OPEN SPACE _ Inclusive Spatial Practice, Bergen School of Architecture (BAS)

INCLUSIVE SPATIAL PRACTICE

Bergen Arkitekthøgskole Bergen School of Architecture

Master’s studio collective: Chenghan Lee, Elisabeth Brandtzæg, Gustavo Machado Majewski, Hanne Ødesneltvedt, Praewa Samachai, Tanguy Danis Master’s studio teachers: Vibeke Jensen, Cecilie Andersson, Charlotte Erckrath Book design: The collective / Praewa Samachai Editor: Vibeke Jensen Print design: Håvard Fadnes Paper: Cover: 150g Profi Silk, Endpaper: 150g Maxi Offset Matter: 120g Soporset Printing: RenessanseMedia AS Publication supported by: Universell – National Coordinator of Accessibility of Higher Education in Norway © 2020 BAS Publisher P.O. Box 39, 5841 Bergen, Norway Printed in Norway Ebook ISBN PDF 978-82-691856-3-8 ISBN 978-82-691856-2-1 www.bas.org

Gustavo Machado Majewski Elisabeth Brandtzæg Hanne Ødesneltvedt Praewa Samachai Chenghan Lee Tanguy Danis ////// COLLECTIVE

INCLUSIVE SPATIAL PRACTICE OPEN

SPACE

Foreword

Creating an

inclusive spatial practice

is a design challenge that needs attention.

Foreword

W

e need to build experience and competence on how to plan for an inviting spatial ambiguity. A monofunctional narrow ramp is just a device to move in a prescribed action from A to B, while design that allows for that same movement can at the same time allow for so much more – if it is done with a different aim and intention of allowing each individual to make a choice. When we plan with universal design in mind, we should therefore not be content with the least possible spatial gesture; instead, we must embrace the plural spatial invitations. We need to look beyond turning radius for wheelchairs and official standards of universal design, towards inclusive architecture of spatial and sensory qualities, in all aspects of design.

When Bergen School of Architecture (BAS) shows interest in universal design, it is as a fundamental attitude that aligns with our open form approaches to education and design. It is with a clear aim to build awareness on the importance of nurturing the ambiguous qualities that allow for subjective positioning in common spaces. For the school, emphasizing open form perspectives has been a way to foster a tolerance for the open-ended situations and how they have an impact on our behaviour and possibility to act as free minds. We believe that applying this social-positioning awareness to the commitment of the designer is crucial to establishing a universal design approach that is respectful towards the individual’s appearance.

We want people to be confronted by places that welcome their engagement and participation, and those places need to be drafted with an explicit wish to include the unforeseen subjective move. We believe that merging open form attitudes with an understanding of universal design will foster inclusive spatial practice.

Situated in an old grain silo, our school building was originally planned for efficient fodder production. The remains from that era were an old and tiny elevator, and a stairway to connect the vertical tower building. In spite and because of the building’s roughness and scale, it functions as a cradle for creativity and re-invention where challenges are addressed bottom-up through spatial experiments and a care for the shared experience of space. Since it was converted to a school back in 1996, layer upon layer of intent is added to comfortably envelop human activity and to accommodate sensory and physical diversity with unconventional solutions made as temporary test beds by the students. Through the many ongoing spatial experiments, the school has become a place to develop a greater sensitivity for different personal and subjective needs and requirements.

8

In 2017, BAS received support from Universell, National Coordinator of Accessibility of Higher Education in Norway, to strengthen our teaching in universal design. We sought to develop teaching that would create a foundation for the “participating subject and codetermination as a premise for universal design” (Deltagende Subjekt og Medbestemmelse som premiss for Universell Utforming). We proposed engaging students and teachers in a joint effort to promote discussions and awareness in questioning how to include the individual voice and choice in shaping our inclusive places. The aim was to nuance the focus on universal design beyond a simplified unambiguous facilitation through turning circles towards a generous embracement of helping people to interact in/with space, improve teachers’ competency by developing a curriculum together with a dedicated group of students, and grounding universal design in architecture education.

The outcome of this initiative is a pedagogic approach to universal design that we want to share in this book, formulated in its title: Open Space, Inclusive Spatial Practice.

Open Space points to a space that is open and accessible to all, and Inclusive Spatial Practice refers to the insertion of this ambition into how we learn, communicate and interact with each other by embracing diverse (in)abilities through direct encounters and experiments with movement, spatial design and communication.

The students worked as a (self-)organized collective to explore and expand the potential and challenges of universal design. The collective established a blog where they updated and documented all activities weekly, which allowed for fluent and media-rich communication with teachers, partners and collaborators.

To get a deeper understanding of the origin and context of the universal design field, each student researched a topic: terms and positions; rules and regulations; institutions of care; mobility; and developments in universal design. We engaged in in-depth text discussions,1 digital resources, lectures and meetings to expand our knowledge and understanding of spatial practice, universal access, inclusive design and user diversity. Everyone’s ideas and work was valued, shared and included. Questions and insights were formulated and the graphic design was enhanced for readability. This research became the starting point for this publication, and is reflected in the first five chapters in the book.

Foreword

Movement studies exploring parameters for mobility in relation to speed, flow and strength.

1. Text discussions: Inger Marie Lid: Citizenship in the space between exclusion and inclusion; Guy Debord: Report on the Construction of Situations; Miessen and Hirsch: Introduction to Critical Spatial Practice; Rem Kolhaas: Elements – Ramp; Pier Vittorio Aureli: Life, Abstracted: Notes on the Floor Plan

9

Foreword

Foreword

Foreword

The BAS mezzanine, a large unheated space above the industrial hall at the entrance of the school, was our 1:1 space laboratory throughout the semester. Here, spatial experiments of movement and repose, accessibility and participation, communication and dialogue took place. These were organized in five 1:1 spatial dialogues and workshops: body map; space map/actions in space; context map; sensory map; and build – each introduced, tutored and reviewed by BAS teachers2 and external guests.3 The students explored and mapped their own bodies’ movement and actions in space and engaged in embodying and accentuating spatial qualities. Each workshop was concluded with a spatial dialogue, where students hosted and staged encounters and reviews with teachers, guests and partners on the mezzanine.

They created a generous space where soup was served and a dialogue cultivated both internally and between the course and the school. Evidence of the first two spatial dialogues and workshops are found in the Body Map / Spatial Interventions chapter in the book.

collective and one partner travelled as far as Copenhagen4 to expand learning and understanding about universal design beyond our laboratory. This is discussed in the chapters about Partner Interactions and Sensory Mapping of exemplary universal design architecture.

The 1:1 interaction with partners was an essential part of the course: throughout the semester, the collective engaged with individuals with physical or sensory impairments who were invited to the school, and the students went with them into the city to understand their everyday spatial challenges. The

With this book, we want to show the processes and knowledge behind and the making of a common oblique platform for the entire school that welcomes all regardless of (dis)abilities. What started with a booklet that positioned the collective within the field of universal design grew with our

Initiated by the build workshop5 and based on the learning from their inclusive practice, the collective designed and built a functional solution for the BAS mezzanine that exceeds current universal design standards – a new wooden floor for the mezzanine consisting of two platforms or stages connected by sloping ramps in three directions and a wide staircase make the space accessible and open to all uses and users in a variety of ways. The process and result are described in the Accessible Landscape chapter. The impressive end-of-semester work of transforming the entire mezzanine into a ramp/platform/stage/stair goes beyond everyone’s expectations regarding accessibility, usability, spatial quality and craftsmanship.

Master’s students at Bergen School of Architecture (BAS) developed the content of this book during the spring term of 2019.

The students built an accessible landscape as part of the research into how to generate a more inclusive spatial practice.

12

Foreword

inclusive spatial practice approach, the quality of the students’ work and visual design into the ambition to reach a bigger audience with a publication. The booklet developed into a 200+ page book that collects and analyses reference projects, and discusses terms, guidelines and universal design policy. The partner meetings were documented through drawings, photos and text to nuance the image of need and discuss ambiguous spatial quality preferences. The book conveys our focus on developing and documenting methods to map complex situations (soft mapping) and to understand the body and how it reacts in spatial situations (body mapping). Full-scale drawings of the body and its moving parts developed into explorations of embodied actions in space, mapped and explored in drawings and spatial interventions. Finally, the book shows the resulting transformation of the mezzanine into what we think of as an “Accessible Landscape” that integrates and allows for continued explorations and interactions in an open dialogue.

Within the 2019 spring semester, we explored and reflected on the topic through analysis, a building project and compiling of this book. We hope and think the relevance of the work goes beyond that of our internal teaching, to add to the important discussion on how inclusion can be given form.

Tanguy exploring Actions in Space: “Getting up towards the light”

Cecilie Andersson Vibeke Jensen

2. Vibeke Jensen (main teacher Open Space ­– Inclusive Spatial Practice master course, BAS 2019); Cecilie Andersson and Charlotte Erckrath (Body Map & Sensory Mapping workshops).

3. Dino Karabeg and David Price (Context workshop); Camilla Ryhl (Sensory Space/Copenhagen); Santiago De Waele (Build workshop); Tina Therese Larsen (midterm and final review) 4. Programmed and guided by Camilla Ryhl, Senior Researcher at the Danish Building Research Institute, Copenhagen, Denmark.

5. Led by Santiago De Waele, technical director of Triennale Brugge, Belgium.

13

Foreword

Thanks/ Acknowledgments:

We are proud to share this book and thank everyone who has inspired its content, especially universal design expert Camilla Ryhl; design and build instigator Santiago De Waele and assessor Tina Therese Larsen.

We wish to thank the partners in particular for sharing their expert knowledge and personal experiences, and the collective wants to thank Jeroen MarrĂŠ for his assistance with their texts.

We want to thank Universell for the support both for the preparations and for the finalization of the book.

14

Foreword

15

How to read the book

16

Don’t be overwhelmed by my one impairment, every one of them needs attention equally.

17

How to read the book

!

Introduction

In the beginning, we had “big� design and layout ideas that have been adjusted to accommodate readability. Indeed, it should be a priority for every designer.

We reviewed the fonts, colours and sizes.

People with dyslexia and other sight issues might have problems reading fonts with serif: the small lines that finish each stroke of each letter like in the traditional font Times.

The typical font size in books is 9.2, but we used size 11 as it is easier and faster to read.1 Each chapter has a unique colour to easily navigate between the pages.

18

How to read the book

19

How to read the book

How to read the book Chapter name

Each has a unique chapter colour

Underlining, circling and enlarging words are used to draw your attention, encourage your engagement and questioning.

Bold and italic indicates an important quotation.

!

Introduction that opens a chapter

?

Open questions at the end of each chapter

READ MORE IN CHAPTER X

Small number xx indicates the references that you can find at the end of the book by chapter

Cross-reference reading between chapters

20

How to read the book

21

How to read the book

Contents

22

How to read the book

Foreword How to read the book

6-15 16-23

1. Terms / Definitions / Positions

24-33

2. Rights and Regulations / Public Space

34-55

3. Institutions of Exclusion / Care

56-67

4. Facilitation of Transport / Mobility

68-77

5. Developments in Universal Design

78-91

6. Partner Interactions

92-115

7. Body Map / Spatial Interventions

116-145

8. The Accessible Landscape

146-177

9. Sensory Mapping

178-213

References

214-221

23

Terms / Definitions / Positions

Terms / Definitions / Positions

HANDICAP

NOUN

1 A circumstance that makes progress or success difficult easy .

?

2 dated, offensive, A ?

condition that markedly restricts enables a person’s ability to function physically, mentally, socially.

3 A disadvantage imposed on a superior competitor inferior in sports such as golf, horse racing, and competitive sailing in order to make the chances more equal.

Terms / Definitions / Positions

1

Terms / Definitions / Positions

Introduction You have just read the definition of “handicap�. Maybe you have been offended by this term. But if you knew its history maybe you would not be. Indeed, every word has a history that explains its use today.

In this chapter, you will learn about the position of people with disabilities throughout history and how this has developed in different countries.

We will also talk briefly about universal design in the architectural field and education, and look at advancements in the technology of artificial limbs and genetic manipulation.

26

Terms / Definitions / Positions

!

Rather than taking a scientific position towards disabilities, we look from an architectural point of view and suggest that architects should design for human diversity and not for a standardized human.

27

Terms / Definitions / Positions

TERM HISTORY Handicap More and more, the word handicap was linked with the fact that we put a disadvantage on someone. By 1958, influenced by the two World Wars, this word was used to describe all disabled people, from children to grandparents.2,3

XVI

XVII

Hand in the cap

Handicapped horse races

It is a trading game where two players want to trade some wealth. An umpire decides if that wealth has the same value.

The three players put their hand in the cap and then remove them at the same time to signal if they agree or not by opening or closing their hand.2,3

An umpire decides to put a different weight on each horse. Each of the horses will have an equal chance of winning the race. This context for the word handicap was then used in different kinds of races and areas others than sport.2,3

XIX

POSITION HISTORY People who differed from the norm were excluded from society because people thought that God had doomed them. Beggars used them as mascots, especially children.8

0 Age of Mith

28

The difference was recognized but enclosed because people, in general, fear what is not normal. The Christian Church took care of this in monasteries or in “Hôtel de Dieu”, as it is the “Christian duty”.8, 9

500 Christianity

Some people believed that someone who differs from the norm is punished for his/her sins by God himself. On the other hand, some people thought that they were closest to God because they were living in purgatory on earth and when they died their souls would go directly to heaven. 8,9,10

1000

Politically correct

Slang

The Americans with Disabilities Act (ADA) was enacted in 1990.4 Its purpose was to make sure that people with disabilities have the same rights and opportunities as those who do not, and thus reduce discrimination.5 The word handicap was abandoned for ethical reasons when describing people and also because the term had been imposed on people with disabilities rather than it being a choice.

Handicap is a defect; disability is a consequence.6 It is something that we have, not that we are.

We have to understand that the politically correct is something that varies a lot, depending on culture, language, education and personal experience.7 In the French language, the word handicap is still used without offence, even though a minority of people have started asking for change.

In the Norwegian language, handicap and impaired functioning (nedsatt funksjonsevne) are both used very commonly, but the latter term is considered more polite.

Slang language always has a powerful influence, including on how language evolves and how people perceive words in general.

Some languages and cultures have slang terms that play on the word handicap, and these are seen in a very offensive way.

XX

The care for the poor and the disabled had become more of a civic duty, with some wealthy people building institutions in the hope of boosting their reputation or being seen as a “person of the people”. 8,9

XXI

The Age of Enlightenment was a new start for sciences and philosophy. Their humanism gave a new understanding of disabilities.

For example, Diderot raised debates about education and the natural fool; Charles-Michel de l’Épée was one of the first to teach sign language (though sign language had existed for a long time); and Valentin Haüy and Louis Braille helped to improve education for blind people using a tactile writing system.8

In England, in 1834, the Poor Law Amendment Act defined English Society’s obligation towards destitute,² aged, sick and disabled people.

More than 300 workhouses were built following this act.

A workhouse was a mixture of industry and housing for isolated poor and/or disabled people. The living conditions were rough and sparse. This law and the workhouses that followed were deliberately designed to punish and to discourage “idleness”.9

1500

1750

1834

Christianism Crisis

Modern Thinking

England Poor Law Act

29

Terms / Definitions / Positions

Disability

Terms / Definitions / Positions

Physical disability

Mental illness

Social issue

Most people who think about a physical disability might have a picture of a wheelchair in mind. Nonetheless, we need to understand that there are many more physical problems that the human body can have, varying in severity and whether or not other people can see the disability.10 In the European Union, 40% of the population is considered to have limited mobility.11

Mental disorders cover a wide array of disabilities, including social anxiety, mood disorder and psychosis. These disorders are very underestimated by most people as they are invisible to the eye and unknown by most.

Architecture has an essential role for people with mental disabilities because they tend to experience space, light and shadows differently. The architect should be aware of this.

Having a disability is a social issue as long as the society is not in an “inclusive mindset�. Activities and the working environment are not always designed for everyone. This excludes a part of the population with those included often not even aware of the disparity.

Excluded people then become isolated among themselves, forming a vicious circle that everyone should be aware of in order to break it.

With rapid global population growth, the cities would underwent major changes, including housing institutions for people with disabilities.

In Norway, in 1853, the first humanist school for mentally disabled people was created. The school faced financial difficulties that prevented them from continuing to look after the children, and the institution became more of a place to get rid of the troublemakers.

In France, during the 19th century, many associations emerged to change the rights and laws for people with disabilities.

In 1898, a law about the responsibility for work-related accidents was finally approved due to the increase in accidents at work.12 Seven years later, the first law on financial support for old, disabled and terminally ill people was introduced.13

1850 Industrial Revolution

1853 Norway First school for people with mental issues

1900 Social Movement

read more in chapter 3

DESCRIPTION

30

ARCHITECTURAL FIELD

Accessibility syndrome

Lack of education

Most countries have a local building code and a standard for accessibility for everyone. But those are not enough to promote equality between all users.

For example, in the USA, on top of the standards for accessibility sits the ADA, mentioned previously, which doesn’t satisfy the standards. Unfortunately, to quote Peter Stratton, the Senior Vice President of Accessibility Services at Steven Winter Associates, “Many architects, contractors, and developers don’t realize this.”14

Design for all is a recent fight in the architectural field. One of the representatives of this movement is Camilla Ryhl, a Senior Researcher at the Danish Building Research Institute where she heads the Institute’s research in the field of accessibility and inclusive design. She also gives lectures about this theme throughout Scandinavia, where maybe the culture is more inclined to do the maximum for the collective.15 Still, the topic has not become widespread and it should really be mandatory for any architecture school.

If you do a quick search on the internet about universal design teaching in architecture, you will likely find individual research from researchers like Asli Sunger or Hubert Froyen, but you will struggle to find a link to a school of architecture.

Terms / Definitions / Positions

UNIVERSAL DESIGN

ARTICLE 1 Source: historicengland.org.uk

1945 World War II

The Universal Declaration of Human Rights (UDHR) was announced by the United Nations to be a common standard for all nations...

read more in chapter 3

The two World Wars changed the shape of the collective mind about disabilities because those events left many people disabled. After WW2, propaganda emerged to say that the disfigured soldier will become great again.

The Paralympic Games were created in 1948 for WW2 veterans by Ludwig Guttmann, a German neurosurgeon.16

“All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.”17

Source: learning.uclg.org

Social movements reused the title of the book by Lefebvre as taglines for better urban design for people with disabilities.

1948 United Nations

1968 Right to the City

50 nations

Henri Lefebvre

31

Terms / Definitions / Positions

PROSTHESES Past

Present

Tomorrow

Prostheses are an artificial substitute for a missing limb. They have existed since the age of civilization, from a missing toe made from leather and wood during the Egyptian period to glasses and an iron mechanical hand during the Middle Ages.18, 19

Nowadays, with the latest advanced technologies, bionic limbs are embracing a new era of almost perfectly replacing a part of the body, like the feet of MIT Professor Hugo Herr.20 Joel Gibbard, from OpenBionic, tries to use technology more fundamentally in a way to democratize technologies that enhance life for people with disabilities, for example making an affordable 3D printed bionic hand. The technology is currently quite limited in functionality, but the products can have a considerable positive impact on the psychology of disabled people.21

In the future, some people dream about an era with cyborgs and enhanced bodies, while some others fear it. There are a lot of books, films and video games where themes like the human condition and discrimination are always present. However, while sci-fi entertainment can be a joy to read or watch, we need to remember one thing: science fiction does not predict the future – it imagines a future to talk about the present.

Article 1

Article 2

The purpose of the present Convention is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity.23

[...]‘Universal design’ means the design

CRPD In Norway, people with mental disabilities got full rights at the beginning of this year through the Liability Act. In France, they had to wait until 2005! A global disability law was enacted in 1975, but it did not mention people with mental disabilities.22

The Convention on the Rights of Persons with Disabilities (CRPD) was announced because the first UDHR was apparently not clear enough...

1991

2006

Norway

United Nations 162 nations

32

of products, environments, programmes and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. ‘Universal design’ shall not exclude assistive devices for particular groups of persons with disabilities where this is needed.23

Source: fra.europa.eu

?

Terms / Definitions / Positions

Terms / Definitions / Positions

Some people seem to believe in a future

world without physical disabilities.

What if architects fall into this way of

thinking and no longer care about accessibility?

Should courses on universal design not be mandatory in every

architecture school?

After first a declaration and then a convention on the rights for people with disabilities, maybe we are going to see the member countries of the United Nations take responsibility for those statements?

33

rights and regulations / public space

Rights and Regulations / Public Space

a complex interaction between people and the environment. Thus, disability Abilities

can also be reduced and limited by adapting the environment to people’s different functional capabilities.1

rights and regulations / public space

Universal design is based on an understanding of disability as Abilities relational. This means that disability is not an individual, Abilities medical problem, but arises in

rights and regulations / public space

!

Introduction

This chapter summarizes human rights, prohibitions on discrimination, right to the city and participation in democracy. It deals with how Norwegian society has developed within international laws and regulations.

Laws influence how we look at each other and what we are entitled to. Laws and regulations say something about how to behave and also how we should prioritize and show consideration for others. The chapter also contains an excerpt of various rights people with disabilities have in Norwegian society and how participation can influence rights. But how important is TEK17 as a tool for shaping the country’s premises into a universally accessible place?

36

rights and regulations / public space

37

rights and regulations / public space

Human rights

Prohibition on discrimination

H

D

uman rights were for the first time systematically

designed in the United States Declaration of Independence in 1776. The French Declaration of the Rights of Man and of the Citizen of 1789 was of great importance and has served as a model for the formulation of the constitution in Norway and several European states. In 1994, Norway adopted a separate provision in the Constitution (paragraph 110 c), where it states, among other things, that “It requires the State Authorities to respect and ensure human rights”.2 In 1949, the Council of Europe was established, which has the task of ensuring democracy and safeguarding of human rights.2 In 2014, there was a new provision called “Human Rights” with several new human rights provisions for civil, political, economic, social and cultural rights.

The European Convention on Human Rights was adopted in the 1950s and is an international agreement signed by 47 member states of the European Council. States are committed to each other to safeguard the individual’s freedoms and rights. The Convention is the most central human rights instrument in Europe, which has a great practical significance for both European and Norwegian rights.3 Citizenship: as a citizen of a country, one has specific duties and rights as a result of the legislation. Some of the rights a Norwegian citizen has are: – the right to work – the right to vote in elections to the National Assembly – the right to be elected to the National Assembly.4

The United States Representative in the Draft Committee, Eleanor Roosevelt, is holding a finished copy of the Universal Declaration of Human Rights.

Image source: UN Photo

38

irect and indirect discrimination on the basis of disability is prohibited.

Direct discrimination means that an act or omission has the purpose or effect that due to impaired ability, some people are treated worse than others in a similar situation.

Indirect discrimination means any apparent neutral determination, condition, practice, action or omission that causes people to be deemed inferior to others due to disability.

Differential treatment that is necessary to achieve a true purpose and which is not disproportionate to the person or people being differentially treated against is not considered discrimination under this law. Differential treatment in working life must also be necessary for the exercise of work or occupation.

The prohibition against discrimination in this paragraph includes discrimination on the basis of functional ability that is impaired, believed to be impaired, has been reduced or may be impaired, and discrimination against a person due to his/her relationship with a person with disabilities.

It is prohibited to contribute to violations of the prohibition of discrimination.

Discrimination caused by inadequate physical facilitation is exhaustively regulated in §§ 9 and 12.5

rights and regulations / public space

Participation in democracy

I

n a democratic society, the elected assemblies should mirror the population, and as a citizen, you have the right to participate in elections and to be elected. Nevertheless, political parties have few specific strategies for recruiting functionally disabled representatives.6 From the living conditions survey (SILC) by SSB (Statistics Norway), it appears that the proportion who stated that they voted in the parliamentary elections in 2013 is equally high among people with and without disabilities. That year and in 2011, there was a trial scheme where citizens in up to 12 municipalities were given the opportunity to vote electronically. The trial scheme aimed to make it easier to participate in democracy, not least for voters with disabilities.7 Many polling stations are not sufficiently accessible for everyone and in a survey of those who voted electronically in the election in 2011, 4% said they chose to vote digitally because of a disability.8 There was a political disagreement about whether electronic elections should continue, where one of the issues was whether elections were secure enough. In 2014, a decision was made to no longer permit electronic voting. 9 As seen in the 2015 population survey by Difi (The Agency for Public Management and eGovernment), people with disabilities are more often politically active outside the electoral channel than the population otherwise (21% vs.

17%). 8 Persons with disabilities more often contact national and local politicians about cases that interest them, and more

Proportion of the population otherwise and persons with disabilities who have engaged politically in different ways, 2017

persons with disabilities the rest of the population

Book: Le Droit à la Ville of Henri Lefebvre from 1968 Image source: inta-aivn.org

Right to the city

T

he right to the city was first proposed by Henri Lefebvre in his book Le droit à la ville from 1968. It is an idea and a slogan that has been reclaimed more recently by social movements and several progressive local authorities alike as a call to action to reclaim the city as a co-created space. 10 Lefebvre placed specific emphasis on the effects that capitalism had over the city, at the same time as urban life was downgraded into a commodity and urban space and governance were turned into exclusive goods. Lefebvre wanted to “rescue the citizen as the main element and protagonist of the city that he had built” and to transform urban space into “a meeting point for building collective life”. 11

Proportion of the population otherwise and persons with different types of disabilities who have engaged politically in different ways, 2017

the rest of the population

reduced mobility

sight and hearing impaired

mental difficulties

other type of disability

40 % 40 %

30 %

20 % 20 %

10 %

0%

Have you ever done anything to influence a decision on the parliament (except voting)?

Had contact with a politician at the parliament about cases that intessed you?

Had contact with a politician at the municipality about cases that intessed you?

0%

Have you ever done anything to influence a decision on the parliament (except voting)?

Had contact with a politician at the parliament about cases that intessed you?

Had contact with a politician at the municipality about cases that intessed you?

39

rights and regulations / public space

Universal accessibility to public space and services often act to influence political decision-making.

T

he Norwegian Building Research Institute (Byggforsk) was concerned with building homes suitable for the elderly in the post-war period, and the understanding of disability in society underwent rational development in the 1960s.

The term universal design was already known when “universell utforming” was mentioned for the first time in a Norwegian publication of the State Council for the Disabled in 1997. 1

Universal design is based on an understanding of disability as relational.

This means that disability is not an individual, medical problem, but arises in a complex interaction between people and the environment. Thus, disability can also be reduced and limited by adapting the environment to people’s different functional capabilities. 1

Within the housing and construction sector, the kommunalog moderniseringsdepartementet (the Ministry of Local Government and Modernisation) has the overall responsibility for universal design and accessibility. Some of the most important instruments include Husbanken loans and grant schemes and the Building Law, with regulations and support for systematic information and competence building. 12 In Norwegian law, requirements for universal design apply to:

READ MORE IN CHAPTER 4

- office buildings for the public and offices with associated outdoor areas - outdoor public areas - outdoor areas for residential buildings with requirements for elevators/lifts - outdoor areas for larger homes.

Accessibility requirements are provided for: - units in a building with a requirement for an elevator - units in a building without a requirement for an elevator where all main functions are on the entrance level.13

40

How do they influence cities and how do cities provide

I

n today’s Norway, most politicians and the population agree that all people are equal and should have the same opportunities for life development and dignified life.

Nevertheless, there are often obstacles in society that reinforce disabled people’s challenges in being able to live in line with their own wishes and participate in society.14 The Norwegian Disability Federation wants to engage people

both with and without a disability to participate in influencing politicians and bureaucracy across the country.

Their most important issues are to create a society for all.15 Inclusion takes place, among other things, through Norway’s Disability Federation being invited to hearings by, for example, large construction projects. In several urban development projects, there is more and more focus on how the city can become a safe place to move around for everyone. An example of facilitated measures in Bergen is the Bybanen, which won a prize in 2013 for good universal design.16 Bergen municipality also promises that the reconstruction plan for Olav Kyrres gate will meet the requirements for universal design.17 Good and thoughtful parking spaces for people with disabilities are also an important element to enable access for all to public places in the easiest way possible.

rights and regulations / public space

Rights for people with different impairments Work and daily activities

P

articipation in work is as important for people with developmental disabilities as for everyone else. Being able to participate in working life plays a major role not only for an individual’s finances, social life and good health but also for the value creation in society. Today, no one is 100% entitled to a job. The Constitution specifies that the state shall ensure “that every person that is able to work can earn a living by work or running a business”, and if not, one shall be entitled to support from the state.18

The Norwegian Labour and Welfare Administration (Ny arbeids og velferdsforvaltning (NAV)) performs work capacity assessments (arbeidsevnevurdering) where they look at what kinds of demands the working life and daily life place on an individual’s opportunities and limitations. They assess whether it is possible to manage these circumstances and whether there are any relevant positions.19 Such an assessment is needed in order to apply for a work assessment allowance or benefit after fulfilling the requirements of the qualification programme. The programme must be adapted to the needs of individuals:

Work provides identity, social contact, personal growth and financial security. In Norway, about seven out of ten people are active members of the workforce.

Image source: Folkehelseinstituttet/fetetyper.no

The major part of the programme will consist of measures that are expected to strengthen participants’ opportunities for transition to work after the programme has ended. The programme can also include measures that can help support and prepare the transition to work. Time can be set for activities that improve participants’ health.20

41

rights and regulations / public space

I

n Norwegian law, citizens who meet certain requirements are eligible to apply for different types of loans and grants that enable them to receive the following: - aids, including school aids, with the exception of teaching aids - hearing aids - custom clothing - a guide dog - reading and secretarial help for the visually impaired - interpreter for hearing impaired - interpreting and companion help for people who are deaf-blind - a motor vehicle or other means of transport - procurement, maintenance, and renewal of necessary and expedient orthopaedic aids, breast prostheses, facial defect prostheses, eye prostheses and wigs.21 If a person is permanently disabled, he or she may be eligible to receive a car on the basis of work or education. The requirement is that the person is not able to use public transport for medical reasons.22

A

person with disabilities may also be eligible to receive personal assistance. In Norwegian law, this is called BPA, short for brukerstyrt personlig assistanse, meaning personal assistance based on a specific person’s needs and habits.

A BPA, i.e. a personal assistant, is supposed to aid a disabled person with their daily needs. This includes domestic, day-today business, such as cleaning, personal hygiene, cooking and shopping. The BPA’s main function is to make sure that the disabled person may live a worthy life and be able to function on a daily basis. Every BPA is supposed to be controlled/ guided by the person he or she is working for.23

42

I

n Norwegian law, people with different disabilities also have the right to collaborate. This is called brukermedvirkning. The right to collaborate means that a person who is eligible for different social benefits, like BPAs or adapted cars, also has the right to collaborate with authorities to customize the social benefits based on his/her personal needs.24 The Norwegian Association of Disabled explains this in the following way: Collaboration is a method designed to increase the quality of social benefits and services needed by those with different disabilities. Collaboration shall no longer be regarded as a substitution for democracy among the disabled/handicapped.

Collaboration shall not be a method, but a right.25

I

n Norway, the law on health and social care (helse- og omsorgsloven) defines different rules and regulations regarding the local municipalities (kommuner) and how they are supposed to run healthcare services and social benefits.

The law states that local counties shall facilitate healthcare and social benefits based on equality among all local citizens.

The goal is to include everyone, no matter the disabilities, and make them feel like part of the local community.23

?

rights and regulations / public space

Rights and Regulations / Public Space

How can laws and regulations enhance the

feeling of discrimination for a person with a disability?

Could following

all laws and regulations of universal design highlight inequality in the appearance and experience of a building or outdoor area?

If the universal design is created as solutions

through architecture and not

something that is added afterwards, what

improvements could result?

Does universal design work for everyone?

And how do we know if it works?

43

Small bookle t

RIGHTS AND REGULATIONS / PUBLIC SPACE

Building law Development of building laws in Norway

In the period 1263–1280, Magnus Lagabøte (Magnus VI Håkonsson) was the king of Norway. During his reign, the first planning legislation was adopted in 1274, called Magnus Lagabøte’s law.26

44

After union with Sweden in 1814, Norway got its own constitution and Christian Frederik became king.27 Building development grew at that time, and separate building laws were used for Christiania, Bergen and Trondheim to protect against city fires and ensure quality and accessibility.28

A national law for all cities in the country came into force in 1845.

It was continuously updated until 1924 when a new law was introduced. 28

RIGHTS AND REGULATIONS / PUBLIC SPACE

A building law for areas outside of the cities was not created until 1965. In that law, the municipalities were required to prepare master plans and new elements were introduced to regulate cultural monuments for conservation.28

In 1985, the Planning and Building Act and Building Regulations came with a new and more comprehensive law that put more focus on the planning process.29

In recent times, several new provisions have been introduced in the planning and building legislation, for example sustainable development, efficient transport system, accessibility for people with disabilities (universal design), and expanding safety, health and environmental requirements.30

45

RIGHTS AND REGULATIONS / PUBLIC SPACE

TEK Building technical regulations is the short name for Regulations on Technical Requirements for Construction Works. When new versions arise, one uses the abbreviation TEK with the year the current (main) version was adopted. The latest version is TEK17, which was adopted in 2017. The regulations contain requirements for design and implementation to safeguard the consideration of energy, environment, health and safety. 31 It states the minimum requirements for a construction to be legally built in Norway.32

46

RIGHTS AND REGULATIONS / PUBLIC SPACE

Some of the regulations in TEK17 about facilitating universal design ยง 8-3. Outside amenity areas

(5) The following apply to outside amenity areas to universal design requirements: a) Developed areas designated for play and recreation shall also have a horizontal field with a solid surface of at least 1.6 m x 1.6 m, which enables participation and equitable use. b) Differences in level in outside developed areas shall be marked with visual and tactile means. c) Columns, balustrades and similar shall visually contrast with their surroundings. 32 ยง 8-5. Pedestrian access to buildings containing dwelling units

(4) Pedestrian access ways to buildings containing dwelling units that are required to have a lift shall also: a) have a minimum clearance width of 1.8 m, except for sections up to 5.0 m long, which may have a minimum clearance width of 1.4 m; b) have a maximum cross fall of 1:50; c) have a solid, non-slip surface; d) have visual and tactile demarcation; and e) have the necessary lighting. 32

47

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 8-6. Pedestrian access to construction works subject to universal design requirements

(1) Pedestrian access ways to construction works subject to universal design requirements shall: a) be step-free; b) have a gradient that is not steeper than 1:15, except for sections up to 5.0 m long, which may have a gradient that is not steeper than 1:12; c) have a resting platform with minimum dimensions of 1.6 m x 1.6 m for every 1.0 m difference in height; d) have a minimum clearance width of 1.8 m, except for sections up to 5.0 m long, which may have a minimum clearance width of 1.4 m; e) have maximum cross fall of 1:50; f) have a solid, non-slip surface; g) have visual and tactile demarcation; and h) have the necessary lighting.32 ยง 8-7. Pedestrian access to outside amenity areas subject to universal design requirements

(1) In addition, pedestrian access ways to outside amenity areas subject to universal design requirements shall: a) be step-free; b) have a gradient that is not steeper than 1:15, except for sections up to 5.0 m long, which may have a gradient that is not steeper than 1:12; c) have a resting platform with minimum dimensions of 1.6 m x 1.6 m for every 1.0 m difference in height. 32

48

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 8-8. Parking space, other standing spaces and vehicular access ways

(1) Buildings containing dwelling units that are required to have a lift, construction works subject to universal design requirements, and outside areas for use by the general public shall have a sufficient number of parking spaces for people with impaired mobility where parking requirements are stipulated in, or pursuant to, the Planning and Building Act. The following apply to these parking spaces: a) the parking spaces must be close to the main entrance; b) the parking spaces must have adequate lighting; and c) the parking spaces must be clearly signposted and marked. (2) Buildings containing dwelling units that are required to have a lift, construction works subject to universal design requirements, and outside areas for use by the general public shall have a sufficient number of standing spaces for wheelchairs, prams and similar as is suitable for the size and function of the construction work and the outside area.32 ยง 8-9. Developed outside areas

(1) Steps in outside areas must be easy and safe to navigate. (2) In addition, steps in outside areas subject to universal design requirements shall also have: a) an even gradient, and each riser shall have the same height; b) handrails on both sides that follow the entire flight of stairs and are terminated with rounded-off edges after the first and last step; c) tactile and visual warning areas before the uppermost step; d) an awareness area before and into the lowest step; and e) a visually marked contrast area on the front edge of the other treads. 32

49

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 12-1. Requirements for layouts and universal design of construction works

(2) Construction works for the general public and work buildings shall be universally designed pursuant to the provisions in the Regulation, unless the construction work or parts of the construction work is, given its function, unsuitable for people with disabilities.32 ยง 12-4. Entrances

(2) Buildings subject to accessible dwelling unit requirements and construction works subject to universal design requirements shall comply with the following: a) The lighting installed in entrances shall ensure the entrance and main entrance doors are visible in relation to surrounding surfaces. b) There must be a visual and tactile awareness area in front of main entrance doors. c) Entrances shall be step-free. d) There shall be a horizontal area with minimum dimensions of 1.5 m x 1.5 m outside main entrance doors. If the door is side-hinged, the area shall lie outside the swing radius of the door. e) Automatic door opener buttons shall be located in a position accessible to people in wheelchairs and such that impact with doors are avoided.32 ยง 12-4. Communication routes

(6) Construction works subject to universal design requirements shall, in addition to the first to fourth paragraphs, comply with the following: a) Communication

50

RIGHTS AND REGULATIONS / PUBLIC SPACE

routes shall be step-free. Gradients shall not be steeper than 1:15. b) Corridors and gallery access shall have a minimum clearance width of 1.5 m. Long corridors shall have adequate space that allows two wheelchairs to pass each other. Sections shorter than 5.0 m, which have no doors, may have a minimum clearance width of 1.2 m. c) There shall be signage and marking that provides the general public with necessary information. Signage and marking shall be easy to read and understand. There shall be a minimum visual luminance contrast of 0.8 between text and the background colour. Signage and marking shall be sited in an accessible location and be easily visible to seated people and pedestrians. The storey number shall be visually and tactilely readable on all storeys. d) Auditory information shall be supplemented with visual information. e) Dazzling lighting shall be avoided in communication routes. f) Columns and similar elements shall be sited to ensure they do not obstruct communication routes.

Columns and similar elements shall have a minimum luminance contrast of 0.4 in relation to their surroundings or be marked at two heights with a minimum luminance contrast of 0.8 in relation to the background colour. g) Directional information shall be provided if necessary where the direction of travel changes. Repeated information shall be as identical as possible throughout the building. h) Large rooms, where the main walking lines cross open spaces, shall have defined walking zones or guidelines. Patterns in the floor that convey misleading directional information shall be avoided.32

51

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 12-7. Requirements for the design of rooms and other living areas

(5) Rooms and other areas for people in construction works subject to universal design requirements shall have: a) a design and dimensions that enable equitable participation and b) step-free access and wheelchair turning spaces. Spaces for wheelchairs shall be sited to ensure people in wheelchairs can operate necessary functions in a satisfactory manner.32 ยง 12-8. Entrance halls and cloakrooms

(2) In the case of construction works subject to universal design requirements, at least 1/10 of the cloakrooms shall have facilities with a maximum operating height of 1.2 m.32 ยง 12-9. Bathrooms and toilets

(1) Dwelling units shall have at least one bathroom and toilet that comply with the following: a) The size and layout must be such that there is unobstructed floor space for a wheelchair turning area in front of the toilet, a minimum of 0.9 m unobstructed floor space on one side of the toilet and a minimum of 0.2 m on the other side. There shall be an access way with a minimum clearance width of 0.9 m to the unobstructed space at the side of the toilet.32

52

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 12-11. Balconies, terraces and similar

(1) Balconies, terraces and similar shall have adequate safety features and quality of use. (2) Level differences greater than 0.5 m shall be secured with balustrades, cf. section 12-15. 32 ยง 12-14. Stairs

(1) Stairs must be easy and safe to use. The width and height of stairs shall be designed for the expected traffic and transport, including escape in case of fire.

(3) In addition to the requirements in the first paragraph, the following apply to construction works subject to universal design requirements: a) Main flights of stairs shall have a minimum clearance width of 1.20 m. b) Handrails shall have a minimum luminance contrast of 0.8 in relation to the background colour. At the beginning of each storey, the storey indicator shall be marked.

Handrails shall continue 0.3 m beyond the top and bottom steps and have rounded ends. c) There shall be a warning area in front of the top step and an awareness area in front of and up to the bottom step spanning the entire width of the flight of stairs. The warning area and awareness area shall be tactilely and visually marked with a minimum luminance contrast of 0.8 in relation to the background colour.

(4) Handrails in buildings subject to accessible dwelling unit requirements and construction works subject to universal design requirements shall be designed to provide a good grip.32

53

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 12-16. Ramps

(1) The width of ramps shall be adapted to the expected transport. The minimum width shall be 0.9 m. (2) Ramps shall have an even, non-slip surface and a maximum gradient of 1:15. A maximum gradient of 1:12 is permitted for sections of up to 3.0 m. For each 1.0 m of difference in elevation, there must be a horizontal resting level with a length of a minimum of 1.5 m. (3) Ramps shall have handrails on both sides at one height, with the upper edge 0.8 m above the surface, or at two heights, with the respective upper edges 0.9 m and 0.7 m above the surface.

Handrails shall visually contrast with the walls and balustrades. Handrails shall be designed to provide a good grip. (4) In construction works subject to universal design requirements, the start of a ramp shall be marked across the entire span of the ramp with a minimum luminance contrast of 0.8 between the marking and the background. 32

54

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 12-17. Windows and other glazed areas

(1b) In construction works subject to universal design requirements, windows and other glazed areas in exterior walls above the terrain shall be protected. In schools and kindergartens, all windows and other glazed areas shall be secured in places where children may be present.

(2) Glazed areas in entrances and communication routes where there may be a risk of collision shall be contrastmarked with glass markings that are visible on both sides and at two levels, with their centres at 0.9 m and 1.5 m above the floor. Patterns in glass markings on doors shall be different from those in glass markings in nearby glazed areas.32

55

Institutions of Exclusions / Care

The UN’s Convention on the Rights for Persons with Disabilities. Around Abilities 15% of the world’s population has a form of disability, according to the World Health Organization (WHO).

This makes people with disabilities Abilities the world’s biggest minority. This Majority convention will ensure that disabled people have human rights just like everyone else.The UN’s Convention on the Rights of Persons with Disabilities says that we have the right to

live where we want, with who we want. 1

Institutions of Exclusion / Care

!

Introduction

Over the last 150 years, the development of institutions (or heterotopias, discussed further shortly) in our society in Norway and Scandinavia has been remarkable.

We have gone from being a society where only the affluent people could afford and pay for care, to giving every single individual the same rights, help and care at the same rate as everyone else. In this chapter, the main focus is on the local pioneers and institutions that have a basis in empathy and have helped bring about changes to the laws and norms for the care of severely disabled people in Norway.

58

Institutions of Exclusion / Care

59

Institutions of Exclusion / Care

The development in Scandinavia

O

n 1 January 1991, a law was passed in Norway that gives people with mental disabilities full rights on the same basis as all other citizens in our community. The law, which is often called Ansvarsloven (Liability Act), signals that the community must take responsibility for people with mental disabilities through ordinary social institutions.2 In the 1950s, some people with mental disabilities were hidden in lofts and outbuildings or were tethered out in yards as if they were animals.

From 1940 to 1960, schools for mentally and physically disabled children were established in many European countries. The schools were usually exclusively for children with physical and/or mental disabilities and as such, they were set up in separate, adapted institutions. However, these new educational opportunities for children with disabilities were offered mainly to wealthy families.2 Gamle Bakkehus

G

amle Bakkehus – a helbredelsesanstalt or “healing institution” – was the first institution in Copenhagen, set up in 1853 as the first systematic offer for mentally disabled people on Nordic soil. This institution encountered economic issues because it was costly to work with only one pupil at a time. To increase the revenue stream, they organized bigger groups, and the institution soon filled up. The institution turned out to be an offer to society to “remove” bothersome individuals, rather than being a development and training programme for the disabled individual. 2 The “development” that Gamle Bakkehus went through was typical for similar institutions established in Europe during the pioneer era around 1850. 2 Lippestad’s Institute

J

ohan Anton Lippestad was a pioneer who in 1870 started developing training methods for mentally disabled people.

Initially, Johan was a teacher at a deaf school in Kristiania, Norway. At first, the training was done alongside the mainstream classes at school, but from 1876, it was organized as a special school programme, named Lippestad’s Institute.

Because of Johan’s work, the school law was changed, and in 1881 the law formalized the rights of school attendance for people with visual and hearing impairments or other disabilities. The law was not implemented until 1892.

Unfortunately, there was a catch: a passage in the school’s mission statement said that all children should, as far as possible, be brought forward to the obligatory confirmation

60

at age 14-15. This was interpreted such that those who were not considered gifted enough to graduate should also not enjoy the new school law. In practice, this meant that the best performers at the school scraped through the system, while the weakest – the majority – did not fall within the remit of the new law.2 At this time, Norway still did not have institutions for children with mental disabilities, while Sweden and Denmark had many. This became a big problem, and thousands of parents were concerned about their children. Even wealthy parents had problems paying for the extra requirements. Johan Anton Lippestad clearly saw the reported problems, and so did Emma Hjorth, Lippestad’s sister who in 1898 established Emma Hjorths Hjem (Emma Hjorth’s Home) with her own funds. 3 Emma Hjorths Hjem

E

mma Hjorth’s Home was an institution for mentally disabled people at Tokerud Farm in the west of the Norwegian city of Bærum. The Home was in operation from 1903 to 1996. For Emma Hjorth (1858-1921), the target group was the “incapacitated”, those who could not get into mainstream schools. The residents of Emma Hjorth’s Home were diverse.

At the school, Emma arranged singing games, small parties, Christmas celebrations, hiking trips and 17th of May celebrations (Norwegian Constitution Day), among other things. The impression one gets from reading about the institution during the early years is that, according to the conditions of the time, the standard was high.4

It is the duty of the staff to ensure that each child receives enough food, served in an appetizing manner, and to cut the food and help those who cannot eat alone. Likewise, it is forbidden to award the children any punishment.4 The children must never be unattended.4 It is the duty of the staff to observe and study each child’s peculiarities and then to adapt, play and employ. On the whole, the staff’s first and last thought must be to take good care of and enjoy the children, so that their lives can become as good as possible.4

Institutions of Exclusion / Care

Emma Hjorth saw her private institution as an emergency social policy solution, and she would have preferred it if the state would be responsible in this area. In 1914 she gave her institution as a gift to the country of Norway.4 From 1915, Emma Hjorth’s Home became a state institution.

Poverty, decay, overcrowded buildings and an extremely high mortality rate marked the next 30 years. From 1946 to 1996, the lives of residents (and staff) were steadily improving: from large, crowded dormitories in 1946 to single rooms in the 1980s, and from passive locked-up existence to daily school, activity or work.4 The act has, on my part, been borne by love and the desire to help, at the same time as it has given me the opportunity to satisfy my great pursuit. Had this not been the case, I would have tired of the many distresses I have encountered and the lack of understanding that my work has often been subject to.4 Emma Hjorth

A child playing drums at Emma Hjorths Hjem.

4

Emma Hjorths Hjem. A home with love and care, for 4 children with disabilities.

61

Institutions of Exclusion / Care

Heterotopias […] Heterotopias are all community places and communities that form opposites to the places and communities that are common. These other places can be located spatially, but are nevertheless in a sense “outside”; Michel Foucault calls such places “Heterotopia”.5 […] As per Wikipedia, “heterotopia is a concept elaborated by philosopher Michel Foucault to describe certain cultural, institutional and discursive spaces that are somehow ‘other’: disturbing, intense, incompatible, contradictory or transforming. Heterotopias are worlds within worlds, mirroring and yet upsetting what is outside. Foucault provides examples: ships, cemeteries, bars, brothels...” […] “The first principle is that heterotopias obviously take quite varied forms, and perhaps no one absolutely universal form of heterotopia could be found.

The second principle is that a society, as its history unfolds, can make an existing heterotopia function in a very different fashion.

The third principle suggests that heterotopia is capable of juxtaposing in a single real place several spaces or sites that are in themselves incompatible.

For the fourth principle, heterotopias are most often linked to slices in time, which is to say that they open onto what might be termed, for the sake of symmetry, heterochronies.

The fifth principle is that heterotopias always presuppose a system of opening and closing that both isolates them and makes them penetrable.

The sixth principle for heterotopias is that they have a function in relation to all the space that remains.”6 “For Foucault, heterotopic spaces were first of all spaces of crisis, or transformative spaces; however these have given way to heterotopias of deviation and spaces of discipline, such as psychiatric hospitals or prisons.

We should think through how spaces of crisis and critique function to open up disruptive, subversive or minority fields within philosophical, political, cultural or aesthetic discourse.” 7

62

Institutions of Exclusion / Care

63

Institutions of Exclusion / Care

New heterotopias

H

eterotopia is a community within another community. A limited space, or marginal space as Michel Foucault would say. A misplacement in society. All institutions in our community could be called heterotopias. Some are inaccessible and some are open for people to come and go as they want. The common thing for these heterotopias is that they are all made to help and care for other people. At least that is what today’s new heterotopias are about. Fortunately, this is something that has changed through history. As mentioned in the introduction, institutions/heterotopias for disabled people have undergone numerous positive developments: from being a way for others to make money, something unknown and a burden to society to being the actual help that a child or an old person needs.

The UN’s Convention on the Rights of Persons with Disabilities8 might have had a huge impact on this progress.

Everyone, regardless of ability, has the right to live wherever they want, with whoever they want.

The Convention was adopted on 13 December 2006, and opened for signature on 30 March 2007. The Convention was negotiated during eight sessions of an Ad Hoc Committee of the General Assembly from 2002 to 2006, making it the fastest-negotiated human rights treaty.8

Tveiterås Skole

T

veiterås Skole is a public special school in the municipality of Bergen in Vestland county, and is an example of a good working new heterotopia.

The school welcomes children from the 1st to the 10th grade.

It opened in the autumn of 1964 as Fana spesialskole, in a converted German barracks at Øvsttun. The location was a temporary solution. In 1970 the school found a new site at Tveiterås and in 1973 the new school was completed.

Tveiterås is a special school for children and young people with mental disabilities and/or with major learning disabilities. Several of the pupils are wheelchair users with major mobility issues. The school currently has about 50 employees and 38 pupils.

For a long time, the politicians of Bergen have discussed moving, or even closing, the school. On 16 May 2018, the politicians decided to keep the school’s location and at the same time build a new and better school.9

64

Pupils from Tveiterås School out hiking. 11

This is a group that needs to be seen. Especially now. We can’t just think about the money. This is going to be a good place to be. A place for playing, learning – a good community. It will also be a place for knowledge and development – so that we can facilitate even better for pupils who need it, both here at Tveiterås and at the reinforced departments that we have at other schools in the municipality10 Dag Inge Ulstein, finance commissioner in Bergen Municipality The fact that we are still to be in the same place has always been our goal. It is a safe place for the pupils. The outdoor area is absolutely beautiful, and is at the same time sheltered. It is also close to nature. All this is important.10 Sigrun Tveitnes, Tveiterås Skole Principal

Institutions of Exclusion / Care

Social disability

S

o far in this chapter, only institutions for people with mental disabilities have been mentioned. Today, we have a lot of different institutions that have been set up essentially to help people with different needs or challenges, be they physical, mental and/or social. The latter issue of social disability, or exclusion, is maybe the most challenging one for society as a whole to deal with, for example, helping people who got involved in drugs and are shut out from their families and friends – and society. Fortunately, we have different ways to help these people – where they can come and eat with other people in the same situation, as well as having the possibility to talk to professionals if needed. So, instead of hanging out in unsafe areas, there are some places people can come to rest and to get help. No one can be forced to do anything, but they should have the opportunity to choose a life without drugs and get the help they need to actually manage it.

Strax House in Bergen

T

he Strax House helps addicts over the age of 18 to improve their life situation. The offer is managed by Bergen municipality, and is made to reduce physical, mental and social problems as a result of drug abuse.

This is a place where people with problems related to drug addiction can come and go as they want – they don’t get locked in because of their physical or mental condition. After Nygårdsparken closed in August 2014, the area around Strax House became one of the meeting points for the majority of the drug addicts in Bergen.

Strax House has one reserved space for someone who has taken an overdose, as well as six beds for those who really need it, seven nights a week.

The seven beds are not enough to help all the drug addicts that need it in Bergen. Strax House has reported the problem to the municipality and hopes to get an extension to increase their offer.

The services of Strax House should be easily accessible, have a low threshold for contact, be flexible, have a focus on opportunities and take as a point of departure the users’ experience of need for help.12

There is no dignity in dying alone under a bush. (...)

Strax House creates security and dignity.14 Ronny Waage, drug addict

The users of the Strax House standing outside the building.

Photo: Kari Ingvaldsen

Night shelter at Strax House

T

he night shelter opens at 2100 and has intake until 2300, and offers:

Shower and clean clothes The users have a short intake call, then they can have a shower, receive clean clothes and lock up their personal items until the next day. The residents’ own clothes are washed during the night so that they have clean clothes when they leave the next morning.

Dinner and socializing Dinner is made every night with an awareness of what is nutritionally good. The meals are served in an arena for socializing with good conversations that are not about substance abuse and experiences related to the substance abuse environment.

Peace and order The night shelter strives to provide peace and rest and has clear rules. At the same time, there may be people who need extra support and shielding.

Conversations and advice The night shelter is a good communication arena and provides the opportunity for longer conversations, counselling, guidance and observation over time. Experiences from the night are communicated to daytime employees and provide a good basis for further cooperation with the individual user.13

65

Institutions of Exclusion / Care

Institutions of Exclusion / Care Emma Hjorth practised over a hundred years ago

– can her work and focus on activating the children living in her institution, giving them

freedom to do what they loved and the

stimuli they needed to work in their daily life, inform the debate on how to provide care today?

And in what way can

new heterotopias

give respect to people and their living conditions?

Both physical and social stimuli are important for the users: to feel comfortable, not feel worse or even get better. How can people feel that they are valuable and taken care of?

66

Institutions of Exclusion / Care

?

The institutions they are living in must be

flexible and humble for each and every one of the people living there – why not give the man with Alzheimer’s the opportunity to do gardening work and smell the herbs and flowers, like he has done his whole life; give the girl with post-traumatic stress disorder the means to listen to loud music as that enables her to focus on finishing her homework for the next day; give the food-loving drug addict a recipe and some good ingredients and he will prepare the most wonderful meal, just how he likes it?

How can we ensure that the UN Convention on the Rights of Persons with Disabilities is

adhered to, and make it possible for people with disabilities to not just live in institutions,

but

live wherever they want,

giving people the freedom they are entitled to?

67

Facilitation of Transport / Mobility

This law functions to promote equality and equity, ensure all citizens the same opportunities and rights to societal participation, increase accessibility, and to Equal ensure that the social and physical environments are accessible. In addition to this, the law contributes to the removal of socially Equality produced barriers, and

prevents new ones from being 1 formed. living in inclusive society

The Discrimination and Accessibility Act (Norway, 2008)

Facilitation of Transport / Mobility

Introduction The benefits arising from measures to improve accessibility for people with special needs are not limited to such groups. This chapter tries to show the different types of public transport that facilitate/hinder the mobility of people with disabilities, looking for various examples that show the advantages and disadvantages that this group has when using these means of public transport.

Based on the experiences of two of the partners we worked with throughout this investigation, a simple analysis is undertaken of the existing public transport means, and some of the public places in the city of Bergen, to determine how the transport allows or denies access to different points of the city.

70

Facilitation of Transport / Mobility

!

The participation of people with disabilities in public space, especially those spaces that are designed with a universal design concept, provides benefits, access, and ease of use for all people in a similar way.

71

Facilitation of Transport / Mobility

Bus

T

he main setback with the bus is that it is not optimal for those who are visually impaired. Low-floor buses which allow for wheelchair access, for example, enable faster and more comfortable boarding for all passengers. Several other measures that are primarily designed for passengers with special needs provide benefits and ease of use for all passengers in a similar fashion.

Skyss (a public transport company in Bergen) works to ensure that the public transport service is universally designed so that you can freely travel with a wheelchair. Not all buses in Vestland are adapted for wheelchair users. Within Zone A, it would generally be unproblematic to take the bus with a wheelchair, but this is not always the case outside that area.

Most stops do not offer audible assistance. One must rely on the human element, e.g. the driver, to announce the location.

In many cases, barriers were related to features of specific disabilities, such as people with a visual impairment not being alerted to stops. People with a visual impairment and those with mobility disabilities/wheelchairs also experience more problems with drivers than other disability types (due in part to drivers’ attitudes and lack of suitable training).2

The wheelchair user needs the help of a second person, e.g. a driver, to access the bus. There is no automated platform.

Those who struggle especially with social interaction cannot easily avail of this service.

If the bus is only every hour, this does not make it accessible for all. There is no margin of error, and one must be there on time, which is not always possible for those with mobility issues.

Based on our experience with Jan, one of our partners who is a wheelchair user, we realized that he always needs a second person to help because no automatic platform is offered on the buses.

Inger, one of our partners who suffers from chronic pelvic pain, prefers to use her private car than public transport: seats with more space in public transport would be a great help for her to be able to move into different, comfortable seating positions.

Taxi

A

re taxis a universal source of accessibility based on affordability? No. The cost is extremely high, and therefore universal is not a fitting term.

72

Inefficient flow because of the step.

NAV (Norwegian Labour and Welfare Administration) offered Jan a private car with an automatic machine that moves his wheelchair in and out of the car.

We created good, efficient flow by using step-free access, step-free carriages and automatic door closing so that the tram can reach 15 stops in 20 minutes. Simple displays are important, as well as the effective sound and light signals we use for announcing stops and their names.

Sølvi Marie Myrseth, Planning Manager in Bybanen Utbygging3 The measures designed for passengers with disabilities provide greater comfort for all users.

Bybanen

T

he Bybanen (light rail system) was universally designed, meaning as many people as possible will be able to use it regardless of their functional ability.

Universal design was a fundamental prerequisite for the development of the Bybanen. It was the first railway company in Norway to be universally designed in a comprehensive manner. It offers a transport solution that everyone can use.

The Bybanen has now achieved high social status, and in this way is the preferred method of transport for a large number of people. This also has a positive impact on an environmental level.4 Chimes for each station are individualized, making it easy to distinguish one's location if one is visually impaired. The system uses step-free access that contributes to a flow of access for Jan and other wheelchair users, and it also has audible announcements. Regular scheduling of the services also allows for improved accessibility, thus facilitating the participation of everyone.

Simple visual language, guiding lines and efficient flow using step-free access make it easier for users to orient themselves and access the Bybanen.

73

Facilitation of Transport / Mobility

Private taxi services from public healthcare providers are available, but are they private or public? They are essentially public as they are provided through care homes etc., but they are only accessible through healthcare infrastructure.

Facilitation of Transport / Mobility

The signature colour is orange, which is easy to recognize.

Together with the wave pattern, the colour is included in six subprojects: trademarked items, graphic profile, uniforms, elements at tram stops, landscape architecture and carriages.5

Facilitation of Transport / Mobility

BERGEN

The steps have different heights that make it very unsafe for individuals with physical/visual impairments (or if you’re merely distracted), and it is not accessible for wheelchair users.

The arrangement of the ramps makes it accessible for every user, but the lack of handrails makes it harder for users with a physical disability to pull themselves up.

Based on Inger’s city experience:

Based on Jan’s city experience:

Use smallest/normal stairs to get up

Many areas in the city have no slope = no possibility for wheelchair access

Balance when she sits, important to have something under her feet to take the weight of her body Space to rest/pause She prefers to walk fast – less stress on her bones

Elevator for disability users is too slow, so he prefers friends helping Handrails are sometimes very high and useless for him

Different places to sit and rest in the city

Block paving is not easy with a wheelchair and he prefers to avoid it

Street furniture with more spacious seats.

Taking long detours to access a place is very exhausting.

Accessible for a wheelchair user, the handrails help users with a physical disability.

Read more in chapter 6

75

Facilitation of Transport / Mobility

Facilitation of Transport / Mobility What degrees of mobility are we discussing, such as age and/or physical impairment?

Should access to city streets, by foot or wheelchair and for those with a visual impairment, depend on

location?

How can accessibility be improved in areas of the city with streets that are extremely

steep,

narrow or as in historic districts cobblestoned (like Nordnes – a neighbourhood in Bergen)?

Do we accept that

old areas cannot give access

to everyone, based on the fact that old buildings don’t have the

appropriate infrastructure to afford universal design?

76

Facilitation of Transport / Mobility

?

Can seating areas for rest/pause in public spaces compensate for reduced accessibility? What would it take to expand space for

alternative

movement beyond small, condensed tourist

areas (e.g. Bryggen/Fisketorget)?

Are there designated spaces for persons with

?

disabilities? How can this be balanced

Is it possible?

In Bergen, everything is very “universal� in the sense that it is not divided for people of different physical abilities. In Brazil, for example, spaces are more clearly marked as disabled seating.

Could balance be found in something in between accessible, public and comfortable? Bryggen, for example, fulfils one or two of these criteria: it is public and accessible.

77

Developments in Universal Design The Americans with Disabilities Act (ADA) of 19901 is a civil rights law that prohibits discrimination based on

disability . The ADA can be viewed as abilities person picking up where 504 left off, handling

the more difficult, complex situations.

Section 5042 is American legislation that guarantees certain rights to people with disabilities. It was one of abilities the first U.S. federal civil rights laws

offering protection for people with

equality disabilities. abilities

Therefore, a legally compliant and

“accessible” playground is considered by law to be one that

“everyone” can get to and use throughout the playground.

In the following example, the

“Magical Bridge Playground” could be perceived as a new standard for all playgrounds where all-inclusive access and use is required.

Developments in Universal Design

!

Introduction

When you get into a new place or look at a new design, have you ever thought about why it looks like it does? Or, when you are using some devices that help us a lot, have you ever thought about how many times it has been changed? The design has been changed for various reasons: due to regulations, material adjustments, or people’s awareness of space changed such that devices were made more user-friendly and/or safer. It improved the environment.

80

Developments in Universal Design

Before

After

81

Developments in Universal Design

Before

Playground

The changing attitudes towards impairment is represented in playground design. The typical playground is not open for everyone, only for specific children to play in, so some people are excluded.

Retreat spaces are places for children and adults, especially those with autism and sensory challenges, to visit when active play feels overwhelming and frenetic. It’s a calming, cosy place.

Magical Bridge Playground provides standard and accessible bucket swings for individuals who need additional support that allow for different body positions and sizes. It can also be a cooperative activity where children take turns pushing and swinging with their peers and can also involve parents and caregivers.

The width of the slide is wide enough for people to play together at the same time. It could help people to interact when playing.

Dignity landing is designed for wheelchair users.

The design intention is to let users have a place to wait for their wheelchair after they slide down, so other people do not need to wait during this time.

82

“Everyone” meaning: - Typically developing children - Children with neurological disabilities such as autism - Children who have intellectual disabilities such as Down’s syndrome or foetal alcohol syndrome - Children who require wheelchairs or other medical equipment - Children with physical disabilities

Disc swings can be used in various ways: lying down, sitting or standing.

- Children with social and/or emotional difficulties - Family, siblings, parents, grandparents, etc.

The slide mound enables wheelchair users and those with mobility devices to reach the top of the slide without climbing stairs or ladders.

- The community: friends, caregivers, teachers, etc.

- Adults with disabilities

83

Developments in Universal Design

A great playground should be open for everyone

After

Playground3

Changing attitudes towards impairment

Bucket swings support not only toddlers but also teens and adults who enjoy and often thrive with swinging movements.

Developments in Universal Design

Devices to assist different impairments developed over time

First generation

Second generation

Third generation

The first generation solution was to simply stamp or score the concrete to create the elevated surfaces. It was a low-cost solution.

The second generation aimed to make improvements to warning surfaces by using bricks with raised domes. There were still some issues with bricks, e.g. fragility.

The third generation saw the introduction of surface-applied rubber and plastic domed solutions. These offered a better solution over the previous generations because they could be applied directly over an existing surface.

The history of requirements 1991 – Detectable warning surfaces were first required with the release of ADA’s Accessibility Guidelines. Detectable warnings were required on platform edges and kerb ramps, to name but a few.

Detectable warning surfaces provide a valuable service for those individuals with visual impairments.

They essentially serve as a warning that requires the person’s attention, such as entering a busy intersection, a rail platform drop-off and so on. According to the ADA, detectable warning surfaces are defined as a distinct surface with a pattern of raised domes that can easily be detected by the use of a cane or feet and serve to alert people of their approach to dangerous locations.

84

Tactile brick

Developments in Universal Design

(warning surface)4

Fourth generation

Fifth generation

Sixth generation

Seventh generation

The fourth generation saw the introduction of concrete inserts. This was a marked improvement over the original stamped or scored concrete. However, these inserts had similar problems to those truncated domes made from brick.

The fifth generation built upon the concept of using inserts and plastic-based materials. These new plastic inserts are commonly referred to as “Cast-in-Place� because they are set directly into the concrete while it is still wet.

The sixth generation saw new detectable warning surfaces being made from various metals, most often steel. The problem with steel warning surfaces is they had to be coated because you cannot colour steel throughout.

The seventh generation provides a chance to change each tactile brick directly. It is separate from the main structure.

85

Developments in Universal Design

It has a big ramp from the street to the entrance of the university.

It represents space that is open for everyone.

Even though this is a parking space for bicycles, it is still accessible for everyone to enter from the street.

86

The development of the new university college campus at Kronstad in Bergen began in 2002 and it was established early on that universal design was going to be part of the main solution. It won the Innovation Award for Universal Design 2014 in the category of Furniture and Interior.

This project consists of both new construction and transformation of older buildings.

The layout provides several entrances, granting easy access to the school’s many departments. The architects also used leftover structures from the state railway for furniture in front of the entrance.

87

Developments in Universal Design

Bergen university college, Kronstad

HLM Arkitektur AS, Metropolis Arkitektur & Design AS, Cubo Arkitekter

DOGA Award for Design and Architecture Winner 20145

Developments in Universal Design

The handrail has different positions to accommodate people of different heights. The material of the handrail is wood, which is smooth and comfortable to touch.

All lecture theatres and the most important function rooms are placed at ground level for easy access.

There is a good selection of furniture and high-quality fixtures and fittings; the students can sit, walk, lie down, mingle or work as desired.

The lower button is designed for users who have difficulty pushing doors open.

88

The corridor is very long but has a built-in bench that allows people who cannot walk for so long to take a rest.

The handrail is made of glass, with a supporting wooden rail for people to hold on to.

Contrasting colours were used on doors, floors and walls to reduce the need for focused light.

The ramp is connected to another building at different levels.

89

Developments in Universal Design

Kronstad

Developments in Universal Design

Developments in Universal Design Should Design lead Regulations or

Regulations lead Design?

In the past, normally people had no concept of universal design, so it needed regulations to force people to think about it and integrate it into spatial design.

Nowadays, people have awareness about the rights of people with disabilities, but can we achieve extraordinary design just based on regulations? Maybe we need visionary people to lead regulations?

Do we need to make universal design

invisible?

90

Developments in Universal Design

?

Could integrating universal design into

spaces in ways that people do not notice

be the ultimate goal?

Would this create a space without any bias that therefore is accessible for everyone?

Or, would this be confusing to people who are used to spaces that are created in a regular manner?

Could we make public spaces more accessible and playful like a

playground?

91

Partner Interactions

“The 7 Principles of Universal Design:

Equitable Use

Flexibility in Use Simple and Intuitive Use Perceptible Information

Tolerance for Error MENTAL

Low Physical Effort

Size and Space for Approach and Use ” 1

Partner Interactions

!

Introduction

This chapter highlights the importance of our meeting with partners, our visits to places in Bergen with them, and what they have told us.

Soft maps are subjective maps that combine drawings, short texts, speech bubbles and photos to describe the challenges in our partners’ daily lives: which obstacles they encounter and what provides comfort in different situations in the city.

94

Partner Interactions

95

Partner Interactions

Our Partners (names are fictional to protect their privacy):

Jan

Anne

“Jan has a very positive personality that helps him deal with most difficulties with using a wheelchair in daily school life.

We went to the city from our school together in his car. We experienced the different difficulties he encountered during this time, such as not being able to access some shops or apartments because of the different floor levels. However, he seems to be open to trying various challenges with his strong body.”

“Anne has incredible creativity, and we met her to have a talk about her Attention Deficit Hyperactivity Disorder (ADHD) and how her perspective could improve the school. Anne explained to us that the vibration/movement and the sound of the wooden floor together with the human activities are annoying for her concentration. As a conclusion of our meeting, she suggested a multi-faceted and transformative space for us. It is essential for her to change the atmosphere of the space or the location to be able to keep concentration when she studies.”

96

Partner Interactions

Inger

Per

“Inger was the first woman in Bergen to take a trade certificate as a bricklayer. When we met her, she was happy to tell us about her experience with her disability that she has because of intense pain in her pelvis. Her disability isn’t visible and does not have as many champions as some other disability groups have. Her daily life has to be planned carefully. When we chatted with her, we got to know how her disability influences her way of seeing the world. Her way of doing errands is not to stand still. She prefers to move in different positions or lean her body on something to relieve her back.”

“For a living, Per works with universal design in the Bergen County Municipality’s buildings, which means he has a lot of knowledge about our study. He is truly inspiring, and has been very helpful through our process. He is a positive and engaging man, keen to include everyone. His impairment is reduced hearing. He uses different devices in his daily life to be able to communicate with others.”

97

98

Partner Interactions

Partner Interactions

A trip to Bergen city centre with Jan

99

Partner Interactions

This material doesn’t change, which makes it difficult to see where the stairs begin.

Changing of materials makes it easy to notice the inclination.

ine Automatic mach

1. Get into his car 2. Position the wheelchair at the machine that hoists the chair into his car, after which the door closes automatically

Automatic door Easy to attach

100

No automatic platform. He needs help, especially when he has to put it back.

101

Partner Interactions

He doesn’t want to push the button because he doesn’t dare to do so.

Learning from the trip to the city with Jan

Even though the restaurant has a stairlift, I prefer to have my friends carry me up, because the stairlift is too slow for me.

102

Partner Interactions

Partner Interactions

A meeting at BAS with Anne

103

Partner Interactions

Human activity that I don’t see is the worst.

Sound of the rain is nice.

104

105

Partner Interactions

Learning from meeting at BAS with Anne

Simple situation, many possibilities of interpretation and imagination.

106

Partner Interactions

Partner Interactions

A trip to the centre of Bergen with Inger

107

Partner Interactions

Inger is walking very fast; she walks even faster without us.

Tanguy, Gustavo, Elisabeth, we all met by the BlĂĽ Stein (Blue Stone) at 1 pm. Inger was leaning on it, and she explained it was the best option for her.

108

109

Partner Interactions

Learning from the trip to the city with Inger

A part of the “waterfall� in the stairway up towards Johanneskirken was a nice place for Inger to lean on.

It had the perfect height.

110

Partner Interactions

Partner Interactions

A visit to Per’s office

111

Partner Interactions

1. Accessibility includes increased quality of life for everyone, both for those who live in the city and for those who visit it.

2. Accessibility means greater freedom and security for inhabitants and visitors of the city without relying on the help of others.

3. Accessibility is not a delimited part of the design of an object, building or means of transport, but must be coordinated with other affected issues at an early stage in planning and design.

4. Accessibility should be a general principle for the overall planning and design of the city and add up to special solutions for people with disabilities.

5. Availability does not mean additional costs. Accessibility means good social economy.

6. Accessibility is a means of ensuring mobility for citizens and is an important part of the process of planning and building the city.

7. Accessibility generates synergy between different aspects, such as the individual and the environment, aesthetics and functionality, car traffic and pedestrians, consumption and sustainability.

The Teleslynge is necessary for Per to hear his own voice and ours. It looks like a tiny pen.

Per needs the window behind him so the people he talks to have the light on their faces. Then it is easier for him to see what they are saying.

The way to the coffee machine.

Narrow corridors.

Light from the offices.

Make the corridor more open.

112

A view into some offices from the corridor.

Sliding walls, to be able to change the room as needed.

Red mark to make it more visible, but why red?

Difficult for people who are colour blind!

Large surfaces = echoes Security is very important!

Where to get out fast: through the transparent wall?

Light!

Much well-distributed light – One light source – important to have it in the back to be able to see well.

Roof window. Good to have several light sources.

113

Partner Interactions

Fire alarm with blinking light.

Learning from the visit to Per’s office and his visit to BAS

Material important: – Hard and shiny = echoes – Thick and soft = noise cancelling

Partner Interactions

Partner Interactions

How can we apply universal design to make the city/neighbourhoods more inclusive?

We can say that the concept of universal design is directly related to the accessibility and participation of citizens in our society.

The definition of universal design shows us that accessibility must be included in the design and not as an aggregate part of it, to be usable by all people, to the greatest extent possible.

Is the concept of universal design only applicable to people with disabilities?

114

Partner Interactions

?

We should see human diversity as a collective goal for the inclusion of the entire population.

Cities must provide structures and services that support the well-being and productivity of their residents. That requires supportive environments that facilitate compensation for personal (diverse physical/cognitive abilities) and social changes, associated with the different conditions and stages of life.

115

Body Map/ Spatial Interventions

Body1

NOUN

1. The whole physical structure of a human or an animal.

2. The body of something the main part of something, especially a building, a vehicle or a book, an article, etc.

3. A group of people who work or act together, often for an official purpose, or who are connected in some other way.

Body Map / Spatial Interventions

Introduction This study took place on the mezzanine.

Doing individual actions in space made us familiar with the body’s constraints and possibilities. How can the space challenge and guide our movement?

Architecture forms boundaries for human bodies and actions. To better understand this relationship and how it enables and restricts differently abled bodies, we started the semester by exploring our own.

How much place does our body occupy in space? How does it move? From a static body, we went to a body in action. It made us familiar with the constraints of our human shell but, more importantly, it showed us its possibilities.

118

Body Map / Spatial Interventions

!

We also gained awareness of the space itself by considering its qualities and limitations. The space challenged us and our actions in it. A dialogue occurred between us, and the mezzanine led us in some way or other to the final design – as you will discover in the next chapter.

119

Body Map / Spatial Interventions

Body Map

Develop reference points Measure your body with the help of a partner. Consider how your body is composed from a structural system connected through hinges and soft parts that are forming around the structure. The appearance and volume of the body is defined with different emphasis based on those soft parts while others take form from the structural elements.

Work with the simplified model of the body departing from Bammes2 to measure and draw your own body. Consider carefully how to abstract your body into volumes that are connected via the moving structure of the bones and joints.3

120

Body Map / Spatial Interventions

121

Body Map / Spatial Interventions

Translate your recording into a map of your body in the sense of a personal Kรถrperbild [body map], which discusses your bodily limits of action.3

122

Body Map / Spatial Interventions

The white background represents the architecture. The traces that are left behind by those who interact with the space are minimal, barely a footprint in this case. So the trace is white on white, only visible through many layers, interacting with the space over and over again.

123

Body Map / Spatial Interventions

Limits of action Develop a method of recording an action in space. Identify relevant reference points to track your body.

Use analogue methods, such as drawing, tracing, projecting and photography. Engage with your body and space.3

How does the room change character when we move up towards a higher level in the space? How can we use or alter objects in the space to get up there? What do we then see?

We discover how our constructed devices help – or might restrict – us doing our actions.

The elastic, custom-made coat and how it supports my body action: “Standing and sitting while reaching”.

125

Body Map / Spatial Interventions

“Standing and sitting while reaching”

Body Map / Spatial Interventions

‘‘Lying down and turning.’’

‘‘Going diagonally up.’’

I explored the action of lying down and turning in drawings, body imprints, photo sequences and by crossmapping my movements in precise diagrams. I then developed this into a cocoon-like intervention on the mezzanine. I started with a general structure that I adapted to my asymmetrical movement and carefully positioned on the mezzanine by considering sound, view, access and privacy.

I ascend the stairs by pulling myself up by the railing, using my arm strength as if my legs have difficulty moving. It is not easy; I have to concentrate on the movement: up, step by step. I look up ahead towards my destination – the resting platform/landing doesn’t offer any support for weak legs. I continue, with some breaks, to reach my goal as soon as my arm strength allows me.

‘‘Reaching up to a higher level.”

While climbing up, I stretch my arm to the top of the wall for support. As I get higher, the supportive wall gets lower until I can no longer reach it. I need to find a new point to reach for – the edge of the skylight!

Body Map / Spatial Interventions

127

Body Map / Spatial Interventions

Spatial Interventions

Visual exploration Conceive a strategy for a visual mapping of the mezzanine.

Use the concept of the picture plane to develop a method of exploration related to inhabiting place and visual perception.

Question time and movement in relation to visual perception as well as potential visual impairment.

Tools: - picture plane - perspective projections - movement and changing horizons - time� 3

128

Body Map / Spatial Interventions

When people sit in the centre of my constructed space and use my framing device, the whole space becomes divided into several parts and they can focus on every detail of the mezzanine and the hall.

129

Body Map / Spatial Interventions

Body Map / Spatial Interventions

The visual recording of “Jumping over obstacles” focused on how my joints are moving throughout the action. The goal was to understand the body’s swift movement across uneven ground.

132

Body Map / Spatial Interventions

133

Body Map / Spatial Interventions

My visual mapping focused on different elements of the stairs: each handrail, the steps and the landing in horizontal and vertical view. I attempted to keep the same position while photographing every step, but a human cannot be one hundred per cent precise, so flaws occurred. Different combinations of the imprecise mapping led to various ways of perceiving the stairs. I looked closely and carefully at the individual elements and at how some parts could suggest ways to develop elements as enablers or as a potential design intervention in a further step.

Body Map / Spatial Interventions

Exploring a space as I move through it – horizontally and vertically. Mapping what I see – from one side of a wall to the other – while sitting. Using photography and drawing as a method for mapping.

134

Body Map / Spatial Interventions

135

Body Map / Spatial Interventions

‘‘Jumping into another space’’ Spatial intervention to make this movement possible for everyone to do.

How can wheelchair users get the same feeling of jumping over obstacles and enter a new space? A ramp shaped as a wave could give the same experience. The placement of the ramp makes a connection between the window facing the fjord and the opposite translucent wall. The frames reference the windows in my panorama study, and move the view into the space.

136

Body Map / Spatial Interventions

‘‘Challenging gravity, observing space’’ The concept for my “box” comes from the panopticon – a strategic central position from where everything can be observed. The size of the box is derived from my body movement as I sit on a chair, leaning forward while turning 360º. A common definition of legal blindness is if your visual field is limited to only 20 degrees. The normal visual field is 60 degrees – three times wider than legal blindness. Through five openings in the box, I explore how big the holes need to be cut to compare these different visual fields. When someone sits in the centre of the box and lifts the dark-green paper, s/he can only see 20 degrees of the space, which corresponds to legal blindness, while when s/he lifts the light-green paper, 60 degrees of visual field is revealed. The five devices are also used for observing the space, but people need to stretch their bodies as much as possible before they can see the full view through the frames. So it is not only about seeing but also about challenging your body to see. When people sit inside, the box has the power to control what they see and to challenge how much people want to observe.

137

138

Body Map / Spatial Interventions

Body Map / Spatial Interventions

Visual-acoustic map Develop a visual-acoustic drawing of the mezzanine. Use your visual exploration to produce a comprehensive drawing of the space. Reconstruct the travelling of the sound in the space through drawing. Use acoustic analytical drawing.3

139

Body Map / Spatial Interventions

The individual research started from the body: How do we move our limbs? The act of standing up when you are sitting on the ground seems very easy but could you describe to us what happens? In my drawings of reaching for the light above my head, you can read how the body is using its balance and muscles to stand up.

In this specific action, the body first starts to form a ball centred as much as possible above the feet. Then it gives an impulse with the arms to catapult the upper body above the feet. When the legs form about a 90-degree angle, the body can finally use them to finish straightening itself.

The action had to take place in a significant area of our laboratory, the mezzanine. I chose the area just underneath the only sky light, which creates such a unique atmosphere.

It was intimate, quiet and cold, yet reassuring to find light in the darkness.

Body Map / Spatial Interventions

“Standing up towards the light�

142

Body Map / Spatial Interventions

Body Map / Spatial Interventions

“Generous and unconventional new landing ’’ The explorations of the main stair landing developed into an exciting intervention. A forklift elevated the generous and unconventional new landing next to the existing landing in a delightful and inspiring staged performance. The design of the wooden structure erupted as a clear continuation of elaborate collage work that had deconstructed and expanded the existing stair from a multitude of viewpoints.

The makeshift design integrated the thoughts of broader accessibility, richer movements and provided a temporary enjoyable pause in the travel up or down the stairs. The explorations showed an invaluable ability to keep pushing the boundary of the unknown.

143

Body Map / Spatial Interventions

Body Map / Spatial Interventions We often take our daily routine for granted.

What happens if we start to question and really think about our daily movement: walking up stairs, standing up or reaching for the cereal box on the top shelf?

If we stop assuming that everyone is young or in good shape – what becomes difficult?

Do we discover that those daily movements, as basic as they seem, are much more complex in reality when we take the time to analyse them?

How relevant can such a study be for

architecture?

144

Body Map / Spatial Interventions

?

Architecture is conventionally explored in diagrams like plans, sections and site analysis, and relies on standards and regulations.

How can we consider the implications of diverse bodies in space when we design architecture?

Inclusive architecture requires thinking outside the box, but can we think outside the box if we use the same methodology that caused the problem?

Could our Body Maps and Spatial Interventions inspire new ways of exploring and approaching a more

inclusive architecture?

145

The Accessible Landscape Intentions: Generous space.

Social

flexibility.

Unifying space.

Observe the whole space.

Reaching for a higher level.

Reaching

for

Getting a new the mezzanine

light. view of

the

and

hall.

Open up. Go through. Wavy diagonal Connection mountain

Intimate

Relationship light.

movement. movement

between and the area. with

the fjord.

View. the

Balance.

Pause/ resting .

Intimacy.

Privacy.

S e pa rat i o n .

The Accessible Landscape

!

Introduction

Adding a new structure on the mezzanine carries a responsibility. We wanted to make the space accessible for everyone – regardless of abilities/disabilities.

The new accessible landscape provides a ramp, a platform, a stair and a stage with changing views and light – from one floor to another.

148

The Accessible Landscape

149

The old mezzanine

150

The Accessible Landscape

The Accessible Landscape

The immediate need for the school was

to make it possible to move regardless of disability/ability from the mezzanine and administration level to the 2nd-floor classroom level.

151

Before

The Accessible Landscape

The former stairs connecting the floor of the mezzanine to the classroom level behind the pink door.

152

The Accessible Landscape

After removing stairs

153

The Accessible Landscape

Design process Sketching

Transforming the entire floor

Transforming part of the floor

Opening up to the fjord with new diagonal wall

154

The Accessible Landscape

Design process

155

156

Design process 3D modelling

The Accessible Landscape

The Accessible Landscape

Design priority View to the mountain

View to Stoltzen mountain through the existing skylight

157

The Accessible Landscape

The Accessible Landscape

The Accessible Landscape

Building process

Making square boxes of wood

Levelling

Bridging between boxes

160

The Accessible Landscape

Bridging between boxes

Levelling and support

161

Pink door

162

Accessible Landscape New floor – slopes with different inclination, platform and stairs

The Accessible Landscape

The Accessible Landscape

163

View to the fjord

Future extension of the structure

The Accessible Landscape

FLAT

FLAT

Pink door

The material of the floor will continue into the new opening to the fjord

164

STEEP SLOPE

The Accessible Landscape

SLOPE

STEEP SLOPE

FLAT

SLOPE

165

166

Construction

The Accessible Landscape

The Accessible Landscape

167

Pink door

168

Construction

The Accessible Landscape

The Accessible Landscape

Three six-metre wide steps or seats lead to the landing in front of the pink door to the 2nd-floor classroom.

The spacious platform or stage has a translucent wall as a backdrop.

From the platform, a second ramp slopes down to floor level.

Construction Components

From the landing, a long ramp slopes over four box-frames towards a platform at the far end of the room.

The steep ramp between the floor level and the landing – a shortcut and alternative to the stairs.

169

The Accessible Landscape

Materials

Materials

Alternative slope at a

The spacious surface Alternative slopeangle, in a which Wide stairs which can steeper can be used for steepercan angle, which be used as a also be used for various purposes. can be used as for those seating. Wide stairs which can The spacious surface shortcut shortcut for those can be used for who are not also be used for who are not physicalvarious purposes. ly impaired. physically impaired. seating.

OSB OSB

Plywood Plywood OSB OSBwas wasused used to to reduce reducethe thedifference difference ininlevels the levelsbetween between the doorand andthe thefloor. floor. door

Curtains can be used be used toCurtains create ancan extra to create an enclosed enclosed space if space if needed. needed.

TheThe wide handrail wide handrail hashas rounded edges rounded edges so it is so it is comfortable comfortable to as to lean on or use lean or use as a a tabletop. table top.

170

New skylight skylight for New added for extra illumination extra illumination to to reduce contrastafter reduce contrast after completion completion of the new of the new openopening at the end of ing at the end of the corridor. the corridor.

The Accessible Landscape

Materials Materials

Materials

Plywood Maple wood Plywood Maple wood

Adjustable seating Adjustable seating Plywood Maple wood

Adjustable seating

We suggest opening up the walls to create an outside view to the fjord and add a secluded intimate space.

171

The Accessible Landscape

fire proof glass window option (Best if possible) 1.60

4.31

0.15 Fire wall option

2.28

View to the fjord 0.10 1.02 1.60

1.05

3.17

1.55

Toilets 2.40

2.32

2.55

0.10 0.97

Laser cutting room

7.79

2.32 2.14 Existing wall 5.99 6.20

2.69

Dark room

0.60

Skylight

1.36

2.23 2.43

1.84 0.10

0.13

2.93 3.00

Existing wall

N

New wall

172

1m.

2m.

3m.

The Accessible Landscape

New wheelchair-accessible dark room

173

The Accessible Landscape

The Accessible Landscape

The Accessible Landscape

Accessible Landscape

How did we join the different intentions for the mezzanine into one design?

The process of designing a ramp together became very fruitful as each student brought different intentions and had a different insight. By carefully discussing and planning in advance, and by always bearing in mind that the space should be flexible and accessible, the result became multifaceted and articulate.

How can one make a landscape that is accessible for all – regardless of people’s (dis)abilities?

176

The Accessible Landscape

?

We are all different and everyone has different levels of (dis)ability that may cause challenges in daily life.

We explored what is comfortable but also challenging for all: for a wheelchair user, for someone who is visually impaired, or for those of us with invisible disabilities.

Our shared intention was to create architecture that unites and does not divide, by giving everyone the opportunity to use the space in their own way.

177

Sensory mapping 85% of our perception of our surroundings are based on our VISION, the analysis/scan of distances and orientation. People with a visual impairment develop the acoustic sense more than others.

We HEAR before we are born, and sound can influence our mood. We can listen to things that we cannot see (cross-hearing). Deaf people develop visual sense more than others.

TOUCH is an essential sense because,

through this sense, we can relate to the world in combination with the other senses. As a babies, we discover the world by grasping and touching.

The sense of SMELL is closely linked with memory, probably more so than any of our other senses. If you arrive at your home blindfolded, you will still be able to tell that you are home.

Sensory mapping

!

Introduction

The collective visited Copenhagen to get acquainted with exemplary cases of universal design architecture.

Together with Danish architect and universal design expert Camilla Ryhl, we spent a week visiting locations where our perception of architecture was heightened.

Sensorial experience within architecture is still in its infancy, but the first steps have been taken.

180

Sensory mapping

Universal design is a design for human diversity.1

181

Sensory mapping

Handicaporganisationernes Hus

by CUBO Architects and Force4 Architects Høje-Taastrup Municipality

DH – floor plan – notice the amount of parking spaces.

Source: adsttc.com

The Danish Association of the Physically Disabled is an office building designed by CUBO and Force4 architects in 2012 to incorporate all 25 different disability organizations. It is located close to the Høje-Taastrup train station, which is supposed to become a new social and commercial hub.

The design is focused around an intense atrium that welcomes the visitor. This atrium is a rounded pentagon for two reasons: people with visual impairments can orient themselves more easily than if it was just a circle, and the rounded corners are more convenient for wheelchair users.

See-through and perforated guardrail

Little bump on the handrail

182

The atrium could be a massive acoustic problem for people with hearing issues or visual impairments who rely on sound to feel space. But the architects thought about this: they designed the guardrails to incorporate rounded perforation, and at the bottom of it, we can find vegetation. Both of these design elements provide sound absorption quite effectively unless someone is shouting in the atrium due to a hearing issue. The openings in the guardrail also serve to secure visual connections for wheelchair users with a lower eye level than standing people.

Small details can be found like little bumps on the handrail to indicate the floor you are on or direction you are facing. All the light switches and door openers are always in contrast with the wall it sits on.

Sensory mapping

Handrail system – it is designed for people who cannot see or with low vision to know which floor they are on.

The use of different colours in the different access points (stairs, elevators) to the building make it easy for the users to orientate themselves. People with cognitive issues can easily orientate themselves using just the colours and the letters, for example ‘blue 2nd floor’.

The building is shaped with several meeting points. At each end of the four arms, there is a relaxation area, some of them with desks. These areas are mainly for the different organizations who use the offices in the same hallway. Still, all the doors are open and everyone can come and use the space. On each side of the brown elevator, there is a small kitchen and a sofa corner. This space is even more welcoming because of the placement and also the different types of furniture shaped for everyone to find a nice place to sit.

We are standing on the ground floor, just by the open space in the middle. Calm and quiet.

There are acoustic surfaces all around the opening in the middle. A man is having a private conversation, but because of the acoustics, we can hear what he is talking about.

There is noise from coffee cups being cleaned – a dominating sound in the space.

When we move to the top floor, the floor material changes from linoleum to wood/ bamboo: a calm and soft sound of walking on it. The people talking on different floors rebound around in the space.

Movement through the building was designed such that there would be no dead end for a wheelchair user at every end of the corridor. They can go through space with complete round edges at the end of each corridor. The opening in the atrium is not a circle, but deliberately “bended” into a pentagon, in order to help visually impaired persons navigate.

A circle would have created an “eternity machine” for them, while this way they can count the bends and know where they are in regard to the coloured office-arms.

The huge atrium is a spatial meeting point full of light. It gives you the energy to discover the interior of the building.

183

Sensory mapping

Musholm Bugt Feriecenter

by AART Architects Slagelse Municipality

You can easily see the new extension (the two circular grey shapes).

Source: Google Earth

Musholm Bugt is a holiday, sports and conference centre on the west side of Copenhagen by the sea in Korsør. An extension was designed in 2013 by AART architects. You can use this facility as a hotel/youth hostel and it is well designed for people in a wheelchair. Paralympics teams use the venue for training, as it is very accessible, and several of the international wheelchair rugby teams practise and play there.

The exterior wood cladding linked to the interior wood cladding on the ceiling.

Dynamic corridor by the entertaining space or an open view.

Old bedroom (left) in comparison with newer one (right).

184

When you enter the building, you can directly feel a sense of unity in the entrance by the wood-framed low ceiling that links the exterior wood cladding to the interior. When you travel through a corridor then space becomes more dynamic by changing its height and form or by being super open to the outside landscape.

The extension is two circular buildings in the middle of the facility. One serves as a multisport hall and the other has hotel rooms. The new rooms are in stark contrast to the old ones as they are designed in a hotel-style and try to incorporate and hide all the high-technology equipment provided for wheelchair users. The old rooms were more family friendly with a kitchen connecting the different bedrooms and made less effort to hide the technology.

There is also a contrast in the materials used between the old and the new. The old rooms used concrete and wood, and this juxtaposition makes you feel the warmness and the coldness of the material. There is a dialogue happening.

The new rooms use less expressive materials, namely covered wood and plaster.

Sensory mapping

Natural guideline – people who have a visual impairment can follow the edge of bricks to connect different textile bricks.

Light screens to limit the sunlight.

The sports hall in this building has a special ramp around it. It’s 100 metres long and has several things happening on the way up. First of all, the ramp is to challenge yourself in different ways, but some of the main elements are probably the landings and the relaxation points. A landing on this rampway can be a gentler slope with a bench. Other landings include the green rooms in the drawings where different activities happen. One of the rooms is used as a stage or a place to watch films. Some other rooms have a ball pool, a zip line and a freefall stage.

The gymnastic hall is the first room we go into. It has typical acoustics for a gym hall.

There is no one there, only the janitor organizing some chairs. There is some echo and a constant background noise from the ventilation system. For such a large hall, the acoustics are really good. Some parts of the building (the hallways) have concrete walls that create some echo. All over the building there are acoustic surfaces. The whole area is very calm and not noisy.

The 100-metre long ramp gives the users different challenges on the way up, with several types of landings and activities where you can use your body.

The shape of the corridor invites you to crawl into it. Positioned windows intermittently offer you views and light to introduce rhythm to your travel.

185

Sensory mapping

The architects designed the ramp just like a running track, which invites anyone to go for a 100-metre sprint, a real challenge that's open to all, including people in wheelchairs. It is a key aspect of for the venue, to be accessible and to offer challenges, play and sport to everyone, regardless of abilities.

Sensory mapping Congratulations! You walked up 10 metres!

Sensory mapping

Kastrup Søbad

by White Arkitekter Amager Øst Municipality

In this picture, you can see that a part of the straight ramp is decomposing due to shells and seaweed.

Source: Google Earth

The Kastrup Sea Baths is situated north of Copenhagen Airport on the east coast. It was designed by White Arkitekter for the Tårnby Municipality to attract people to this side of the coast. It creates a focal point on this long yellow coastline.

The structure suggests a pool with its circular shape. A huge pier leads to this island with something unusual on its side.

Indeed, you can find a giant ramp next to the pier that facilitates access to the water for wheelchair users.

Unfortunately, the ramp is fixed in the water. This means it becomes very difficult to clean the seaweed and the shells that attach to the ramp. Also, we can criticize two things: the width of the ramp allows only one wheelchair at a time and the ramp is not integrated with the pool. Wheelchair users therefore remain outcasts of social life.

From a spatial point of view, the architect created rhythm with the wood cladding of the structure. Sometimes, the space between planks of wood let the light go through them but they still protect us from the wind.

On the other hand, the projection of the shadows in this particular case can cause problems for people with low vision as they cannot distinguish the real steps from the shadows.

Light and shadows disturb the view of the step.

188

You can also experience something unusual in this structure. You can go in the middle of it and shout or sing.

You will hear your echo almost immediately if you are alone and it will always surprise you. Architecture becomes a new kind of playground.

Sensory mapping

The projection of the shadows in this particular case can cause problems for people with low vision as they cannot distinguish the real steps from the shadows.

Since the project is on the water, it is also very exposed to the wind.

The wind is very dominating, and makes a lot of noise when it hits the ear.

We can hear the sound of aeroplanes and waves that hit the wooden structure. Because of the wind, it is not that easy to hear what people are saying. Parts of the wooden walls are dense, so the wind doesn’t pass through them. In these places, the ears can relax – it is silent and nice.

At the beginning of the bridge connected to the project, there is a long ramp for a wheelchair user to experience going to the sea. The downside of this type of ramp is that there is always algae that makes it slippery.

A single line draws and unifies a space in the wild sea.

A single line protects from the wind so one can enjoy the wild sea without jumping into it.

A single line invites you to jump into the wild sea.

189

Sensory mapping

Prismen

by Dorte Mandrup Architects Copenhagen Municipality

The Crystal – connecting the neighbourhood.

Source: Google Earth

The Prismen Culture and Sports House, or “The Crystal”, is situated in the Amager Øst district. It was designed by Dorte Mandrup for Copenhagen Municipality to give a proper sports facility to the area in 2006.

The building hides its enormous spatiality when you enter it as you go first through a small but welcoming cafeteria. It might be a way for the building to say that it is a place to hang out with family and friends, but we can imagine it might be tricky if a group of wheelchair users arrives at the same time.

Then you enter the space, the green space. The architect uses a striking green colour on the ground and the few walls to connect the gigantic space. It creates a sense of continuity and community.

The acoustics are something that you will expect from a sports facility: it is loud and echoey but at the same time you don’t mind because it is normal. Forty kids are playing basketball on three different fields so what do you expect? It will feel weird if they tried to absorb the sound.

The connecting nature of the green, like a hill in the city protected by a dome of light.12 The green being so strong, the lift does not feel oppressive.

190

Sensory mapping

Floor system – The floor consists of soft material to absorb the energy from children’s activities and to make it safer.

The north facade (upper drawing) is more translucent than the south (lower drawing).

This gymnastics hall has the acoustics of a typical gymnastics hall. The hall is filled up with children playing basketball. Children are screaming and the rubber soles of their shoes are making a squeaking sound that reflects through the rest of the space. The hard basketballs are slamming onto the floor.

The route to the second level is very steep but the stairs can also be used as a place to sit for the youngsters.

Light comes from everywhere. The hugeness of the space does not feel so huge. Compared to the gymnastics hall, this place feels very intimate even though it is huge.

The contrast between the shape and the tallness of the space plays a huge part in this feeling.

191

Sensory mapping

Snoezelhuset unknown architects Gentofte Municipality

Image source: Google Earth

Snoezelhuset, the house of multi-sensory environments (MSE), is located in Gentofte in Denmark and is a sensory experience treatment facility for people who are physically or mentally limited in their ability to experience and process sensory input.

The MSE allows people to get special sensory experiences that can stimulate sight, hearing, smell, taste, touch, balance and muscle senses.

The MSE is divided into four rooms and a hall, each of which offers different controlled stimulations to either awake or attenuate the senses.

The white room is where the user gets into a trance and can find peace of mind.

192

We experienced 15 minutes in each room, and after all the different inputs that each room gave us, we felt utterly exhausted.

Sensory mapping

Snoezelhuset (multisensory environment) is a place to stimulate the senses. Some experience the rooms as disturbing or not comfortable. But the rooms can also make you feel very relaxed. The mid hallway is the place to meet and talk about the experience.

Red room: loud music and hard surfaces. The opposite of a peaceful place to be.

Black room: guitar music, nice and calm. The music from the red room penetrates through the walls, and disturbs the nice quietness in the black room.

White room: nice soft textiles around the room create calm acoustics. The music is relaxing, but too loud.

Ball pit room: the sound of the balls when people are turning in the bed is dominating. But it is quiet. Relaxing music in the background – not too loud.

This is a smaller room with smooth white surfaces.

The movement in the Snoezelhouse is limited by the size of the room and how an individual decides to use the space.

An interesting spatial experience in the Snoezelhouse was a ball pit in a simple rectangular room. You immerse yourself in it; you lose the sense of the spatiality around you as your body is only aware of the plastic balls.

193

Sensory mapping

The pressure from the balls gives a clear idea of where the body starts and ends.

194

Sensory mapping

195

Sensory mapping

In the dark room, the user can turn on the sky canopy, wrap themselves into the duvet filled with balls and optionally start an audio book. It allows the user to concentrate without visual disturbances.

196

Sensory mapping

197

Sensory mapping

The red room is intended to stimulate breathing.

198

Sensory mapping

199

Sensory mapping

Bagsvaerd Kirke

by Jorn Utzon Bagsvaerd Municipality

Plan and section of Bagsvaerd Church.

The plan is very strict compared to the cross-section that mimics a wave.

Image source: utzon.dk

Bagsvaerd Church was built between 1973 and 1976, by Jorn Utzon right after he finished the famous Sydney Opera house.

The church is located in the northern outskirts of Copenhagen, Denmark.

When we visited this building, we entered long corridors where we could feel a sense of lightness mainly because of the glass roof that was a connection to the sky. The corridor is a wide, generous space that also has benches.

The interior ceiling’s curves and light make it easy to forget the strict form of the exterior.

Inside there is no specific spot for wheelchair users or a possibility to go up to the altar.

200

Even though the primary structures are concrete-cast or light wood, it does not make you feel heavy. Because there is no direct view to the outside due to the lack of windows, you lose a sense of time. Indirect light from the curved ceiling also lights up the space. The acoustics inside slightly echoed but were not disturbing.

Sensory mapping

The church consists of many rooms but also courtyards. The courtyards give people a place to relax outside of the building without leaving. Some are small and others bigger, but the atmosphere is calm and gives you a place to think.

The church has good acoustics. The organist is playing the organ. By the altar, there are some massive white concrete walls with holes – maybe to improve the acoustics in the space? You can hear people talking, but because of the constant acoustics in the space, it is not easy to hear what they are talking about.

The corridor in the church gives a feeling that you are under the open sky because of the glass roof. Even though the corridor is not wide, because of the natural light and high wall, the whole space appears to be more significant.

Within the main space where you can’t see outside, you lose the sense of time. Light is homogenous like the white concrete that is used in the building. The only hint of time passing by is the people walking leisurely and admiring the light quality.

201

Sensory mapping

Israels Plads

by COBE and Sweco Architects København K

Israels Plads plan.

Image source: cobe.dk

Israels Plads (Israel’s Square) is a central plaza designed by Sweco Architects and COBE in 2014. It is located in the area between Nørreport station and the Lakes. Ørstedsparken is a green oasis next to the neighbouring school. We can find generous lowered areas for ball games, and playgrounds are designed in rounded formations.

Accessibility for people with visual impairments has been criticized by the Danish Institute for the Blind and Partially Sighted. The tactile guidelines do not follow a logic that facilitates mobility; where there are elements that substitute the tactile guidelines, they do not comply with the minimum height requirements and are difficult for people to be guided with a cane.

People with visual impairments need to be trained by a guide to understand the space of the square and be able to move around it. Blind people always need a guide to help them navigate through a space the first (and many) times, until they have found their own personal way of connecting sensory inputs with their path, but this square is very challenging.

Not all the spaces in the square are accessible for wheelchair users or people with reduced mobility because in some cases the slope of the elevations is quite steep.

202

The square is on top of an underground parking lot, and to be able to plant the trees the ground has been raised. As a result of this, a series of entrances around the plaza was created, facilitating access to wheelchair users.

We have observed that the square has reasonably extensive use by people of different ages. Due to the two schools that are located near the square, the play areas are mostly used by the students.

Sensory mapping

Guideline system – The ground is too large for the number of guidelines in place.

Therefore, people who have a vision impairment cannot orientate themselves easily.

Some of the relaxing elements in this square are benches shaped around trees. The guideline system leads you to them, so they are easy to find and access. It’s a lot of seating space, and you can choose if you want to lean or not. Other seating and relaxation points are part of an organic shaped structure around the football cube in a soft material and the tribune-shaped stairs.

Ramps for entering Israels Plads are limited because the plaza is elevated from the walkway, mainly to restrict bikes access. In the bottom right corner, it may not be possible for a wheelchair to enter.

203

Sensory mapping

Thorvaldsens Museum

by Michael Gottlieb Bindesbøll København K

The Thorvaldsen Museum plan.

Source: Google Earth

The Thorvaldsen Museum is located on the small island of Slotsholmen next to Christiansborg Palace in Copenhagen, Denmark. It was designed by the architect Michael Gottlieb Bindesbøll and constructed from 1838 to 1848. The museum is dedicated to the art of Danish neoclassicist sculptor Bertel Thorvaldsen (1770–1844), who lived and worked in Rome for most of his life (1796–1838) until he returned in 1838 to his native Copenhagen as a world-famous artist.

The benches in the small rooms enable people to enjoy the atmosphere or take a rest. The same black colour is used in benches and the walls behind them, which makes it difficult for people with visual impairments to find the benches.

The architect of the museum created a colourful setting for Thorvaldsen’s art, inspired by the patterns and the colours found in the excavations in the ancient cities of Pompeii and Herculaneum in Italy among other places.

The building is strongly inspired by antique Roman architecture and built around an inner courtyard where the artist is buried.

Due to the time when the museum was constructed, when access was not designed for people with disabilities in mind, and the protected status of the building, the access cannot be modified and it is difficult for wheelchair users or people with reduced mobility to enter the museum.

The corridor to access the toilet is a long way from the entrance, and there are no benches where people with reduced mobility can take a rest.

204

Sensory mapping

People with low vision can also find themselves using colours as a way of orientation.

The contrasts of different colour tones help them to make the space more visible.

This old building has no seating integrated into the architecture. If you want to enjoy the art while sitting, you have to bring a folding chair or find these small black benches by the black wall. They are not easy to see but for some they are very important.

The immediate sound of trumpets when entering the building sounds like someone is practising. The background sound is like the sound in a swimming pool area. The voices of people talking merge. There is a group of people following a guide through the small rooms. The voice of the guide is loud and audible in the rooms next to them. The acoustics reflect the sheer size of the building.

The corridor of the museum has a high ceiling in contrast with a small door to different sculptures. It creates a unique environment where the sculptures are displayed.

Light openings are large and generous but harsh and blinding.

You are not supposed to enjoy the light itself but light hitting the statues and revealing every crack or detail. The tall ceiling was also designed such that it disappears so the visitor can focus on the artwork.

205

Sensory mapping

Dansk Jødisk Museum

by Studio Libeskind København K

Danish Jewish Museum floor plan.

Image source: inexhibit.com

The Danish Jewish Museum is located in one of the oldest parts of Copenhagen in an old boathouse. Designed by Studio Libeskind, it was completed in 2003 two years after the Jewish Museum Berlin, also designed by the same architect. This museum is inhabited by the intricate and complicated history of the Jewish community in Denmark.

Studio Libeskind came with a deconstructivist proposal that challenges our senses and our habits regarding a museum.

They intended to tell the history of this community through space. They removed the traditional chronological order that you find in other museums, to eventually make you feel that this community has a history but most importantly that they are still there.

The architects shifted the space so that you lose your sense in it and maybe to tell how this community has grown in Copenhagen. Humanity did not have to wait for Adolf Hitler to see anti-Semitism. The Jewish people came to Denmark because the king encouraged Jewish immigration in the hope of economic growth in the 17th century, but not everyone was happy about that.

Light and shadows disturb the view of the step.

206

From an architectural point of view, this museum first becomes a spatial experience with some museum artefacts in the background. You will be surprised how a small ramp and some sloped walls that surround you can disturb you.

Depending on who you are, you will react differently. Some are disturbed for just two minutes, after which they find it OK. By contrast, some people get seasick very quickly.

A dialogue also appears when you look up and you see the wooden structure intersecting the brick from the old building.

It can also be interpreted as the Jewish community living in a contemporary world combined with ancient traditions.

Sensory mapping

With all the angles on the floor and the walls, it is easy to get dizzy. It’s also difficult to place a chair or resting point when nothing is level. To address this, they have some corners and small areas where the floor is levelled and there are one or two chairs. Otherwise, you can use the walls as support or hold your balance but it is so easy to trip up or hurt your head.

There are no stairs but all the angles on the floor can make it difficult for wheelchair users to rest in one place without applying the brakes.

A quiet small space, where people talk quietly. People are almost whispering to each other.

Through the whole space we can hear the girl in reception talk loudly to the visitors – the noise of her voice is reflected onto the slanted walls of the museum.

Movement of the whole space is a continuation of the movement of the visitor, and also the floor and walls become a part of how the sense in the space is lost from perpendicular geometry.

207

Sensory mapping

Cisternerne unknown architect Soendermarken

Image source: Google Earth

Cisternerne is currently a museum offering contemporary art and installations from different artists. It was a long-forgotten subterranean reservoir built in 1856 to 1859. It is located in Soendermarken Park, Copenhagen.

The atmospheric vapour condenses inside.

Entrance to where we had to change our shoes. After passing this area, our eyes need to adjust to the darkness.

Low light area filled with water, echoes and background music.

208

The dripstone cave in the city appeared to be a small glass pyramid when seen from Soendermarken Park. “It is not the end of the world” by SUPERFLEX is an exhibition to highlight global warming issues by displaying a scenario where humanity failed. The whole exhibition is flooded with water, including a submerged exact copy of the executive toilets at the Bonn headquarters of the United Nations Framework Convention on Climate Change, forming a portrait of human consumption and the global struggle to deal with the damages that humans have inflicted.

When entering, we first experienced humidity, cold air and the darkness until our eyes began to adjust. The exhibition also required us to change our shoes to rubber boots because of the water level (up to 25 cm), which makes it impossible for wheelchair users to access. After changing, we entered a darker hall filled with columns and dim light. The echo from steps and conversations could become disturbing for people with sound and/or visual impairments. Trying to understand the spaces through the echoes or background music could be disturbing. The music in the background also gave a dystopian atmosphere like a Vangelis soundtrack. For visitors without impairment issues, it could be an enjoyable and unique experience.

Sensory mapping

Walking in the dark space, you could touch the old columns with parts of crystal, which made the shape of the columns feel irregular. In the meantime, your feet were soaking in the water, so the feeling was expanded by the coldness of water. Therefore, the materials in the exhibition affected our sensitivity greatly.

In this big hall of a basement, there was only one place to relax or sit down. When you enter, the first thing you encounter is a space with intense light, some benches and two shelves with wellies (boots).

The water level makes every movement create sounds, but it is not possible for people with visual impairments or wheelchair users to experience the art installation in this place.

Darkness meets old and rhythmic structures.

Water meets the reverberation.

It is an uncommon location that any artist will appreciate walking in and exploring.

209

210

Sensory mapping

Sensory mapping

211

Sensory mapping

?

Sensory Mapping

Universal design seems to challenge architects to imagine possible futures, to look at all outcomes and choose based on what may happen.

Can we drive the future and imagine an alternative society?

Universal design is defined by the way we treat accessibility and inclusivity with human dignity.

Can we as architects project spaces that consider everyone?

There are countless different human conditions, and there will be many answers.

212

Sensory mapping

213

References

References

References How to read the book 1. Centre for Excellence in Universal Design. Literature and Application forms. Available at: http://universaldesign.ie/technologyict/irish-national-it-accessibility-guidelines/smart-cards/smart-card-guidelines/literature-and-application-forms/literature-andapplication-forms.html [Accessed 1 April 2020]

Terms / Definitions / Positions 1. Oxford Dictionaries | English. handicap | Definition of handicap in English. [online] Available at: https://en.oxforddictionaries.com/definition/handicap [Accessed 9 Mar. 2019].

2. Upton, E. The Interesting Origin of the Word “Handicap”. Today I Found Out. [online] Available at: http://www.todayifoundout.com/index.php/2013/12/origin-word-handicap/ [Accessed 13 Mar. 2019] 3. Okrent, A. Why Did ‘Disabled’ Replace ‘Handicapped’ As the Preferred Term?. [online] Available at: http://mentalfloss.com/ article/69361/why-did-disabled-replace-handi- capped-preferred-term [Accessed 15 Mar. 2019].

4. ADA National Network. What is the Americans with Disabilities Act [online] Available at: https://adata.org/learn-about-ada [Accessed 13 Mar. 2019].

5. U.S. National Park Service. Meldon, P. Disability History: The Disability Rights Movement. [online] Available at: https://www.nps.gov/articles/disabilityhistoryrightsmovement.htm [Accessed 13 Mar. 2019].

6. Kennyl, B. and Ryhl, C. (2002). Teaching Universal Design – Global Examples of Projects and Models for Teaching in Universal Design at Schools of Design and Architecture. [ebook] Brussels: ANHL. Available at: http://www.anlh.be/aaoutils/fr/rapporteneurope.pdf [Accessed 14 Mar. 2019]. (unavailable) 7. Disability Studies Quarterly. Munyi, C. Past and Present Perceptions Towards Disability: A Historical Perspective. [online] Available at: http://dsq-sds.org/article/view/3197/3068 [Accessed 13 Mar. 2019].

8. Handicap. L’histoire du handicap. [The history of handicap] [online] Available at: https://informations.handicap. fr/a-his-toire-handicap-6026.php [Accessed 9 Mar. 2019] (in French).

9. Historic England. A History of Disability: from 1050 to the Present Day [online] Available at: https://historicengland.org.uk/research/inclusive-heritage/disability-history/ [Accessed 9 Mar. 2019].

10. Legifrance. Code De L'action Sociale Et Des Familles - Article L114 [Code of the Social’s Action and the Famillies] [online] Available at: https://www.legifrance.gouv.fr/affichCodeArticle. do?cidTexte=LEGITEXT000006074069&idArticle=LEGIARTI000006796446&dateTexte=&categorieLien=id [Accessed 25 April 2020]. (in French) 11. AVIQ - handicap. Question | Infos et conseils. [Info and advice] [online] Available at: https://www.aviq.be/handicap/questions/infos_conseils/statistiques.html [Accessed 17 Mar. 2019] (in French).

216

References

12. Faure, F. (1898). Loi du 9 avril 1898 sur les responsabilités des accidents dont les ouvriers sont victimes dans leur travail. 2nd ed.

[Law of April 9, 1898 on the responsibilities of accidents of which workers are victims in their job.] [ebook] Paris: travail-emploi. gouv.fr.

Available at: https://travail-emploi.gouv.fr/IMG/pdf/Loi_du_9_avril_1898.pdf [Accessed 16 Mar. 2019] (in French).

13. Juery, J. (1906). L’assistance aux vieillards, infirmes et incurable. [Assistance to the elderly, infirm and incurable people] Paris: L. Larose & L. Tenin DIRECTEUR. Leclercq, O. and Depincé, G. (2016). Handicap: Changeons les mots pour changer les maux – Cfdt Handicap Ile-de-France. [online] Cfdt Handicap Ile-de-France.

Available at: http://handicap-iledefrance-cfdt.fr/handicap-changeons-mots-changer-maux/ [Accessed 19 Mar. 2019] (in French).

14. Common Edge. Crosbie, M. Why Architects Still Struggle With Disability Requirements 28 Years After Passage of the ADA. [online] Available at: http://commonedge.org/why-architects-still-struggle-with-disability-requirements-28-years-after-passageof-the-ada/?utm_medium=website&utm_source=archdaily.com [Accessed 13 Mar. 2019].

15. Clarkson, J., Howard, M., & Wilcox, S. (2009). include2009 – programme [Ebook] (p. 6).

Retrieved from https://www.rca.ac.uk/documents/476/Include09ProgrammeBook24.pdf [Accessed 25 Apr. 2020] 16. Wilkens, M. Ludwig Guttmann | English neurosurgeon. [Online] Available at: https://www.britannica.com/biography/Ludwig-Guttmann [Accessed 25 Apr. 2020] 17. United Nations. Universal Declaration of Human Rights. [online] Available at: http://www.un.org/en/universal-declaration-human-rights/ [Accessed 4 Apr. 2019] 18. The Editors of Encyclopaedia Britannica. Prosthesis. Encyclopaedia Britannica. [online] Available at: https://www.britannica.com/science/prosthesis [Accessed 25 Apr. 2020] 19. La Croix. Sergent, D. L’étonnante histoire des prothèses. [The amazing history of prosthetics] [online] Available at: https://www.la-croix.com/Ethique/Sciences-Ethique/ Sciences/L-eton-nante-histoire-des-protheses-2013-11-18-1062265 [Accessed 17 Mar. 2019] (in French).

20. Herr, H. How We Will Become Cyborgs and Extend Human Potential. [video] TED. Available at: https://www.ted.com/talks/ hugh_herr_how_we_ll_become_cyborgs_and_extend_human_potential/discussion?language=fr [Accessed 16 Mar. 2019].

21. Open Bionics. Our Story – Open Bionics. [online] Available at: https://openbionics.com/about/ [Accessed 16 Mar. 2019].

22. French journal of social affairs. Milano, S. Revue française des affaires sociales. [online] Available at: https://www.cairn.info/revue-francaise-des-affaires-sociales- 2009-1-page-17.htm?contenu=resume [Accessed 4 Apr. 2019] (in French).

23. United Nations Enable. Convention on the Rights of Persons with Disabilities – Articles [online] Available at: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/ convention-on-the-rights-of-persons-with-disabilities-2.html [Accessed 25 Apr. 2020].

217

References

Rights and Regulations / Public Space 1. Store norske leksikon. Lid, I. universell utforming [online] Available at: https://snl.no/universell_utforming#-Historikk [Accessed 17 Feb. 2019] (in Norwegian).

2. Store norske leksikon. Strand, V. menneskerettigheter [online] Available at: https://snl.no/menneskerettigheter [Accessed 17 Feb. 2019] (in Norwegian).

3. Store norske leksikon. Gursli-Berg, G. and Sjursen, Ø. Den europeiske menneskerettskonvensjon [online] Available at: https://snl.no/Den_europeiske_menneskerettskonvensjon [Accessed 3 Mar. 2019] (in Norwegian).

4. Store norske leksikon. Bahus, V. statsborgerskap [online] Available at: https://snl.no/statsborgerskap [Accessed 17 Feb. 2019] (in Norwegian).

5. Lovdata. Lov om forbud mot diskriminering på grunn av nedsatt funksjonsevne (diskriminerings- og tilgjengelighetsloven) [online] Available at: https://lovdata.no/dokument/LTI/lov/2008-06-20-42 [Accessed 5 Mar. 2019] (in Norwegian).

6. FFO. Delta i demokratiet! [online] Available at: http://www.ffo.no/aktuelt/et-funksjonshemmet-demokrati/delta-i-demokratiet/ [Accessed 17 Feb. 2019] (in Norwegian).

7. Dagbladet. Beverfjord, A., Loftås, B. and CMS, P. Se om du kan stemme på nett ved årets valg. [online] Available at: https://www.dinside.no/okonomi/se-om-du-kan-stemme-pa-nett-ved-arets-valg/61267424 [Accessed 7 Mar. 2019] (in Norwegian).

8. Barne-, ungdoms- og familiedirektoratet. Medvirkning, organisasjonsliv og politisk deltakelse. [online] Available at: https://bufdir.no/Statistikk_og_analyse/Nedsatt_funksjonsevne/Deltakelse_og_fritid/Medvirkning_ organisasjonsliv_og_politisk_deltakelse/ [Accessed 7 Mar. 2019] (in Norwegian).

9. Dagbladet. Derfor får du ikke stemme fra sofaen under årets valg. [online] Available at: https://www.dinside.no/okonomi/ derfor-far-du-ikke-stemme-fra-sofaen-under-arets-valg/68596304 [Accessed 7 Mar. 2019] (in Norwegian).

10. Wikipedia contributors. Right to the city. [online] Wikipedia.

Available at: https://en.wikipedia.org/wiki/Right_to_the_city [Accessed 17 Feb. 2019].

11. Swing, C. (2019). El derecho a la ciudad [online] Available at: http://capitanswing.com/libros/el-derecho-a-la-ciudad/ [Accessed 17 Feb. 2019] (in Spanish).

12. Regjeringen. Universell utforming og tilgjengelighet i bygg. [online] Available at: https://www.regjeringen.no/no/tema/planbygg-og-eiendom/plan--og-bygningsloven/bygg/innsikt/byggkvalitet/universell-utformin-og-tilgjengelighet-i-bygg/id2345464/ [Accessed 17 Feb. 2019] (in Norwegian).

13. Direktoratet for byggkvalitet. Universell utforming i plan- og bygningsloven med forskrifter. [online] Available at: https://dibk. no/saksbehandling/kommunalt-tilsyn/temaveiledninger/tilsyn-universell-utforming-bokmal/5.-universell-utforming-i-plan-/ universell-utforming-i-plan--og-bygningsloven-med-forskrifter/ [Accessed 22 Feb. 2019] (in Norwegian).

14. Norges Handikapforbund. Hjertesaker – Norges Handikapforbund. [online] Available at: https://nhf.no/arbeidet-vart/hjertesaker/ [Accessed 19 April 2020] (in Norwegian).

15. Norges Handikapforbund (2014). Likeverd Og Samfunnsdeltakelse. [ebook] Available at: https://nhf.no/brosjyrer/155/nhfspublikasjoner/6435/nhf-mener_fn_konvensjonen.pdf [Accessed 19 April 2020] (in Norwegian).

218

References

16. Bybanen. Utmerkelser | Bybanen AS. [online] Available at: https://www.bybanen.no/vi-er-bybanen/historikk-og-utmerkelser/ [Accessed 2 Mar. 2019] (in Norwegian).

17. Bergensavisen. [online] Available at: https://www.ba.no/buss/samferdsel/bygg-og-anlegg/ stenger-olav-kyrres-gate-i-ett-ar/s/5-8-878137 [Accessed 7 Mar. 2019] (in Norwegian).

18. Lovdata. Kongeriket Noregs grunnlov – E. Menneskerettar [online] Available at: https://lovdata.no/dokument/NL/lov/1814-05-17-nn/KAPITTEL_5#%C2%A7110 [Accessed 17 Feb. 2019] (in Norwegian).

19. NAV. Vurdering av arbeidsevne [online] Available at: https://www.nav.no/no/Person/Arbeid/ Oppfolging+og+tiltak+for+a+komme+i+jobb/Oppfolging+fra+NAV/Arbeidsevnevurdering [Accessed 22 Feb. 2019] (in Norwegian).

20 NAV. Kvalifiseringsprogrammet. [online] Available at: https://www.nav.no/no/nav-og-samfunn/samarbeid/for-kommunen/ kvalifiseringsprogrammet2 [Accessed 22 February 2019] (in Norwegian).

21. Lovdata. Lov om folketrygd (folket-trygdeloven) – Kapittel 10. Stønad for å kompensere for utgifter til bedring av arbeidsevnen og funksjonsevnen i... [online] Available at: https://lovdata.no/dokument/NL/lov/1997-02-28-19/KAPITTEL_5-6#KAPITTEL_5-6 [Accessed 18 Feb. 2019] (in Norwegian).

22. NAV. Tilskudd til bil i arbeid og utdanning [online] Available at: https://www.nav.no/no/Person/Hjelpemidler/ Tjenester+og+produkter/Bil+og+spesialutstyr/tilskudd-til-bil-i-arbeid-og-utdanning [Accessed 18 Feb. 2019] (in Norwegian).

23. Norges Handikapforbund. Brukerstyrt personlig assistanse (BPA). [online] Available at: http://www.nhf.no/rettigheter/ brukerstyrt-personlig-assistanse-bpa#likestilling [Accessed 18 Feb. 2019] (in Norwegian).

24. Helsedirektoratet. Brukermedvirkning. [online] Available at: https://helsedirektoratet.no/folkehelse/psykisk-helse-og-rus/ brukermedvirkning [Accessed 7 Mar. 2019] (in Norwegian).

25. Norges Handikapforbund. Soervest. Brukermedvirkning. [online] Available at: https://nhf.no/soervest/brukermedvirkning/ [Accessed 6 Mar. 2019] (in Norwegian).

26. Norgeshistorie. Året 1814 [online] Available at: https://www.norgeshistorie.no/grunnlov-og-ny-union/makt-og-politikk/1312mysteriet-1814-hvordan-kunne-det-skje.html [Accessed 1 May 2019] (in Norwegian).

27. Kunsthistorie. Plan- og bygningsloven [online] Available at: https://kunsthistorie.com/fagwiki/Plan-_og_bygningsloven [Accessed 1 May 2019] (in Norwegian).

28. Byrkjeland, R., 2017. TEK Og Kommunenes Rolle. [ebook] Direktoratet for byggkvalitet. Available at: https://www. kommunalteknikk.no/getfile.php/3739670.896.dbpxsbvsub/Tirsdag+1015+Byrkjeland+TEK+og+kommunens+rolle.pdf [Accessed 1 May 2019] (in Norwegian).

29. Wikipedia contributors. (2019). Plan- og bygningsloven. [online] Available at: https://no.wikipedia.org/wiki/ Plan-_og_bygningsloven [Accessed 1 May 2019] (in Norwegian).

30. Store norske leksikon. Junker, E. Byggteknisk forskrift (TEK) – [online] Available at: https://snl.no/Byggteknisk_forskrift_(TEK) [Accessed 1 May 2019] (in Norwegian).

219

References

31. Direktoratet for byggkvalitet. Byggteknisk forskrift (TEK17). [online] Available at: https://dibk.no/byggereglene/byggteknisk-forskrift-tek17/ [Accessed 1 May 2019] (in Norwegian).

32. Direktoratet for byggkvalitet. Regulations On Technical Requirements For Construction Works. [ebook] Direktoratet for byggkvalitet.

Available at: https://dibk.no/globalassets/byggeregler/regulation-on-technical-requirements-for-construction-works--technicalregulations.pdf [Accessed 19 April 2020].

Institutions of Exclusion / Care 1. FN-sambandet. Konvensjon om rettighetene til personer med nedsatt funksjonsevne. [online] Available at: https://www.fn.no/Om-FN/Avtaler/Menneskerettigheter/Konvensjon-om-rettighetene-til-personer-med-nedsattfunksjonsevne [Accessed 24 Jan. 2019] (in Norwegian).

2. Bymuseet. Johansen, A. Psykisk utviklingshemmede og samfunnet. [online] Available at: http://institusjon.bymuseet.no/index.php?do=visDiverse&vis=24 [Accessed 4 Apr. 2019] (in Norwegian).

3. Lokalhistoriewiki. [online] Available at: https://lokalhistoriewiki.no/wiki/Emma_Hjorths_Hjem [Accessed 24 Feb. 2019] (in Norwegian).

4.Institusjon.no. Uhørte stemmer og glemte steder. [online] Available at: http://www.institusjon.no/index.php?lands- del=9&vis=96&do=visBeretning [Accessed 8 May 2019] (in Norwegian).

5. Heterotopian Studies. Johnson, P. Heterotopias Beyond Foucault – new book. [online] Available at: http://www.heterotopiastudies.com/heterotopias-beyond-foucault-new-book/ [Accessed 5 Mar. 2019].

6. Wikipedia contributors [or Wikipedia] Heterotopi. In-text: Your Bibliography. [online] Available at: <https://no.wikipedia.org/wiki/Heterotopi> [Accessed 26 April 2020] (in Norwegian).

7. Faramelli, A., Hancock, D. and White, R. G. Spaces of Crisis and Critique. (2018) Heterotopias Beyond Foucault.

London: Bloomsbury Publishing Plc. 8. United Nations Enable. Convention on the Rights of Persons with Disabilities (CRPD) [online] Available at: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with [Accessed 4 Apr. 2019] 9. Wikipedia. Tveiterås Skole. [online] Available at: https://no.wikipedia.org/wiki/Tveiterås_skole [Accessed 4 Apr. 2019] (in Norwegian).

10. Bergensavisen. Fladset, A. I årevis har Kai kjempet for datterens skole. I dag kom beskjeden. [online] Available at: https://www. ba.no/skole-og-utdanning/nyhet/ergen/i-arevis-har-kai-kjempet-for-datterens-skole-i-dag-kom-besk-jeden/s/5-8-799518 [Accessed 1 Mar. 2019] (in Norwegian).

11. Baadsvik, I. and Baadsvik, I. (n.d.). Tveiterås skole. [online] <oVe>. Available at: https://www.bergenbyarkiv.no/ oppslagsverket/2008/12/05/tveiteras-skole/ [Accessed 7 May 2019] (in Norwegian).

12. Bergen kommune. MO-senteret, Gyldenpris. [online] Available at: https://www.bergen.kommune.no/omkommunen/avdelinger/ mo-senteret-gyldenpris/9547 [Accessed 27 April 2020] (in Norwegian).

13 . Bergen kommune. Natthjem for rusmiddelavhengige. [online] Available at: https://www.bergen.kommune.no/ innbyggerhjelpen/bolig-og-sosiale-tjenester/botilbud/akuttovernatting/natthjem-for-rusmiddelavhengige [Accessed 27 April 2020] (in Norwegian).

220

References

14. Bergensavisen. Fladset, A. (2016). Oppretter sprøyterom på Strax-huset. [online] Available at: https://www.ba.no/nyheter/rus/ sosiale-forhold/oppretter-sproyterom-pa-strax-huset/s/5-8-303654 [Accessed 1 May 2019] (in Norwegian).

Facilitation of Transport / Mobility 1. The Norwegian Directorate for Children, Youth and Family Affairs. Disabilities in Norway. [online] Available at: https://www.bufdir.no/en/English_start_page/Disabilities_in_Norway/ [Accessed 4 Apr. 2019] 2. Skyss. Å reise kollektivt med rullestol. [online] Available at: https://www.skyss.no/Verdt-a-vite/Nyttig-informasjon-/Spesieltfor-buss/a-reise-kollektivt-med-rullestol/?fbclid=IwAR2c9yLlaT5M6P9wrIXBpglfwvArDq_OP31oOWp7ueody9-zFTZzEp7FpRg [Accessed 4 Apr. 2019] (in Norwegian).

3. Inkluderendedesign. Design og arkitektur Norge. The Bergen Light Rail – Inclusive Design. [online] Available at: http://www.inkluderendedesign.no/transport/the-bergen-light-rail-article176-264.html [Accessed 4 Apr. 2019] 4. Skyss. Spesielt for Bybanen. [online] Skyss.no Available at: https://www.skyss.no/Verdt-a-vite/Nyttig-informasjon-/Spesielt-forBybanen/ [Accessed 4 Apr. 2019] (in Norwegian).

5. Doga. Bergen Lightrail. [online] Available at: https://doga.no/en/tools/inclusive-design/cases/bergen-lightrail/ [Accessed 4 April 2019]

Developments in Universal Design 1. Americans with Disabilities Act of 1990. [online] Available at: https://en.wikipedia.org/wiki/Americans_with_Disabilities_Act_of_1990 [Accessed: 6 April 2020] 2. Section 504 of the Rehabilitation Act. [online] Available at: https://en.wikipedia.org/wiki/Section_504_of_the_Rehabilitation_Act [Accessed: 6 April 2020] 3. Stanford University, Schwab Learning Center. [online] Available at: https://slc.stanford.edu/sites/g/files/sbiybj10231/f/a_ playground_for_the_entire_community_final_submitted_to_mb_and_pw_0.pdf [Accessed: 6 April 2020] 4. ADA Solutions LLC. The History and Evolution of Detectable Warning Surfaces [online] Available at: https://adatile.com/history-evolution-detectable-warning-surfaces/ [Accessed: 6 April 2020] 5. Doga. DOGA Award for Design and Architecture. [online] Available at: https://doga.no/en/activities/priser/doga-merket-for-design-og-arkitektur/ [Accessed: 6 April 2020]

221

References

Partner Interactions 1. National Disability Authority. The 7 Principles | Centre For Excellence In Universal Design. [online] Available at: http://universaldesign.ie/What-is-Universal-Design/The-7-Principles/ [Accessed 3 April 2020].

Body Mapping / Spatial Interventions 1. Oxford Advanced Learner's Dictionary. Body definition. [online] Available at: https://www.oxfordlearnersdictionaries.com/definition/english/body?q=body [Accessed 1 April 2020] 2. Bammes, G. (1985). Sehen und Verstehen. Berlin: Volk und Wissen Volkseigener Verlag 3. Erckrath, C. Body Map & Sensory Mapping workshop briefs (Open Space – Inclusive Spatial Practice master course, BAS 2019)

The Accessible Landscape 1. De Waele, S. Build Workshop (Open Space – Inclusive Spatial Practice master course, BAS 2019)

Sensory Mapping 1. Design for All Europe. “Universal Design is a design for human diversity.” is Camilla Ryhl’s version of the EIDD Stockholm declaration that says “Design for all is the design for human diversity and ...”. Ryhl’s version is developed though her research and dissemination ... The EIDD Stockholm Declaration 2004 – EIDD – DfA Europe. [online] Available at: http://dfaeurope.eu/what-is-dfa/dfa-documents/the-eidd-stockholm-declaration-2004/ [Accessed 22 May 2019]

222

References

223

Standing left to right: Gustavo Machado Majewski, Elisabeth BrandtzĂŚg, Hanne Ă&#x2DC;desneltvedt, Chenghan Lee Seated left to right: Praewa Samachai, Vibeke Jensen, Tanguy Danis, Cecilie Andersson

Inclusive Spatial Practice â&#x20AC;&#x201C; Open Space seeks to - support architecture students and teachers in gaining improved knowledge about and competency in universal design - pose questions and contribute to a continuous dialogue on universal design teaching - be a reference book for the UD community, institutions, politicians and professionals to promote and support inclusive spatial practice - inspire the general public by cultivating a common awareness of the actions and agendas needed to foster accessible places for all The book features - Five research topics related to universal design supporting a knowledge-based context for inclusive spatial praxis - meetings and exchanges with differently-abled partners depicted in soft maps - excerpts from the collectiveâ&#x20AC;&#x2122;s spatial explorations and interventions - documentation of the design and building of the Accessible Landscape - sensory mapping of nine examples of universal design architecture

228