion on barriers that people with disability may experience in their neighbourhood or on the national level. Can you interview somebody about this? For example, many local authorities have local associations for the partially sighted or blind.
3. Human Rights News: Search the web to find news articles about the lack of universal design locally and nationally. Choose three news items and write a summary of what these cases are about. It is a good idea to choose some photographs for illustration.

• The groups must connect their “product”, whether photographs, podcast or news articles, to statistics and other relevant information:
  • Describe the barrier: Is it physical, digital or something else?
  • Who is impeded by the barrier? Are there statistics or facts?
  • Can a specific human right or article in the Convention on the Rights of Persons with Disabilities be linked to this barrier? (Link to easy-to-read human rights agreements)
  • How can we change social conditions to guarantee universal design in the situations you have chosen?

Reflection

• How does universal design contribute to realising human rights?
• What is the difference between universal design and individual adaptation? Do you have examples of individual adaptation?
• Is a universally designed society good for everyone? If yes, how?

Debriefing

The civil society (individuals and organisations) and the media should report when there are barriers in society that prevent people with disability from participating along equal lines with others.

Universal design is beneficial for everyone. Universally designed websites are easier for all user groups to navigate. This also applies to buildings and outdoor areas.

In some cases individual adaptations (facilitation) are needed to compensate for various types of barriers. Examples include personally adapted physical aids and interpretation for the deaf and hearing impaired.