Access Insight - Autumn 2023

The Magazine for Association of Consultants in Access Australia AUTUMN 2023

ACCESS 2023 ACAA Conference

ACAA STATE NETWORKS NEW SOUTH WALES Contact: ACAA NSW Chairperson Robyn Thompson

IN THIS ISSUE 3

From the President’s Desk

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Opening up water safety for people on the Autism Spectrum

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Access 2023: ACAA Conference

VICTORIA Contact: ACAA VIC Secretary Lynda Wilem

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Braille on handrails: a personal and professional perspective

WESTERN AUSTRALIA Contact: ACAA WA Chairperson Vacant

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Flight announcements take off with PAstream

COMMITTEE OF MANAGEMENT

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Design for People on the Autism Spectrum

SOUTH AUSTRALIA Contact: ACAA SA Chairperson Grant Wooller QUEENSLAND Contact: ACAA QLD Chairperson Angela Chambers

President: Lindsay Perry Vice President: Farah Madon Secretary: Lynda Wilem Treasurer: Howard Moutrie Ordinary Members: Hamish Murray, Sharlene Howland, Bruce Bromley, Daniel Bedwell

22 Technical Insights:

Luminance Contrast - Is what you see, what you get?

25 Would you believe it???

ACCESS INSIGHT EDITOR Farah Madon

ACCESS INSIGHT EDITORIAL TEAM

GET IN TOUCH

Christine Cheung and Jane Bryce

PO Box 252, New Lambton NSW 2299

COVER PHOTO CREDIT

admin@access.asn.au

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0493 100 306 www.access.asn.au @accessconsultantsaustralia

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ASSOCIATION OF CONSULTANTS IN ACCESS AUSTRALIA / ACCESS INSIGHT / AUTUMN 2023

FROM THE PRESIDENT'S DESK

O

ur Autumn issue features four articles that are guaranteed to get you thinking about matters outside of our normal day-to-day routines as access consultants.

How do we design to promote inclusion for people on the Autism Spectrum? What is the latest technology around hearing augmentation? What is it like to actually use Braille on handrails and does it work? And what about water safety for people on the Autism Spectrum? Read on to find out…you will not be disappointed in the articles.

In other news, our new website is getting very close to launching. Bruce Bromley has been working closely with the developers and we are almost there…this is a very exciting achievement for ACAA. Another exciting event is the upcoming ACAA Mini Conference at Luna Park Sydney, on Friday 15 September 2023. We will have six sessions that cover a mix of technical and research topics. Places are limited so I would encourage you to register sooner rather than later – CLICK HERE for more information.

What I am most excited about for our Mini Conference is the opportunity to see everyone and meet new members. Networking has always been an integral part of the association and I look forward to this becoming once again a fundamental part of what we do. Hope to see you there!

Enjoy this issue and take care.

Lindsay Perry PRESIDENT / Association of Consultants in Access Australia

ACCESS 2023

15 September | Luna Park, Sydney

CLICK HERE FOR MORE INFORMATION

FEATURE ARTICLE

Opening up water safety for people on the Autism Spectrum Royal Life Saving Society - Australia

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or people on the autism spectrum, filtering through the noise, light and stimulation of the everyday world can be daunting.

The typical environment for swimming classes can often lead to sensory overload - all the chatter and noise, the heat from the indoor pool area, arms and legs bumping into each other, the turn taking, the downtime between turns, the militaryprecision of the timing in and out as the half hour clicks over.

However learning to swim is even more critical for children on the autism spectrum, who are three times more likely to drown than those who are not.

Even that may be an under-estimate; many children aren’t diagnosed with autism until they reach school, so we simply don’t know how many children in that under five age group who drown had undiagnosed autism.

To help make learning to swim a more enjoyable experience for people on the autism spectrum and their families, Royal Life Saving Society - Australia, in partnership with Autism Spectrum Australia (Aspect), developed a new online module for swim teachers.

Shaun Jackson, National Manager Training and Workforce Development at Royal Life Saving said the research showed that lack of swimming skills contributes to the higher-than-average drowning rates.

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“We know that many children on the autism spectrum, and their parents or carers, have had a bad experience as they start out on their learn to swim journey – and that this means many have stopped before they really got started,” Mr Jackson said.

“With this online module we wanted to develop an easily accessible learning resource that will give swim teachers a good understanding of autism, considerations in a learn to swim context, and some simple but specialised strategies and techniques to ensure participants enjoy their lessons and develop those critical swimming and water safety skills.”

Throughout the module there are interviews with children on the spectrum that are learning to swim, their parents or carers and their swim teachers.

Along with regular video interviews learners discover that the module has a very visual focus using footage of swim lessons in action and a range of screen designs, interactions, animations, reflection tools and knowledge checks to maximise engagement and learning.

It is designed to give swim teachers that are starting out in this area of specialised teaching, or those with experience looking to test and update their knowledge and skills, the ability to move forward with confidence and clarity and deliver highly effective and enjoyable lessons.

ASSOCIATION OF CONSULTANTS IN ACCESS AUSTRALIA / ACCESS INSIGHT / AUTUMN 2023

No two people on the spectrum are the same and they will display different combinations of the different characteristics. The module encourages swim teachers to get to know the person they’ll be teaching: their likes and dislikes, and any potential triggers which make it more difficult for them to focus on the lesson.

From the outset of the design process, Royal Life Saving chose to use a social model which focuses on strengths and on enabling, and also on reducing the things and barriers that cause distress.

“We know that people on the autism spectrum think, interact, sense, process information and experience their

environment differently to what is typical,” Mr Jackson said.

“So it is a matter of finding the individual’s strengths and working with them to find reasonable adjustments.

“An example of how swim teachers can adapt their lessons is to actively plan to use literal, concise language and visual supports.

“Equally, teachers need to be aware that when people on the autism spectrum are overwhelmed they can exhibit challenging behaviours. It’s important to work with families to find strategies that help the individual to manage that feeling of being overwhelmed, which is often very distressing for them.

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“Another important element is the hidden curriculum - the set of assumed knowledge that is generally not directly taught because it is considered to be universally known and understood but may not be apparent to people on the spectrum.

“As an example, waiting for their swimming lesson to begin before entering the pool and approaching the teacher is part of the hidden curriculum.

Outdoor facilities can be problematic although indoor environments usually pose even more challenges. This is because they combine all of the outdoor stresses but in an enclosed space which amplifies things such as noise and smell.

“With the right preparation and awareness, swimming teachers can make it much easier for people on the autism spectrum to navigate the hidden curriculum and enjoy their time in the water.”

Reducing background noise, for example turning off any music, trying to schedule lessons during a quieter part of the day, and working with people one-on-one so there is less waiting time can also be beneficial.

Changes to routine, new situations, sensations, people and places can all be highly confronting for a person on the spectrum. So, it is easy to see why swimming lessons can be a distressing experience.

“This online module is all about giving people who are on the autism spectrum the opportunity to experience the sheer joy and health benefits of being in the water, swimming, and giving them the confidence and skills to do so safely.”

Ensuring that everything about the swimming class is structured to be predictable, with adaptions and changes to normal class programs as necessary, make it much easier for people on the autism spectrum to fully participate in classes.

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One of the most common problems experienced by people on the spectrum is the environment of the aquatic centre.

TO FIND OUT MORE about the Swim Teaching for Participants on the Autism Spectrum module go to www.royallifesaving.com.au

ASSOCIATION OF CONSULTANTS IN ACCESS AUSTRALIA / ACCESS INSIGHT / AUTUMN 2023

“Our team is passionate about creating partnerships with organisations that directly and meaningfully improve outcomes for people on Autism Spectrum. Making small changes to the ways we work and think can have a huge impact on the safety and enjoyment of Autistic people when swimming. Royal Life Saving went above and beyond in working together with our Autistic consultants when developing this module, to ensure the content was both respectful and helpful."

Rebecca Street - Autistic Consultant, Aspect

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ACCESS 2023

15 September | Luna Park, Sydney

It has been an exciting couple of years in the field of Disability Access, with a number of key access-related standards being updated, such as AS2890.5 and AS2890.6 (dealing with Accessible parking) and AS1735.12 (dealing with lifts for people with a disability). The highly anticipated AS1428.6 (which will possibly replace AS1428.2) is also getting close to being released for public comment.

Our not to be missed ACAA Conference, ACCESS 2023, provides opportunity to hear about these updates, as well as the latest results of Disability Access Research by University of Technology Sydney and Deakin University.

ACCESS 2023 is available to attend in person or via webinar.

COST: $250 (+GST) conference only $300 (+GST) conference + dinner $250 (+GST) attendance via live webinar

CLICK HERE TO REGISTER Please note: places are limited

Mini-Conference Program 8.30am

REGISTRATION

9.00am – 9.30am

WELCOME + HOUSEKEEPING ACAA President

Lindsay Perry

SESSION 1: TECHNICAL New Carparking Standards AS2890.5-2020 and AS2890.6-2022

Mark Relf & Hamish Murray

9.30am – 10.15am

10.15am – 11.00am

SESSION 2: TECHNICAL New Lifts Standards AS1735.12-2020

11.00am – 11.30am

MORNING TEA

11.30am – 12.30pm

SESSION 3: TECHNICAL

Eric Martin

Upcoming New Standards AS1428.6 12:30pm – 2.00pm

LUNCH + NETWORKING

2.00pm – 2.45pm

SESSION 4: THEORY

Angela Roennfeldt & Farah Madon

UTS Research - Accessibility Design for Bathrooms

Phillippa Carnemolla

2.45pm – 3.30pm

SESSION 5: THEORY Research - Shared Zones (driveways and pedestrian access for the vision impaired) Jen Moon

3.30pm – 4.15 pm

SESSION 6: THEORY Deakin University Research - Sensory rooms

4.15pm

Iliana Ginnis

CONFERENCE CLOSE + AFTERNOON TEA

Association of Consultants in Access Australia Inc w: www.access.asn.au p: 0493 100 306

Access and Universal Design in the built environment Courses Courses will be delivered live online via Zoom enquiries to: admin@accessinstitute.com.au Go to www.accessinstitute.com.au to secure your place in any Course CPP50721 Diploma of Access Consulting - 11 days

CPP50721 Diploma of Access Consulting - Course for Building Surveyors - 8 days

For further information please read the Course Information Handbook

For further information please read the Course Information Handbook

CPP50721 Diploma of Access Consulting Course for Occupational Therapists - 9 days

Bridging Course for CPP50721 Diploma of Access Consulting - 3 days

For further information please read the Course Information Handbook

For further information please read the Course Information Handbook

CPP40821 Certificate IV in Access Consulting Course for Building Surveyors - 5 days

CPP40821 Certificate IV in Access Consulting - 8 days

For further information please read the Course Information Handbook

For further information please read the Course Information Handbook

Access Qualifications via RPL/CT Pathways There is a range of options available to candidates to obtain these qualifications including demonstration of Recognised Prior Learning (RPL) and Credit Transfer (CT).

Contact admin@accessinstitute.com.au for options

Livable Housing Australia - Design Guideline Assessor Course - 2.5 hours For further information please read the Course Information Handbook

Understanding the New Access Provisions in the National Construction Code (NCC) - 2 hours For further information please read and register

Understanding and Applying the Specialist Disability Accommodation (SDA) Design Standard - 2.5 hours

Accredited Specialist Disability Accommodation (SDA) Assessor Course 4.5 hours

For further information please read the Course Information Handbook

For further information please read the Course Information Handbook

LHA Design Guideline Assessor / LHA NCC Livable Housing Design Standard Assessor Course (combined course) - 4.5 hours

Understanding Access and Universal Design in Parks, Playgrounds and Outdoor Spaces - 1 day

For further information please read the Course Information Handbook

For further information please read and register

CPPACC4005 Conduct Building Access Audits Course - 2 days

Understanding Access Legislation and Universal Design in Buildings - 1 day

For further information please read the Course Information Handbook

For further information please read the Course Information Handbook

Access Institute can also provide in house training to any organisation on a wide range of topics relating to access and Universal Design in the built environment.

www.accessinstitute.com.au

T: 03 9988 1979 info@accessinstitute.com.au RTO Provider Number 22404

FEATURE ARTICLE

Braille on handrails: a personal and professional perspective Scott Grimley Scott Grimley has 24 years lived experience of blindness. Qualified as an Access Consultant since 2014 and spent 2 years on the ME64 committee at Standards Australia. A fulltime Commonwealth public servant for over 20 years in diversity, inclusion, and regulatory analysis. He dabbles in disability access for select clients.

I am Scott Grimley, half of a guide dog team, a qualified access consultant, former disability advocate, and basic braille user.

I use braille to locate rooms, toilets, public transport information, labels, and a few other things. I will also use the tactile symbols on signage where braille is missing or seems incorrect.

I have had varying experiences, as a white cane user and guide dog handler, evacuating from buildings over the past 20 years. As a white cane user, I would be taken to the fire

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escape stairwell where the door was closed behind me and instructed to wait for the fire brigade on my own. Other times I have grasped the handrail in the middle of the fire escape stairwell to find my own wayout. As a dog handler at my workplace, I am to evacuate the building on the first alarm and before anyone else. A simple task after the first few false alarms and I now know the route. In other public buildings where I haven’t had practice evacuating, I and my guide dog have had to find our way out without any assistance.

ASSOCIATION OF CONSULTANTS IN ACCESS AUSTRALIA / ACCESS INSIGHT / AUTUMN 2023

During an evacuation, I will use the inside handrail as it is required to be continuous by parts 1 and 2 of AS1428. I will have my white cane or guide dog in my left hand. As I’m left-handed and guide dogs are trained to work on that side too so more often than not, I will have to use my white cane or lead my guide dog down the fire escape stairs in an unfamiliar way in my right-hand.

AS1428.2, clause 10.1(c) requires a tactile indicator in the form of a domed button to be placed on top of the minimum 300mm parallel extension of the handrail where it is not continuous.

I have not encountered a dome button on any handrail in any building I have visited, including health facilities or aged care homes. I am not always sure when I am on the level I am required to exit from. Even with the required 100mm turn back or returned to the end post or wall face, I have trouble finding the next path or emergency exit. I could use my white cane to shoreline along walls to find the doorway or give my guide dog the

Photo: Fire safety door at base of stairs

Photo: Exit signage with braille

Photo: Exit signage on floor at top of fire exit stairs

ASSOCIATION OF CONSULTANTS IN ACCESS AUSTRALIA / ACCESS INSIGHT / AUTUMN 2023

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command, ‘Find the door!’ – if there is one and that takes up precious time.

I have been in buildings where you can exit from a fire escape stairwell to a street or plaza on the fifth floor on one side or exit to a similar situation on the ground floor facing the other way. If the continuous inside handrail of a fire escape stairwell has the dome button or handrail return, is this indicating I have more stairs to find or have I reached the required emergency exit level?

At this point, I would appreciate something more on the handrail to join the domed button. The domed button could be placed before a directional arrow, braille and tactile lettering as outlined in AS1428.4.2, stating Exit, This could be placed on the handrail in a similar way to street names being placed above pedestrian push button controls at street crossings. This would provide some orientation for me to find the emergency exit with my white cane or direct my guide dog in a direction to find the fire exit door to join all the other evacuees.

Photo: Japanese handrails with braille

Photo: Multi-storey fire exit stairs

Photo: Japanese handrails with braille close up

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ASSOCIATION OF CONSULTANTS IN ACCESS AUSTRALIA / ACCESS INSIGHT / AUTUMN 2023

FEATURE ARTICLE

Flight announcements take off with PAstream Michael Fitzgibbon - CNG Systems Managing Director Michael is a specialist in the design of life critical audio systems to serve the transportation market and has been working in the emergency management and mass transit sector for over 20 years.

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elbourne based, CNG Systems has launched PAstream to assist people who are deaf or hearing impaired at airports by distributing live flight announcements, in ’real voice’ audio and text messages to any mobile phone or other internet-enabled device.

Existing systems used for public address hearing augmentation, called AFILS (Audio Frequency Induction Loop Systems), are only beneficial to a limited group of people with hearing impairment who: • Wear hearing aids with a telecoil function • Have activated the telecoil function • Are located or moving within the signal coverage area • Have good residual hearing and are able to understand the sound they are receiving without the aid of lipreading or any other form of visual cues.

However, there are many people with severe to profound hearing impairment who, while wearing hearing aids, cannot benefit from AFILS. This is because they need to lip-read as well as hear the sound, or because not all devices have a telecoil capability and if they do, many users either don’t understand how to turn them on, or simply don’t use them.

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ASSOCIATION OF CONSULTANTS IN ACCESS AUSTRALIA / ACCESS INSIGHT / AUTUMN 2023

These challenges are compounded for people who lack sufficient residual hearing to benefit from wearing a hearing aid, including those who are Deaf and only communicate by signing.

There is high demand for a system that delivers announcements in real time, with 100% coverage to the areas being visited and distribution to a wider range of devices in both text and audio message formats.

CNG has recognised this demand and has developed PAstream in partnership with AviaVox, a global leader in automated voice announcement systems for airports.

PAstream does not require users to download ’yet another‘ software application from the App Store! Simply scan one of the QR codes located conveniently throughout the airport and users are up and running.

A web based app that loads instantly from a QR code or URL. No special software, user registration or personal details required.

Rapid deployment based on a BYOD model where users access the service using their own web enabled devices and internet service.

Operating System independent with coverage wherever internet is available.

No major comms infrastructure investment required.

Text and Audio play back and translation of announcements provides universal and equal access to PA messaging.

New access pathways to PA for hearing impaired and hidden disability groups.

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Leveraging AI (Artificial Intelligence) and AviaVox Artificial Voice Systems, PAstream is a Cloud-based service that extends traditional Airport PA announcements to a passenger’s own mobile device in a familiar, message-bank format with 100% coverage of the airport.

This extended coverage also benefits people with other hidden disabilities, such as autism and ADHD, by cutting through the often-confronting noise and bustle of an airport environment. PAstream allows them to monitor flight information messaging quietly, and at a suitable location for their needs, via text and away from where PA announcements are being made. Text messages can also be translated into other languages.

With the ability to filter announcements by location and also store, read, replay and retrieve past messages in both text and audio form, PAstream allows a user to narrow general messaging to those that are relevant to them based on location, flight details, airline etc., reducing listener fatigue.

In future, CNG is exploring further innovations such as integration with rail systems and providing audio prompts, so the system can be used by people who are blind. Today, the system will be released with both text and audio announcements, with text translation as an option. Pricing has not been confirmed at this stage however, airports have indicated their interest in providing this software as a service to customers with no direct costs to passengers and the airport adopting

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a per terminal annual licence to offer the capability.

ALIGNMENT TO THE NATIONAL CONSTRUCTION CODE AND DISABILITY (ACCESS TO PREMISES – BUILDINGS) STANDARD Background As a class 9b/H2 facility, airports have a requirement under the National Construction Code (NCC) and the Disability (Access to Premises) Standard (DAPS) to provide hearing augmentation (HA) to areas serviced by public address (PA) systems so that people with hearing impairment may have equal access to the announcements being made. These documents form the framework against which building certifiers must ensure compliance.

As described, HA is provided in the form of Audio Frequency Induction Loop Systems (AFILS) which are installed either in the ground or in the ceiling. AFILS are the ’Deemed to Satisfy‘ (DtS) requirements of the NCC and DAPS. However, as mentioned, they have limitations for people who are profoundly hearing impaired or deaf. In addition, they exhibit the following key practical disadvantages: a. They are costly to install and repair for in ground loops. b. The presence of metal (e.g. reinforcement mesh) affects the system performance. c. They are subject to electro-magnetic interference, which may impact usability. d. The signal may ‘spill’ into unwanted areas. e. There is a high probability of damage over time when fixings for furnishings etc, are relocated that require new building works into the concrete floor.

ASSOCIATION OF CONSULTANTS IN ACCESS AUSTRALIA / ACCESS INSIGHT / AUTUMN 2023

f.

They only service a proportion of people who are hearing impaired, i.e. those who have adequate residual hearing and have a suitable hearing aid (i.e. with a ‘T’ coil).

are hearing and, in the process, catering for additional disability groups, such as people with ADHD. c.

Improves message understanding with text transcripts as well as audio, meaning even people who are profoundly hearing impaired or deaf can read the text rather than rely on audio.

d.

There is the ability to translate the message text to other languages using AI translation services.

e.

Users can link their phone audio to Bluetooth-enabled hearing aids.

f.

Rapid deployment at low cost with unlimited coverage can be achieved.

g.

The user interface is simple, intuitive, and familiar, i.e. a message bank style interface.

h.

Extended coverage - There is the ability to receive PA announcements on the device for other areas that the listener isn’t physically in –e.g. monitor gate calls when in food courts, retail areas, car parks, etc.

i.

No special network or receivers are required. The software works on a user’s existing internet connection and mobile device (BYOD/Bring Your Own Device principle).

j.

The software uses HTTPS (Hypertext Transfer Protocol Secure) to ensure the integrity and confidentiality of data.

g. There may be no obvious alert to when an AFILS fails, other than when a customer complains.

PAstream as an alternate HA technology, in the context of the NCC and DAPS requirements.

Both the NCC and DAPS provide for DtS solutions other than AFILS by using ‘receivers or the like’. However, whilst the issuing of temporary, client-owned HA receivers in a static facility such as an art gallery or auditorium is manageable, this approach is not suitable in an airport. Hence, AFILS have remained the primary HA option despite the limitations outlined above.

PAstream leverages the ‘receiver or the like’ option in the NCC/DAPS, i.e. the mobile phone. By using the listener’s own mobile phone/device and internet service as the receiver, the airport does not have to manage the temporary issuing of receiving devices nor build additional telecommunications infrastructure, such as enterprise-class Wi-Fi networks.

As a web application, PAstream is simply activated via a QR code, which will be embedded in the HA signage distributed around the airport. The user does not need to download any new software.

In Summary

PAstream interfaces to the airport PA system through the AviaVox artificial voice platform and has the following key advantages: a.

Provides universal access wherever a user’s phone has internet service.

b.

Will equally serve people who are Deaf/ deaf or hearing impaired as those that

References In preparing this report, the following documents were referenced: • National Construction Code 2022 • Disability (Access to Premises — Buildings) Standards 2010 • AS1428.2:1992 Design for access and mobility Part 2: Enhanced and additional requirements—Buildings and facilities

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FEATURE ARTICLE

Design for People on the Autism Spectrum John Van der Have John is the principal of Bio-Building Design Pty Ltd - Architects and Access Consultants, based in the City of Blue Mountains, NSW. He is an accredited member of ACAA, and also a member of the Australian Institute of Architects. He has designed several medical centres, including a dedicated Autism Centre.

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utism Spectrum Disorder (ASD) is a developmental disability that affects an individual's social interactions, behaviour and overall ability to interface with his or her environment.

Autism is characterised by difficulty in social communication, difficulty in social interaction, repetitive behaviours and restricted interests. There is no cure.

In 2018 there were more than 205,000 people in Australia with ASD, a 25% increase since the previous survey undertaken just three years earlier in 2015 (1). The increase in the prevalence of autism measured between 2015 and 2018 is noteworthy, and parallels corresponding increases in other parts of the world.

A report by Monash University commissioned by the NSW Department of Education estimated that the number of children diagnosed with ASD had grown from 1.1 percent of students in 2013 to 1.9 per cent in 2018 (2). When adjusted for the increase in total enrolments, that was an average increase of 12.2 per cent a year. The prevalence of ASD in schools is expected to increase from 2.0 percent in 2019 to 3.5 percent by 2028, the report says. These NSW statistics reflect similar trends in other states and territories.

DESIGN FOR THE NEURODIVERGENT COMMUNITY A common experience for people on the autism spectrum is sensory overload. They 18

can feel overwhelmed by too many sounds, sights, smells or tactile experiences. This can lead to stress on the mind, nervous system and body. As a result they feel under stress, with many of their senses in heightened states of activation.

Occupational therapists employing techniques of sensory regulation can give children some relief from feeling hammered and disorganised. Sensory integration therapy provides a systematic approach to help the nervous system process sensory input in a more organised way. Sensory integration may involve playful bouncing, brushing, swinging, or pressure applied to the body and joints, and other techniques.

Most children enjoy this kind of therapy. It is a break from other therapies that they may find more wearying.

In a therapeutic or educational setting a sensory room may be provided to enable sensory regulation therapy. For example, in a recent design for an Autism Centre, BioBuilding Design Architects included two sensory rooms.

Additionally we included a music therapy room. Music therapy can give a beneficial sense of rhythm and co-ordination. Various forms of music can benefit people with ASD, ranging from classical music to drumming.

Rooms for music therapy need to be acoustically well insulated.

Design for people on the spectrum needs to consider the impacts on the human senses

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of all choices of building services and systems (for example mechanical ventilation and airconditioning, selection of fixtures and fittings, choice of colours and patterns, etc). Everything that may impact on the senses needs to be given careful consideration.

There is a large body of work internationally that suggests biophilic principles are beneficial to human health. For people with ASD, general health and wellbeing can be enhanced through biophilic elements such as natural lighting and views of nature (3). Natural ventilation (as opposed to air conditioning) is also desirable.

Signage needs to be carefully considered, as people with ASD can be very literal in interpreting signs and social cues (4).

It is widely agreed that acoustics is a vital criterion in design for neurodivergent people.

But how much acoustic insulation is enough, and how much is too much? Questions such as these have implications for construction costs.

Fittings and fixtures within a building for neurodivergent people need to be robust.

Surfaces need to be able to take impact, yet also be resilient. A variety of materials can meet these specifications.

INTERNATIONAL EXAMPLES Magda Mostafa, an Egyptian architect and researcher, has developed a design theory of inclusivity encompassing the needs of the neurodivergent community. She has developed an Autism Friendly Design Guide -

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a framework of design for both the neurodiverse and the neurotypical communities (5). One of the principles she has identified is the need for ‘escape spaces’ - the creation of spatial infrastructure that allows for respectful sensory retreat when needed.

Around the world over recent decades other researchers and activists have also been designing and building facilities for the neurodivergent community.

Building types include residential and transitional living environments, schools and universities. Different techniques and strategies have been employed by different design practitioners. There is still a lot of experimentation in this field, with no overarching global organisation coordinating research. While valuable lessons have been learned by individual designers, there is no international body that collates results as to what works and what doesn’t work.

DESIGN OF EDUCATIONAL SETTINGS Children on the autism spectrum can struggle within primary and secondary schools. Children with ASD may find difficulty interacting with their peers at school - an important social environment for all children.

There have been calls for more resources within schools to enable staff to deal with complex student needs. Additionally, calls have been made for every school to have a staffed ‘time-out room’, where disruptive students can still learn, and at the same time receive counselling and various specific therapies to ensure that they will be safe in a classroom setting. Some NSW public schools have already provided such ‘time-out rooms’, along with dedicated staff.

In classroom settings for children on the spectrum it is important to facilitate natural lighting, at the same time minimising distractions from external activities. Highlight windows, or skylights, to provide natural daylight while blocking out distractions beyond the classroom, can achieve this.

Within the tertiary education sector similar principles apply.

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DESIGN OF DOMESTIC SETTINGS Similar techniques to those mentioned above for schools can be employed in domestic settings. For example, a calming space could be designed within a home. A ‘sensory diet’ prescribed by an occupational therapist could enable calming activities to be included into a child’s daily domestic routine. In this respect, a space that gives a child the ability to control levels of privacy and social interaction is important. Some parents have squeezed trampolines into their backyards, or hung swings from doorways or trees. Parents need to choose activities that are appropriate and fun for their individual child.

Individual spaces for people on the spectrum should be fitted out and furnished to suit the particular individual’s preferences. Personal choice should be allowed, enabling decisions as to how a personal space is finally fitted out, to be by the occupant.

Increasingly, there will be demand for design of residential settings to cater to the needs of both those with physical disabilities and also those with other disabilities including ASD. Home therapy programs for the neurodiverse may, in some cases, require the need for carers to enter the home each day, for possibly many hours each week. In such cases, space will need to be allocated to these carers, and for implementation of the care program that they oversee. Circulation space for carers should be designed so as to not impact the privacy and connectedness of the rest of the family (6).

AUTISM SPECTRUM DISORDER AND THE BUILDING REGULATIONS Given the increasing prevalence of Autism Spectrum Disorder within Australia (and other countries) over recent years, it is only a matter of time before moves are made to include requirements governing design for the neurodivergent community into the building regulations regime.

This has already commenced in a limited way, relating specifically to group homes.

The Specialist Disability Accommodation Design Standard (7) outlines requirements

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for ‘robust construction’ - requirements in the design of group homes that are in addition to requirements in the Building Code of Australia and in the Access-to-Premises Standards.

For group homes, the Specialist Disability Accomodation Design Standard makes reference to a ‘breakout room’, ‘intended to be dedicated and used to enhance learning, exploration or to positively impact mood.

This room would … be expected to make use of activities, equipment, sound and lighting in ways that are appropriate to the current residents.’ (Clause 18 - Breakout room). This design standard may be the forerunner to more detailed guidelines for design for people with ASD. At present we have no agreed guidance on design for people with ASD in environments other than group homes. There is a whole world beyond group homes, with buildings of all types within which neurodivergent people need to to interact, and for which appropriate designs need to be prepared.

References 1.

ABS: Disability, Ageing and Carers Australia: Summary of Findings, 2018

2. May, T. & Williams, K. - Understanding increased enrolments of autism and mental health needs in NSW government schools, Monash University, 2019 3. Dival, Michelle, Different Buildings for Different Minds - Winston Churchill Memorial Trust of Australia, 2018, p 20 4. ibid., p 35 5. Mostafa, M: Autism Friendly Design Guide - <www.autism.archi/> - [accessed 22.05.22] 6. Clarke, A - Residential design through a lens of care - Architecture Australia, MarApr 2022 7.

National Disability Insurance Agency NDIS Specialist Disability Accomodation Design Standard, Edition 1.1, 2019

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TECHNICAL INSIGHTS

TECHNICAL INSIGHTS LUMINANCE CONTRAST - IS WHAT YOU SEE, WHAT YOU GET?

Howard Moutrie ACAA Accredited Access Consultant, ACAA Accredited Fellow, Accessible Building Solutions

The articles featured in Technical Insights are to prompt thought and discussion to assist our members' questions and evaluate their understanding of the technical requirements of Australian Standards and other national/international source material. Technical Insights is intended to provide background information, a different viewpoint, a perspective from an individual with lived experience of disability or to prompt further discussion and/or research by you as an access professional.

F

irstly, what is luminance contrast?

Materials and surfaces reflect light, if they did not we would not be able to see them. For the purpose of this discussion, the amount of light reflected is expressed as it’s luminance reflectance vale (LRV). Pure Black, which theoretically doesn’t reflect light has an LRV of 0 and Pure White which theoretically reflects all light has an LRV of 100. There are a few ways of determining the luminance contrast of 2 surfaces, which is the difference between the LRV of the 2 surfaces and is normally expressed as a percentage. It is important to understand that luminance contrast and colour contrast are quite different. In fact, the colours red and green have a good colour contrast, they are easily distinguishable except for people with RG colour blindness, but in fact reflect basically the same amount of light and thus have little luminance contrast.

Logic would tell you that to calculate the luminance contrast of the 2 surfaces you would compare one value against the other. A simple formula is C = (Lmax – Lmin) / (Lmax + Lmin). This would be fine for people with good vision, but for those with poor vision, the ability to see the variances diminishes. Some years ago, following some research, the formula was changed to what is called the Bowman Sapolinski Equation C = 125(Lmax-Lmin)/ (Lmax+Lmin+25). This equation forms the basis of the requirements for luminance contrast in Australia. Interestingly, though it is called the Bowman Sapolinski Equation it is in fact a modified version of that equation. The equation was modified by the Standards Committee as the original equation provided a result not between 0-100 which the published equation does.

The Australian Standards Committee modified the equation so that a result between 0 to 100 would be achieved.

So how do you determine the LRVs? AS 1428.1-2009 in Appendix B provides two methods, one on site and one in the

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ASSOCIATION OF CONSULTANTS IN ACCESS AUSTRALIA / ACCESS INSIGHT / AUTUMN 2023

laboratory. It is important to note that this appendix is “informative” that means it does not form part of the Standard. That is fortunate because the equation given for the on-site testing is incorrect, it has not been updated for the Bowman Sapolinski equation. So in short, ignore this appendix.

Appendix E in AS 1428.4.1 is normative and thus is part of the Standard and has the correct equation. These are the methodologies which must be followed.

I note that AS1428.1-2021 Appendix B has corrected the formulas but the 2 methodologies are now called contact method and non-contact method, which better describes them (rather than on site and laboratory), but unfortunately has them named the wrong way round. This will be corrected in a future amendment.

The methodologies described, particularly the on-site or non-contact method, are based on testing tactile indicators and are not readily transferrable to the testing of vertical surfaces or more particularly visual marking on glazed doors etc. In fact, it is not clear how the testing of visual

indicators on glazing can be achieved and should be specifically addressed in the Standards in the future.

Technically, the use of published LRVs, for example, for paint colours is not addressed in either Standard, so are they valid? I consider that the use of these published figures is a reasonable design tool even though not addressed in the Standards. It could be construed to be covered by the appendix in AS 1428.4.1 on the basis that the formula for the calculation is given separate to the 2 testing methodologies.

But not all LRVs are the same. From my experience, different instruments will provide different LRVs for the same colour.

Sometimes this variance will be minimal but can be significant. Thus, I think it is always preferred to use the same instrument to measure all surfaces when calculating a contrast. The chart below shows a comparisons of 3 instruments testing the same standard colours. The differences are obvious and not consistent between the instruments.

UNSW Global Report #10180 (25 June 2010)

Colorluminator instrument #102191 means average (June 2011)

CSIRO Spectra photometer report ref: EN13/805 (Jan 2011)

Light Skin

33.92

31.08

28.5

Blue Sky

18.2

17.43

16.3

Foliage

13.59

12.66

11.4

Bluish Green

42.22

39.57

34

Orange

31.36

29.31

23.4

Purplish Blue

11.83

11.4

11.1

Purple

6.55

16.16

6.7

Yellow green

47.05

43.42

35.4

Orange yellow

43.09

41.62

31.9

Green

23.43

21.48

17.9

Red

12.74

11.41

10.9

Yellow

61.24

58.06

45.5

White

90.73

89.09

71.7

Neutral 8

59.93

56.49

48.8

Black

3.39

3.15

3.9

X-Rite chart colour names

ASSOCIATION OF CONSULTANTS IN ACCESS AUSTRALIA / ACCESS INSIGHT / AUTUMN 2023

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The test methodology for given for onsite or non-contact is clearly aimed at tactile ground surface indicators and was originally formulated when there was only the integrated type. For this type of TGSI the method works fine but for discrete and composite tactiles, the field of view of the instrument will detect the surface outside of the tactile and thus give a false reading. On this basis, when using a photometer the test methodology cannot be used to achieve a correct reading.

The original requirement for a 30% contrast was based on an integrated tactile where the whole surface provided the contrast. To compensate for the reduced area of contrast with the discrete and composite tactiles, the contrast was increased to 45% and 60% respectively.

The area of a discrete tactile compared to an integrated tactile is 38% and for a composite tactile is 19%. Given that the vision impaired community indicate that the 30% contrast is insufficient and some research at the University of NSW would seem to support this, I am not convinced that the increase in contrast adequately compensates for the reduced area. Thus, given the difficulty to achieve these higher contrasts anyway, I really doubt if either of these types should be used.

Unfortunately, they have been introduced, industry has “tooled up” to produce them and they tend to be the type preferred by designers and building owners so I cannot see that will be removed from use.

The use of luminance contrast needs a significant amount of research to resolve these issues. Unfortunately, undertaking research can be costly and research in the field of accessibility seems to be constrained by the ability to obtain participants. Like a number of access related issues, we will have to live with what we have until the research is undertaken to indicate a change is needed.

24

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