Spaces without barriers : Understanding universal design approach in built environments

SPACES WITHOUT BARRIERS: UNDERSTANDING UNIVERSAL DESIGN APPROACH IN BUILT ENVIRONMENTS

by Payal Sajnani guided by Rachana Viswanathan

Undergraduate Thesis CEPT University

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FACULTY OF DESIGN

Student Name & Code

: Payal Sajnani (UI1913)

Thesis Title

:

Spaces without barriers : Understanding universal design approach in built environments

APPROVAL The following study is hereby approved as a creditable work on the approved subject carried out and presented in the manner, sufficiently satisfactory to warrant its acceptance as a pre-requisite to the degree of Bachelor of Interior Design for which it has been submitted.

It is to be understood that by this approval, the undersigned does not endorse or approve the statements made, opinions expressed or conclusion drawn therein, but approves the study only for the purpose for which it has been submitted and satisfies him/her to the requirements laid down in the academic programme.

Mrs. Rachana Viswanathan Name & Signature of the Guide

WWW.CEPT.AC.IN

T +91 79 26302470 F +91 79 26302075

Dean, Faculty of Design

KASTURBHAI LALBHAI CAMPUS UNIVERSITY ROAD, NAVRANGPURA AHMEDABAD 380009. GUJARAT, INDIA

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It is widely known that the built environment can strongly influence the participation and engagement of people with diverse needs. World Health Organization states that Disability is the part of the human condition and at some point, nearly everyone can be permanently or temporarily disabled.

Therefore, incorporating universal design encourages maximum participation in society. This approach aims at avoiding stigma and inequity. It is a design intervention that acknowledges differences by catering to the varied needs of different groups of people. Universal design talks about elements and places that can be used by all. It caters to people with disabilities or non-disabilities, children, and the aging population as various target groups.

A single design approach cannot cater to the diverse needs of people. Hence, universal design seeks to design elements and spaces by providing options and choices to use it, thus creating an inclusive environment for all, which can then prove beneficial for people in numerous ways.

Well-designed buildings are not only a matter of taste or aesthetics but a space that recognizes, respects, and responds to its users and environments. Integrating universal design approach in architecture and interior design can expand the designer's perception of how a building can be used by many different types of users, adding a new layer of spatial experience for all.

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TABLE OF CONTENTS Acknowledgment

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Proposal

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Chapter 1

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1.1 Effects of Environment : on person’s ability to interact with the surrounding 1.2 What is disability?

1.3 Disability : Mismatched interactions 1.4 Types of Disabilities 1.5 Types of Permanent Disabilities

Chapter 2

2.1.1 2.1.2 2.1.3 2.1.4

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Who all face barriers Invisible barriers: Social & Attitudinal barriers Visible barriers : Architectural & Physical barriers Why is it necessary to remove barriers

2.2 Enabling spaces through Universal Design 2.2.1 Origin and introduction of universal design 2.2.2 Why universal design 2.2.3 Appealing to all 2.2.4 Usable by all 2.2.6 Principles of universal design 2.2.7 Goals of universal design 2.2.8 Solve for one ,extend to many

Chapter 3

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3.1 Framework for case studies 3.2 Case studies 3.2.1 Ed Roberts Campus , California 3.2.2 House of disabled people’s organization , Denmark 3.2.3 Hazelwood school , Scotland 3.2.4 Blind people’s Association , Ahmedabad

Chapter 4

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4.1 Inferences and Conclusion

Chapter 5

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5.1 Bibliography 5.2 Illustration credits

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ACKNOWLEDGMENT The initiation of the thesis, started with my personal interest in the subject, when I got first introduced to it by Ar. Rachana Viswanathan and Mr. Subhash Chandra Vashishth.

I would like to express my deepest sense of gratitude to my thesis guide – Ar. Rachana Viswanathan for her constant support , encouragement and vital contribution as and when required during the research.

I would like to mention special thanks to Ar. Dexter Pereira for motivating and encouraging me at the most crucial times.

Amal Sir and Kaulav Sir for their valuable feedback.

I would also like to thank Khevna Mankodi for introducing me to CEPT and for always motivating me throughout my CEPT journey.

My dearest friends Sapna , Naurin , Anushka, Heta , Maitree and all my dear ones for their motivation ,support and help.

Special thanks to Chandni for not only motivating and supporting me but also for making sure that my work is completed on time by burning the midnight oil with me.

Mariya , for giving me critical discussions whenever required and for helping me out with the case studies.

Also, Daxesh for helping me out with the last minute work in thesis document.

Last but not the least, I would like to thank my family , my Bua for their continuous support and love not only for thesis but for constantly encouraging me to complete my Bachelors at CEPT University.

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PROPOSAL INTRODUCTION AIM RESEARCH QUESTION SCOPE AND LIMITATIONS METHODOLOGY

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INTRODUCTION

Individuals with varying capabilities, different body sizes and ages should be truly able to engage with the built environment independently as they have all the rights and responsibilities in all facets of the society.

Accessibility should be provided for all including children, elderly and people with temporary or permanent disabilities like mobility, cognitive and sensory (hearing and vision) impairments.

When trying to navigate spaces filled with architectural or other physical barriers, people with temporary or permanent disabilities face difficulties every other day.

Barriers in the built environment can discourage individuals with disabilities from visiting commercial, social or recreational places for fear of not feeling safe or unable to access a space which is equipped with staircases, small doorways, inaccessible washrooms and various other unintended, potentially unsafe architectural barriers. As a consequence, these obstacles or barriers force individuals with physical disabilities to isolate themselves, thereby preventing them from thriving in their lives and participating in society.

Different people have different needs, thus when designing products or interior spaces, it becomes crucial to consider everybody’s need as some individuals may rely on other abilities for responding to their surroundings.

An individual with permanent or temporary disability may able to enter a building, but may not have access to the spaces inside the building. Unfortunately the “accessible routes” in a building are most commonly not incorporated within the built environment as a whole, thus compelling people with disabilities to utilize a route which is unlike the route a non-disable individual would take. Sometimes, these “other routes” are much more indirect and difficult to use.

Physical barriers create social barriers for people with disabilities.

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The way places are designed affects our ability to move, see, hear and communicate effectively.

Universal design aims to remove the barriers that create undue effort and separation. It enables everyone to participate equally, confidently and independently in everyday activities. This approach to design provides new understanding in the manner we communicate and respond to our surroundings.

AIM The aim of this study is to investigate how universal design makes spaces inclusive and usable for those with disabilities & non - disabilities and how can we design for a broader range of population providing equal opportunities for the independence , convenience and safety of different types of users in our society.

RESEARCH QUESTION •

What is disability and how the built environment effects the human ability to interact with their surroundings?

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What are the architectural barriers to physical accessibility for people with disabilities/non – disabilities in public spaces and how do they affect them?

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What makes spaces inclusive and usable for those with disabilities & non - disabilities and how can we add a new layer of spatial experience by integrating universal design within the built environment?

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SCOPE AND LIMITATIONS

The study will only focus on public spaces and will not deal with any private residential spaces. The study will only comprise that organizations as case studies which cater to people with multiple disabilities.

The study will primarily focus on how universal design caters to people with reduced mobility, hearing and vision loss; since their needs have the biggest effect on the building and its design.

METHODOLOGY

In order to familiarize with the subject, the first chapter will provide an overview of effects of built environment on human abilities to interact with their surroundings, what is disability, its types and what are the target user groups. It necessary to recognize the multiplicity of problems that requires to be addressed, when trying to incorporate universal design in built environment.

Once the reader is aware of the scope of concerns of the mismatched interactions with built environment, the second chapter will focus on what are barriers and its types, what is universal design, its evolution, its principles and goals.

The third chapter consists of framework of the case studies. All the 4 case studies are mainly the organizations which cater to people with different multiple disabilities. All the 4 case studies are studied through the criteria explained in section 3.1 and then are analysed through universal design principles. The last chapter will formulate the conclusion by comparing the inferences.

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CHAPTER 1 1.1 EFFECTS OF ENVIRONMENT : ON PERSON’S ABILITY TO INTERACT WITH THE SURROUNDING 1.2 WHAT IS DISABILITY? 1.3 DISABILITY : MISMATCHED INTERACTIONS

1.4 TYPES OF DISABILITIES 1.5 TYPES OF PERMANENT DISABILITIES

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1.1 EFFECT OF ENVIRONMENT : ON PERSON’S ABILITY TO INTERACT WITH THE SURROUNDING

The objects and people around us impact our ability to participate. To a great extent, our ability to interact with the environment is determined by our features and abilities, such as one’s stature, strength, and intellect, but also by the degree of resistance and the degree of support that the environment offers in navigating through the space and carrying out various activities.

We gain abilities as we grow. We lose those abilities as we age. As we move through life, our abilities change as a consequence of ailment or injury.

Our abilities even change when we move from one environment to another. Our vision changes when we move from a dark movie theatre into the bright sunlight. Our ability to hear a conversation changes from a silent elevator to a crowded gathering.

Human ability, is a building block of design, in its several physical, cognitive, and social aspects. A person’s capabilities and limitations are often an important factor in how effectively they interact within a built environment.

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Over the course of an individual’s lifetime, people gain their abilities and also start to lose their abilities as they age.

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1.2 WHAT IS DISABILITY ?

World Health Organization’s classification , 1980

leads to

IMPAIRMENTS Disorders of body systems that occur at the time of birth or at later stage in life resulting from subsequent injury or illness.

DISEASE

Aging/accident

IMPAIRMENT

DISABILITY

(Activity limitations)

(person level)

leads to

HANDICAP The handicap is the societal level of the consequences of illnesses defined as the disadvantage of the person, arising from impairment or disability.

For instance difficulties in executing day to day activities such as walking, eating etc.

leads to

DISABILITIES Unable to perform certain functional activity due to underlying impairment.

(functional loss) (organ level)

HANDICAP

Impairment results in disability and disability leads to limitations in social participation or “Handicap”.

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(Participation restriction) (societal level)

Fig 1.2.1 Linear model of disability

Examples :

Fig 1.2.2 Examples

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1.3 Disability : mismatched interactions An individual's environment has a significant effect on the experience of the user in that particular surroundings and also effects the extend of his/her ability to navigate within the built environment.

Inaccessible environments lead to disability by creating architectural barriers to inclusion and participation of people.

Pushing a pram over uneven surfaces, or carrying heavy grocery shopping bags are often referred to as disabling activities, because the functional capabilities to carry them out is often compromised by social and physical barriers (i.e. absence of a shopping cart or uneven and cluttered condition of the pavements deters the ease of movement of parents moving with strollers, individuals with crutches or walker and wheelchair users.)

mismatch interaction (between features of an individual’s body & features of his/her environment)

Likewise, heavy swing doors, or outof-order escalators, are several other instances of disabling contexts, where the functional capabilities of individuals can be affected by public and organisational phenomena.

Disability is thus a result of a complex interaction between characteristics of an individual’s body and the characteristics of the built environment, he/she comes in contact with. A disability is hence context-dependent, based on interactions between a user and a product, an experience or a service.

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Figure 1.3.1 : Mismatches between people and objects/ environment happens when the object/environment doesn't meet the needs of an individual.

Most people have to adjust themselves to make an object/place work.

HEALTH CONDITION

PARTICIPATION (HANDICAP)

ACTIVITY (DISABILITY)

IMPAIRMENT (ORGAN)

CONTEXTUAL FACTORS PHYSCIAL BARRIERS

SOCIAL BARRIERS

Fig – 1.3.2 Revised Model of Disability

Health conditions do not always lead to impairment, but they can certainly lead to functional limitations; For instance, pregnancy is a good example of that. Furthermore, an impairment may lead to limitations in social involvement for an individual even though it does not cause functional limitations; for instance, the stigma related with psychological illness.

Therefore, disability needs to be addressed with respect to the context. The new model of disability suggests that the emphasis should be on the abilities of people and how they are supported or restricted by the built environment.

PHYSICAL/SOCIAL BARRIERS

IMPAIRMENT

INABILITY TO PARTICIPATE

DISABILITY Fig 1.3.3 Factors leading to disability

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1.4 TYPES OF DISABILITIES 1. PERMANENT Such as physical, sensory, and cognitive impairments.

For example, someone born deaf is living with a permanent disability.

2. TEMPORARY A temporary injury or situation which affects how individuals interact with their surroundings. For instance, someone with an ear infection is affected by a temporary disability.

3. SITUATIONAL When people move through varied environments such as a loud crowded place where it's hard to hear or a noisy workplace where a person struggles to hear is experiencing a situational disability.

PERMANENT

TEMPORARY

SITUATIONAL

TYPES OF DISABILITIES Fig 1.4.1 Types of disability

AGE AND SIZE

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There is a range of people with different sizes and heights from kids to fully grown adults and elderly people. Individuals who do not have a particular body structure or size tend to experience spaces differently, which in turn also affects how they use a particular space. Thus, spaces often have some elements which can act as architectural barriers for people with varied body shapes and sizes, thus making them disable to access or use a certain place or an object.

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For instance classroom desks, which are only manufactured to meet a particular body size norm, are sometimes not appropriate in size for certain students causing physical discomfort and societal anxiety.

Fig 1.4.2 Examples of types of disability

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1.5 TYPES OF PERMANENT DISABILITIES Physical, sensory, and cognitive capabilities differ from person to person. These capabilities also change as one age. Therefore diversity is normal.

PHYSICAL 1. PHYSICAL DISABILITIES This involves walking, stability, strength to hold, push, pull, carrying, and reaching. Many tasks include use of more than one of these skills concurrently. Physical strength & endurance can also impact an individual's capabilities to execute these activities.

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BALANCE

Balance limitations can impact, how someone controls his/her hand movements and also on the way an individual walks.

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DUAL

DUAL

SENSORY

MOBILITY

For certain people, it is challenging to walk on the ground or up the gradients. Few individuals with a limited range of walking who use mobility aids like crutches or walker or people who use wheelchairs may have trouble while changing their directions or moving in a particular space. So, they might require various pause points where they can sit down to relax for a while to catch a breath or to regain their strength.

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DUAL

COGNITIVE

MULTIPLE DISABILITIES Fig 1.5.1 Types of permanent disabilities

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DEXTERITY

Dexterity involves lots of hand movements like pushing, pulling, lifting, twisting and turning to carry out various activities. Few people are left-handed. Some individuals may or may not be able to use one or both their hands. Some people due to certain illness or injury may have limited strength in their hands to perform a certain activity with precision or accuracy.

So , size, shape, and ease of movement are crucial for people with limited handling capabilities.

STRENGTH AND ENDURANCE

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Strength and endurance are necessary to walk on inclined pathways, stairs, and long distances.

For those who find it difficult to walk or people with walker or crutches, require frequent resting-places.

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REACH

The reach range mainly depends on an individual's height, the length of his/her arm, usage of it, & the strength & flexibility of the upper body.

A “comfortable reach range” is the one that is ideal to perform an activity that is expected to be done on regular basis and should not require a person to stretch or to bend from their waist.

By placings objects or elements within comfortable reach of the user, more people with disabilities or non – disabilities can use it easily.

An “extended reach range” is the one that is ideal to perform an activity that does not require precision and is not that frequent, can require a person to stretch or bend from their waist.

2. SENSORY DISABILITIES Various kinds of sensory disabilities tend to affect one or more senses like speech, hearing, touch, smell, and vision.

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SPEECH

Some conditions affect an individual's way and quality of their speech, thus some are not able to speak completely and some have difficulty in speaking fluently.

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HEARING

Individuals with hearing loss vary in their ability to catch the sound, determine its direction, volume, source, frequency and to separate different sounds. They find it challenging to communicate, navigate, and gather information to identify potential hazards such as traffic.

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VISION

Vision enables a person to be responsive to the luminance of surfaces, objects, shape, size, and color. The impairment of it defines different degrees of restricted vision, from slight vision loss to total blindness. It also involves color blindness and night blindness. A person with total or partial blindness finds it difficult to function in public spaces making them feel insecure and unsafe to navigate within a built environment.

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TOUCH

Touch is a primary sense, which brings us closer to the spaces around us. The tactile experience helps one to understand the built environment and get a deeper appreciation of the same. Touch can also be a dominant tool while moving across space when the other senses are not working.

Our experience of touch is a mixture of three types of receptors stimulating the skin; pressure, pain, and heat/ cold. As one age, a lot of these receptors die off, leading to changes in their capability to perceive various information through touch.

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3. COGNITIVE DISABILITIES Cognitive abilities comprise memory, problem-solving, communication, recognition, attention. These limitations effect's the child's growth and development.

Thus, Individuals differ in their skills, their ability to learn, understand or perceive information.

When people age, some suffer memory loss or find it more challenging to process complex information and so sometimes they also find it difficult to navigate within a built environment.

Fig 1.5.2 Types and sub-types of permanent disabilities

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CHAPTER 2

2.1.1 2.1.2 2.1.3 2.1.4

WHO ALL FACE BARRIERS INVISIBLE BARRIERS: SOCIAL & ATTITUDINAL BARRIERS VISIBLE BARRIERS : ARCHITECTURAL & PHYSICAL BARRIERS WHY IS IT NECESSARY TO REMOVE BARRIERS

2.2 ENABLING SPACES THROUGH UNIVERSAL DESIGN 2.2.1 ORIGIN AND INTRODUCTION OF UNIVERSAL DESIGN 2.2.2 WHY UNIVERSAL DESIGN 2.2.3 APPEALING TO ALL 2.2.4 USABLE BY ALL 2.2.6 PRINCIPLES OF UNIVERSAL DESIGN 2.2.7 GOALS OF UNIVERSAL DESIGN 2.2.8 SOLVE FOR ONE,EXEND TO MANY

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Many people with disabilities or non–disabilities feel the lack of accessible environments making their everyday life difficult, which then creates a feeling of being excluded from society, both physically and socially. Again,

there are various reasons and of various scales, but definitely all of us must have experienced situations, where spaces were not accessible at certain instances. We all have must faced

situations where there are entrances which could only be accessed by staircases, so people using wheelchairs would find it difficult to enter the place or sometimes signages are too small or have less color contrast , that people with limited or partial vision are not able to see them.

2.1.1 WHO ALL FACE BARRIERS? Every person, at some stage of life, faces barriers.

• • • •

• • •

People with reduced mobility or using mobility devices such as wheelchair, crutches People with partial vision or complete blindness People with hearing loss People with different age like children or elderly People with different body stature Pregnant ladies People with temporary disabilities

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Mismatch between features of an individual’s body and features of his/her built environment act as barriers in interacting with the surrounding.

Mismatches are the building blocks of exclusion.

Disability occurs when an individual with an impairment, faces certain kind of barriers in their surroundings. These barriers can be physical or social. This understanding shifts the perspective on disability from a personal health or medical issue to an understanding that the way spaces are created play a major role in providing equal conditions and opportunities for individuals with various impairments within the society.

Barriers means any obstacles which hinders people from fully participating in all facets of the society and their ability to move independently.

These barriers are visible and invisible.

BARRIERS

VISIBLE BARRIERS

INVISIBLE BARRIERS

2.1.2 INVISIBLE BARRIERS : SOCIAL AND ATTITUDINAL BARRIERS SOCIAL AND ATTITUDINAL BARRIERS

Invisible barriers consists of social attitudinal barriers, like behaviours, perceptions and assumptions that creates sense of discrimination against people with disabilities.

These barriers often emerge from a lack of understanding, which can lead people to ignore, to judge, or have misconceptions about a person with a disability.

ARCHITECTURAL AND PHYSICAL BARRIERS

Examples include:

Social and Attitudinal barriers, result in stigmatisation and discrimination, denying people with disabilities their dignity and are one of the greatest obstacles in providing equal opportunities for all. Negative attitudes create a disabling environment across all domains.

They are often expressed through: the inability of nondisabled to see past the impairment; discrimination; fear; bullying; and low expectations of people with disabilities.

• • • •

of

attitudinal

barriers

Assuming a person with a disability is inferior.

Assuming that someone with a speech impairment cannot understand you.

Forming ideas about a person because of stereotypes or a lack of knowledge.

Making a person feel as though you are doing them a “special favour” by providing them accommodations.

Fig 2.1.2.1 Types of barriers

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2.1.3 VISIBLE BARRIERS : ARCHITECTURAL OR PHYSICAL BARRIERS Any obstacle we encounter can be a barrier to reaching our goals.

Visible barriers consists of architectural barriers, like staircases which can discourage people with mobility devices from using them and seniors who have a fear of slipping and falling from using stairs.

Barriers may not be complete obstacles but simply resistance of some sort. For example, although a narrow doorway may not entirely prohibit a crowd of people from exiting, it could increase the total time it takes to exit. In an emergency, this can be fatal for some occupants.

Other types of barriers are less severe; nevertheless, if many, minor barriers are encountered in a relatively short period of time, they can be annoying, deter people from reaching goals, and result in the behavioural adaptation of avoidance. Many times this results in accessible elements added to the building that has got no coherence with the design and architecture of the built.

Manoeuvring in the physical world is something many people take for granted.

Staircases, rough or uneven or obstructed footpaths and walkways, and small doorways are a few of the common obstacles people walk over, around, or through on a daily basis.

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For those who have a physical disability, those obstacles can be monumental barriers. For nondisabled individuals, it can be hard to recognize and anticipate the less obvious barriers that an individual with temporary or permanent disabilities might come across on everyday basis.

Fig 2.1.3.1 Diagram showing difficulties faced by a person with disabilities for socializing with other people like the time it will take to reach the place, lack of accessibility in transport facilities and in the built environment.

Physical barriers & lack of accessibility makes everyday life difficult and creates social barriers for people with physical disabilities.

Architectural barriers are those physical attributes of buildings and facilities which by their presence, absence or design, present unsafe conditions and deter access and free mobility for people with permanent or temporary disabilities.

These architectural barriers put further strain on the physical state of such people. For example, the absence of a ramp into a building's entrance can negatively affect accessibility. “Architectural barriers” are those aspects of the built environment which lessen a disabled person’s “access”.

An architect might create a building with a grand staircase leading to its front entrance on the basis of tradition or aesthetics.

Meanwhile, people who use wheelchairs might be searching for back alley entrances and convoluted hallways to access the building.

A barrier does not always totally exclude use. It can make use difficult, or it can also be a selective barrier that allows use by one group of people and not another.

To a disturbing degree, barriers in the built environment can discourage individuals with temporary or permanent disabilities from visiting commercial, social or recreational places for fear of not feeling safe or unable to access a space which is equipped with staircases, small doorways, inaccessible washrooms and various other unintended, potentially unsafe architectural barriers.

As a consequence, these obstacles or barriers force individuals with physical disabilities to isolate themselves, thereby preventing them from thriving in their lives and participating in society.

2.1.4 WHY IS IT NECESSARY TO REMOVE BARRIERS? Barriers make an environment unsafe and cause a high level of difficulty to the user. But more importantly, barriers cause spaces to be out of reach, denying people the opportunity of participation in various spheres of life. This ranges from education, economic, social, cultural and many other activities. This loss of opportunity is not only a loss for the person concerned but also society’s loss which misses out on their contribution. Simply put, a barrier causes exclusion and its removal is necessary for ensuring inclusion and participation of all in society.

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2.2 ENABLING SPACES THROUGH UNIVERSAL DESIGN 2.2.1 ORIGIN AND INTRODUCTION For good health and well – being, movement is important for all individuals, regardless of their age and abilities. But everyone doesn’t possess the capabilities of doing so due to certain physical limitations.

Among these, individuals with multiple disabilities, thus face limitations in navigating within their surroundings and carrying their day to day activities easily.

This is when , universal design comes into effect, which as an idea has a worldwide significance. Universal design was born out of the built environment.

It is rooted in architecture and environmental design. In 1985 ,Ronald Mace from the Centre for Universal Design describes the broadly recognized term as "the design of products and environments to be usable by all people, to the greatest extent possible.”

In late 1960s this universal design concept was started as a Disability Rights movement which was to allow any individual, irrespective of their age and capabilities to utilize and access spaces and products at par with others.

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This is due to the importance provided to human rights, by giving equal opportunities to everyone, irrespective to people’s age, stature, abilities or disabilities; which also validates the ides of “Design for All”. Built environment designed on basis of universal design principles provides comfort, choices and safety, thus encouraging people’s interaction and participation within the society.

Universal design is a design methodology that incorporates the needs of all users and strives to create designs that make life easier, healthier, and friendlier for all. It helps develop a better quality of life for a wide range of individuals and aims to reduce the stigma of being disabled by putting people with disabilities on an equal playing field.

Universal design aims to remove the barriers that create undue effort and separation and seeks to make our built environment, products, and systems as enabling as possible so that everyone can participate confidently and independently on equal basis with others in day to day activities. This approach to design provides new understanding in the manner we communicate and respond to our surroundings.

2.2 ENABLING SPACES THROUGH UNIVERSAL DESIGN

People are diverse and vary in their age, stature & functional capabilities, few are left-handed whereas few are right-handed.

Characteristics like dexterity, strength, mobility, balance, reach, endurance, hearing, sight, touch, speech,knowledge,understanding, memory or sense of direction can be affected by illness or disability (whether temporary or permanent).

People of diverse abilities should be able to use buildings and places comfortably and safely, as far as possible without special assistance.

People should be able to find their way easily, understand how to use building facilities .

A universal design approach, that caters to broadest range of population, can result in buildings & places that can be used & enjoyed by everybody.

Universal design doesn’t mean you’re designing one thing for all people.

You’re designing a diversity of ways to participate so that everyone has a sense of belonging. universal design goes beyond the specification of solutions to solve problems of specific groups to holistic solutions that address a broad range of disabilities.

For example an elevator should have legible signage with pictograms and braille and should also have audio signals so people with hearing and vision impairments can easily use it. It must also be at an appropriate eye level for all ,including for people with shorter stature or wheelchair users. The signages must be displayed on one single panel, simple to read and understand.

The concept of universal design emphasis on the various needs and preferences of the users. The built environment should respond to the various body shapes, sizes, abilities and disabilities. As the ability of people change throughout the course of their life time, the design of products and built environment should be able to accommodate this change.

Thus, universally designed environments and products benefit varied group of users by providing options and choices to people which they can use according to their need and preferences. Thus, making places inclusive.

Integrating universal design in architecture could enrich our understanding of a space and add a new layer of spatial experience for everyone.

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2.2 ENABLING SPACES THROUGH UNIVERSAL DESIGN Universal Design benefits more individuals than just ageing population & people with disabilities A common belief about Universal design is that only a few people from the population, such as elderly and people with disabilities benefit from it, but in fact universal design aims at benefitting each and every individual possible by promoting accessible and usable products, services and environments.

No individual can function with full capability for every activity for the entire duration of his lifetime. For instance, at some point in life, a person may suffer, a medical injury or illness (temporary, long-term or permanent), or can be unfamiliar with the product or environment, or a physical attribute like age, size, height and so on, can affect the usability and accessibility of the product or space.

A Universal design strategy attempts to offer design solutions that takes these physical, behavioural and other aspects into account. It recognizes that at some point, every individual can experience some sort of limitation in his/her ability to perform certain kind of activity.

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Nevertheless ,it should also be added that a hypothetical person who does not experience any disability in his entire life ,can also benefit from an intuitive ,easy to use and simple design.

Moreover, Universal design is not a set of specifications, it is a design approach that takes into account the varied range of abilities of users.

2.2 ENABLING SPACES THROUGH UNIVERSAL DESIGN 2.2.3 APPEALING TO ALL

Not only is universal design based on functionality, it also aims at improving the product’s accessibility and usability.

The aesthetic usability effect suggests that people tend to find designs easier to use if they look easy to use.

Universal design products can be used by everyone and thus are more marketable. Since it benefits everyone, it also becomes more economical.

Michael Graves, an American architect, who is himself a wheelchair user, creates products and built environment based on universal design. Michael Graves Design Group creates products without stressing that they are intended for a particular kind of user group, and making products more functional and aesthetically pleasing at the same time.

Fig 2.2.3.1 Functional and aesthetically pleasing accessible products are manufactured by Michael Graves Design Group

In addition, designing specifically for particular target users is not economical and feasible, since as a group they are too small to be addressed, also specialized product designs creates segregation and discrimination against certain kind of user groups in the society.

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2.2 ENABLING SPACES THROUGH UNIVERSAL DESIGN 2.2.3 APPEALING TO ALL Another example is the Herman Miller Aeron Chair. Research on the causes of back injuries identified increased temperature as a factor in these injuries among office workers. Foambased chair upholstery leads to overheating.

This led to a search for new materials.

The designers found an innovative material, a flexible plastic mesh that could eliminate the need for cushions and provide good air circulation for the back and seat. They incorporated a high level of flexibility in the adjustments possible, including the height of the seat, armrest and lumbar support, and several different types of tilt. In addition, they developed three different sizes for the chair—small, medium, and large to provide a closer fit with the user’s body size.

It is important to note that the new design did not have just one new feature. By addressing usability and health concerns as much as possible with every feature of the chair, the company produced a design that was clearly an improvement of an older version. The new material also provided an opportunity to introduce an entirely new aesthetic to ergonomic office chairs.

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Fig 2.2.3.2 The Aeron chair.

Herman Miller addressed key usability and health concerns in the design of the Aeron chair.

2.2 ENABLING SPACES THROUGH UNIVERSAL DESIGN 2.2.4 USABLE BY ALL Universal design emphasis on products and spaces usable by all. At times, it is believed that universal design is only meant for people with disabilities and the elderly, but in fact , it not only caters to them but also to children and families.

According to the pyramid of needs created by Maria Benktzon and SvenErich Juhlins, it separates users by their varying degree of impairments from fully functional individuals at the bottom, the middle level represents people who have reduced capability such as mobility impairments and partial vision, to people who are severely disabled and are unable to perform many of the activities of daily living without support and solely depend on any kind of support at the top of the pyramid.

Fig 2.2.4.1 The pyramid of needs: Maria Benkzton and Sven Erich Juhlins, Ergonomi Design Gruppen, Sweden

The pyramid is to be read from top to down, and explains that by providing universal design solutions to people with severe disabilities ,which are at the top of the pyramid, will naturally accommodate and can be used by mainstream society at the bottom of the pyramid.

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2.2 ENABLING SPACES THROUGH UNIVERSAL DESIGN UNIVERSAL DESIGN CAN BE EXPLAINED AS :

It is necessary for some, good for many and comfortable for everyone.

Fig 2.2.4.2 Fig 2.2.4.3

BENEFITS EVERYBODY Providing staircase and lift cater to people with diverse needs providing them the options and flexibility to use any of them as per their requirements and choices.

EMPOWER AUTONOMY & INDEPENDENCE Providing tactile warning and guiding tiles allows the person with vison impairment to detect the level difference with the white cane and thus allowing them to move freely and independently within the space.

Providing same level of transport system and the platform allows equal access for all ,thus making the space more usable.

Fig 2.2.4.4

HIGH USEFULNESS AND LEVEL OF USABILITY

Fig 2.2.4.5

Providing ramp instead of stairs , makes the space more accessible and inclusive for all.

Fig 2.2.4.6

FULL PARTICIPATION PROVIDING EQUAL OPPORTUNITIES AND INCLUSION

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2.2 ENABLING SPACES THROUGH UNIVERSAL DESIGN The following are the factors considered in the process of universal design of products and environments.

1. Responsive Relate to people's needs and wants a) b) c)

Design according to people’s diverse needs and comfort Daily user's needs Relates to the accessibility standards

Responsive Universal Design

Adaptable

Secure Fig 2.2.4.7

2. Adaptable Relates to diversity and differences in people a)

Easy to use and understand, flexible, convenient, and enjoyable

b) providing options, and flexibility to use

choices

3. Secure Relates to health, safety, and welfare a) b)

Physical health: ergonomics, indoor air quality, safety, security Psychological health: feelings of security and safety

These three factors make universal design accessible, usable and inclusive for all with dignity and with as much independence as possible, regardless of people’s age, size, ability or disability.

Fig 2.2.4.8

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2.2.6 PRINCIPLES OF UNIVERSAL DESIGN

PRINCIPLE DEFINITION:

The design is useful and marketable to individuals with varied abilities.

PRINCIPLE GUIDLINE • • • •

Offer similar means of use for everyone.

Avoids discriminating or stigmatizing any user group.

Provides equal provisions for privacy, security, and safety to all user groups.

Makes design appealing to everyone.

The "Principles of Universal Design" were developed by the Center on Universal Design at NC State University in the 1990s.

EXAMPLES • Everyone irrespective of their age, stature, ability or disability should be able be fully able to use a product or a space. In this image, automatic doors that close & open on sensors can be used by wheelchairs users as well by someone who might have his hand full with shopping bags.

KIND OF BARRIERS FACED

Fig 2.2.6.2

• The sidelight window provides an opportunity for all users whether tall or short, seated or standing - to have the same experience of looking outside.

Fig 2.2.6.1

The illustration is not an example of equitable use. The design of the staircase does not consider individual with disabilities or older adults, especially those whom are in a wheelchair. This also affects parents with strollers, or individuals with large items.

Fig 2.2.6.3

• Elevators are an alternative for stairs that are usable for people who cannot walk or need to use mobility devices.

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2.2.6 PRINCIPLES OF UNIVERSAL DESIGN PRINCIPLE 2: FLEXIBILITY IN USE PRINCIPLE DEFINITION:

The design accommodates a wide range of individual preferences and abilities.

PRINCIPLE GUIDLINE • • • •

Provide choice in methods of use.

Accommodate right- or lefthanded access and use.

Facilitate the user's accuracy and precision.

Provide adaptability to the user's pace.

EXAMPLES • This image shows a moving walkway in an airport. The moving walkway is designed to provide travellers the option of standing or walking. Individuals who are tired, have difficulty with mobility, or are traveling with young children may prefer to stand, while others who are in a hurry may choose to walk.

KIND OF BARRIERS FACED

Fig 2.2.6.5

• The table height can be easily adjusted to suit different user needs..

Fig 2.2.6.4

The design of the chair above did not consider left-handed users. The righthanded users may appear to be more common but universal does not exclude anyone. Flexibility in use is supposed to accommodate a wide range of user abilities and preference, including those that are left-handed.

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Fig 2.2.6.6

• Another example can be a museum that allows visitors to choose to read or listen to the description of the contents of a display case.

2.2.6 PRINCIPLES OF UNIVERSAL DESIGN PRINCIPLE 3: SIMPLE AND INTUITIVE USE PRINCIPLE DEFINITION:

Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

PRINCIPLE GUIDLINE • • • • •

Eliminate unnecessary complexity.

Be consistent with user expectations and intuition.

Accommodate a wide range of literacy and language skills.

Arrange information consistent with its importance.

Provide effective prompting and feedback during and after task completion.

EXAMPLES • The design should be userfriendly. It should be easy and simple to understand, uses a common method of presentation, and does not require special skill or experience.

The fire alarm, in the image below, has a push button that is standard and is red in colour, so that even a child could recognize that it’s a panic button.

KIND OF BARRIERS FACED Fig 2.2.6.8

• A critical part of safe evacuations is providing clear wayfinding information for all occupants, with appropriate exit signage to identify the accessible exits, refuge areas, evacuation lifts and other evacuation devices.

Fig 2.2.6.7

The elevator buttons do not follow the principle of simple and intuitive use. The structure and initials of the buttons are sometimes very confusing.

Fig 2.2.6.9

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2.2.6 PRINCIPLES OF UNIVERSAL DESIGN EXAMPLES PRINCIPLE DEFINITION:

The design should be capable of communicating the most relevant information to all people that will result in effective usage of the product, system or environment. Information should be made accessible to all, irrespective of the user’s sensory abilities.

• Using braille as a supplement for text makes signage more inclusive for people with visual impairments.

PRINCIPLE GUIDLINE • Use different modes(pictorial , verbal , tactile)for redundant presentation of essential information.

• Provide adequate contrast between essential information and its surroundings.

• Maximize “legibility” of essential information.

• Differentiate elements in ways that can be described(that is make it easy to give instructions or directions).

• Provide compatibility with a variety of techniques or devices used by people with sensory limitations.

Fig 2.2.6.10

• Looking down the length of the symmetrical platform , lighting accentuates train doorways and the adjoining gates that prevent riders from falling onto the tracks.

KIND OF BARRIERS FACED Sometimes signage are not readable due to very small text size or due to less color contrast making it difficult to read for people with low vision.

Fig 2.2.6.11

Nanakuma line, Japan

• Public transportation using audio and visual queues to inform riders of upcoming and current stops, which makes it inclusive for people who have either visual or hearing impairments.

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2.2.6 PRINCIPLES OF UNIVERSAL DESIGN EXAMPLES PRINCIPLE DEFINITION:

There should be high tolerance for errors in design. Safety precaution is the main idea for this principle. This minimizes risks & adverse consequences of accidental or unintentional actions. The design should have built in safety measures in terms of carelessness or inattentiveness by the users.

• Guards ,edge protection and handrails assist the user in their movement and also provides tolerance for error when using ramp.

PRINCIPLE GUIDLINE • Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated or shielded.

• Provide warnings of hazards and errors.

• Provide fail safe features.

• Discourage unconscious action in tasks that require vigilance.

KIND OF BARRIERS FACED

Fig 2.2.6.13

• A warning sign with both text graphics and red color alerts everyone of a potential danger.

Fig 2.2.6.12

The above is an example opposing Tolerance for Error. The fire hydrant placed in the middle of the sidewalk, obstructs the path acting as an obstacle. People can run into it and injure themselves as it is in an unexpected place.

Fig 2.2.6.14

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2.2.6 PRINCIPLES OF UNIVERSAL DESIGN EXAMPLES PRINCIPLE DEFINITION:

The design must be such that the people need to make the most minimal effort to operate or function a device or a product.

The driving force behind this principle is convenience of people and ease of use.

PRINCIPLE GUIDLINE • • • •

A circular doorknob can be problematic to open if someone has got arthritis in their hands. A lever handle can be used by people with limited strength in their hands as well as can be used by people carrying shopping bags.

Thus, the door can be opened with a close fist or an elbow.

Allow user to maintain a neutral body position.

Use reasonable operating forces.

Minimize repetitive actions.

Minimize sustained physical effort

KIND OF BARRIERS FACED Fig 2.2.6.16

Fig 2.2.6.15

This illustration is an example of a situation violating the principle of low physical effort. The steep ramp does not meet the standards of universal design, as it requires a great amount of strength to go up the ramp. People that are walking and biking will also have to acquire extra effort to reach the top of the ramp.

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The automatic sink with soap dispenser, has the following advantages: • Save water resources • Are more hygienic.

• increases usability for all users regardless of their age or disability, by eliminating most of the physical effort • reduces repetitive motions of turning handles or knobs on and off.

Fig 2.2.6.17

PRINCIPLES OF UNIVERSAL DESIGN PRINCIPLE 7: SIZE AND SPACE FOR APPROACH AND USE PRINCIPLE DEFINITION:

Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

EXAMPLES • In the image below, wheelchair users, or an individual with luggage, or even an obese individual can easily enter the subway gates.

PRINCIPLE GUIDLINE • • • •

Provide a clear line of sight to important elements for any seated or standing user.

Make reach to all components comfortable for any seated or standing user.

Accommodate variations in hand and grip size.

Provide adequate space for the use of assistive devices or personal assistance.

Fig - 2.2.6.19

KIND OF BARIERS FACED

Nanakuma line, Japan

• For instance, a standing height reception table can cater to almost everyone.

But by providing the option of varying heights for people to use, the counter can also cater to wheelchair users as well as children.

Fig - 2.2.6.18

This image illustrates a moment were the deign of elements for approach and use is an important factor for the user. Sometimes the elements are placed much above the reach range of people using mobility devices or people with shorter stature.

Fig - 2.2.6.20 Fukuoka bank, Japan

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2.2.7 PRINCIPLES OF UNIVERSAL DESIGN 8 GOALS OF UNIVERSAL DESIGN The eight goals are as follows: 1.Body fit: Accommodating a wide a range of body sizes and abilities 2.Comfort: Keeping demands within desirable limits of body function.

3.Awareness: Ensuring that critical information for use is easily perceived.

4.Understanding: Making methods of operation and use intuitive, clear, and unambiguous.

5.Wellness: Contributing to health promotion, avoidance of disease, and prevention of injury.

6.Social integration: Treating all groups with dignity and respect.

7.Personalization: Incorporating opportunities for choice and the expression of individual preferences 8.Cultural appropriateness: Respecting and reinforcing cultural values and the social, economic and environmental context of any design project.

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2.2.8 SOLVE FOR ONE EXTEND TO MANY

When we design for one person who experiences mismatches in using a solution, we can then extend the benefits of that design to more people by asking who else might want to participate but is excluded on a temporary or situational basis.

•

Recognize inclusion

Identify exclusion Exclusion occurs, when we solve issues using our own prejudices.

•

Learn from human diversity Human beings are the real experts in adapting to diversity.

Focus on what is universally significant to all people.

Fig - 2.2.8.1 Solve for one, extend to many

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2.2.8 SOLVE FOR ONE EXTEND TO MANY The beauty of constraints Designing for users with permanent disabilities can sound like a major restriction , but ,a much greater number of people can actually benefit from the resultant designs.

For instance, for people with hearing impairments, closed captioning was developed. But, there are also many other advantages of captioning, like reading at a busy crowded airport. Patrons rely on captioning to access sports and news.

Captions are increasingly common in social media when we can’t turn up the volume on our smartphones or educating kids on how to read.

Likewise, high contrast screen settings were originally developed to assist individuals with visual impairments .But nowadays, many users are benefited from high contrast screen settings when they use their phones in bright daylight.

Many assistive solutions that were originally marketed to people with disabilities eventually found mainstream potential.

As technology improves, functionality gets better and market opportunities expand. In turn, businesses that recognize these opportunities are more likely to invest in making the design of that product highly usable and beautiful.

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Fig - 2.2.8.2 Captioning

This solution initially addressed a mismatch between television audio and the Deaf community. It went on to benefit many more people with hearing loss because of age, injury, or environment

2.2.8 SOLVE FOR ONE EXTEND TO MANY CURBCUTS Curb cuts are the quintessential example. A curb cut is the sloped transition from a sidewalk to a street that makes the crossing accessible to people who use wheelchairs.

The curb-cuts were primarily designed for people with wheelchairs and other mobility issues. Further, it went on to benefit parents with prams, people using on roller skates, people using bicycles, a delivery man with hand carts.

WHEELCHAIR USERS

STROLLERS

BICYCLES

Fig - 2.2.8.3 Curb- cuts

TACTILE WARNING AND GUIDING TILES People who have complete vision loss use a cane to feel the path in front of them. When cane touches these patterned tactile tiles, the bearer gets various types of information on how to navigate the way ahead. Some people with visual impairment have some degree of sight. This is the reason tactile tiles are made in bright colours like yellow and red. These colours are easier to be seen by partially-sighted people. Thus tactile pavings cater to both category of people with vision impairment.

SKATEBOARDS Fig – 2.2.8.4 Everyone benefits from the curb cuts

Fig – 2.2.8.5 Tactile warning and guiding tiles

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2.2.8 SOLVE FOR ONE EXTEND TO MANY A single design approach cannot cater to the diverse needs of people. Hence, universal design seeks to design elements and spaces by providing various options and choices to use it, thus creating an inclusive environment for all.

For instance, a standing height reception table will be able to cater to most of the people. But by providing the option of varying heights for people to use, the table can also cater to wheelchair users as well as children.

A wheelchair user goes to the bank and goes to the lower counter table immediately and later someone with a shorter stature does the same thing.

If no lower counter table is provided both individuals would be disabled because they would not be able to use a standing height counter which can be too high for them. A wheelchair user doesn’t approach lower counter just because he is unable to walk, but because he is shorter when seated in a wheelchair. It is the shortness of both the users – dwarf and wheelchair user that leads to their disability. Thus 2 level counter can be beneficial for all.

Thus designing for one group of user can benefit other group of users also.

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Fig – 2.2.8.6 Two level counter

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CHAPTER 3 3.1 FRAMEWORK FOR CASE STUDIES 3.2 CASE STUDIES 3.2.1 ED ROBERTS CAMPUS , CALIFORNIA 3.2.2 HOUSE OF DISABLED PEOPLE’S ORGANIZATION , DENMARK 3.2.3 HAZELWOOD SCHOOL , SCOTLAND 3.2.4 BLIND PEOPLE’S ASSOCIATION , AHMEDABAD

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3.1 FRAMEWORK FOR CASE-STUDIES PHYSICAL ENVIRONMENT 1. LAYOUT & CIRCULATION Layout and circulation facilitate spatial orientation and way finding within spaces. Confusing circulation can cause disorientation which can heighten anxiety and stress.

Circulation that is clear and intuitive aids users feeling at ease and in control of their surroundings. Also, level differences, modes for vertical and horizontal circulation within the space becomes crucial for people with mobility impairments.

SENSORY ENVIRONMENT Sensory qualities are aspects of the environment that are perceived through the senses including sight, sound touch, smell. Sense of touch, see and hear act as the main guiding elements for people with disabilities or non – disabilities to navigate within a space. Different senses helps to compensate the missing one depending on the level of disability of sense that has lost.

1. VISUAL Visual perception is one of the most important aspects of architecture.

Visual is the primal sense through which an individual with disabilities or non disabilities experiences the space.

But visual experience also plays an important role in guiding people with partial vision loss and people with hearing impairments. Vision enables a person to be aware of luminance of surfaces, objects, form, size and colour.

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2. TACTILE Touch is a primal sense, bringing us closer to the spaces around us. The tactile experience allows us to understand and gain a deeper appreciation of the built environment.

The tactile experience helps to determine the material, the smooth, the roughness and the hot and the coldness of a surface. Tactile cues such as differences in floor textures and change in temperature provide landmark of people who cannot see and are one of the greatest aids for visually impaired people as they orient themselves with the help of non visual information from their surroundings.

Visually impaired people often run their fingers over various surfaces repeatedly and are able to perceive and understand the textural values from their repetitive action of touch.

3. AUDITORY The auditory experience plays a very important role in guiding the people with visual and hearing impairments as they orient themselves with the help of nonvisual information from their surroundings such as auditory cues.

Space of different materials , texture, scale ,size reverberate and absorb sound differently, thus giving auditory cues for people with disabilities. Thus it plays a significant wayfinding tool that is able to aid them to navigate from one location to another.

All the 4 case studies are mainly the organizations which cater to people with different multiple disabilities. All the 4 case studies are studied through the criteria explained in section 3.1 and then are analysed through universal design principles.

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ED ROBERTS CAMPUS 64

3.2.1 ED ROBERTS CAMPUS INTRODUCTION The Ed Roberts Campus (ERC) is a nonprofit corporation formed by seven organizations that share a common history in the Independent Living/Civil Rights Movement of People with Disabilities. In 1998, these seven organizations joined together to plan and develop a universally designed, campus located at the Ashby BART Station in South Berkeley.

Commemorating the life and work of Edward V. Roberts, an early leader in the independent living movement of persons with disabilities.

Ed Roberts campus’ in Berkeley, California, is a centralized place where the disabled can access amenities like vocational training, education, assistance for housing and other benefits, and also fitness and health assistance. Designed to present a distinct civic presence, the facility aims to provide a campus that celebrates the values of its users, programs and partner organizations.

Fig – 3.2.1.1 Entrance

Fig – 3.2.1.2 Site plan

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3.2.1 ED ROBERTS CAMPUS LAYOUT AND FUNCTIONS The project was restricted by height due to the surrounding buildings, which limited the slab-to-slab height to 12ft. The ERC is an 85,000 sf facility designed to meet the needs of people with all ability levels. There is a central circulation area when one enters the building and there are leased spaces that branch out from the double height lobby/central court The program includes exhibition space, community meeting rooms, a childcare centre for children with disabilities, a fitness centre, offices, vocational training facilities and a cafĂŠ gathered around an enclosed courtyard.

The campus is integrated into the existing Ashby BART station. The entry stairway to the station was demolished so that BART could be joined directly to the new structure.

A semi-circular main entry plaza serves as a drop-off and gathering place as well as a transit plaza for bus, tax, bicycle, and BART riders. A subgrade structure provides parking for staff and visitors and connects directly to the BART station concourse via a new public elevator

Fig – 3.2.1.3 Layout and functions

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3.2.1 ED ROBERTS CAMPUS PHYSICAL ENVIRONMENT EXTERIOR ENVELOPE : WOODEN SHADE SCREENS & SANDBLASTED CONCRETE AND STUCCO

Wooden screens are provided all over the façade, which helps in giving shade to the windows from harsh intense sunlight, and also provides views to the outdoors.

The blend of concrete and stucco is used to provide texture to the external of the built to communicate similarities with the neighbouring buildings. The subtle colour of concrete and stucco also highlights the wooden screens.

Fig – 3.2.1.4 Wooden screens

Fig – 3.2.1.5 Exterior - Wooden screens

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3.2.1 ED ROBERTS CAMPUS PHYSICAL ENVIRONMENT One can immediately see the main helical ramp, the primary mode of circulation in the building, upon entering the lobby, either from the outside or from the inner elevator or staircase which connects to underground parking lot. From the lobby the user has various options to go up to the 1st floor either through the elevator or the staircase or through the central helical ramp. On the ground floor there are various branched corridors to reached different programmed spaces.

Fig – 3.2.1.6

GROUND FLOOR

Fig – 3.2.1.7 FIRST FLOOR

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3.2.1 ED ROBERTS CAMPUS PHYSICAL ENVIRONMENT CIRCULATION

There is a vibrant orange helical ramp in the center of the main entrance that winds up to the second floor under a large skylight. The architect celebrated the ramp as a significant feature of the building and placed it in front and at centre of the entrance, instead of tucking the ramp off to one side. The helical ramp has translucent red resin handrail panels and is suspended from the cables connected to its inner radius, thus it appears to float when observed from other areas of the lobby or central court.

The helical ramp of 56 foot diameter present in the main lobby, also serves as an informal interaction area for visitors and also for individuals working in the building. The ramp is 7 feet wide enough, which allows 2 wheelchair users to pass by at the same time, without obstructing each other’s path.

The ramp is designed on a gentle slope, and there are places that are flat at regular intervals.

Fig – 3.2.1.8 Helical ramp

Fig – 3.2.1.9 Helical ramp with exhibition area

It is also gentle for those who move the manual wheelchair by themselves and for the caregiver who pushes the wheelchair. The ramp also encloses an area that the Ed Roberts campus utilizes as an exhibition space, which displays art, history and the politics of disability rights .On the wall are photographs of the disability movement taken in San Francisco and Washington, DC in 1977.

In addition to the ramp, one can use the elevator and stairs to move between floors. Thus there are variety of options provided for the user to choose from, according to their needs. Other features include wide 7 feet corridors and automatic doors for easy circulation. .

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There is also a handrail next to the slope so visually impaired people can safely climb up and down the slope. In addition, even elderly people find it easier to walk with help of the handrail.

3.2.1 ED ROBERTS CAMPUS PHYSICAL ENVIRONMENT CIRCULATION PLACEMENT OF EMERGENCY EXITS The emergency exits are situated at the north & south ends of the campus, which is at either ends of the main entrance of the building Both the north and south emergency exits open onto the walkway that surrounds the building.

There is also 1 emergency staircase near the elevator which is located at the entrance of the building.

Fig – 3.2.1.10 GROUND FLOOR

Fig – 3.2.1.11

FIRST FLOOR

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3.2.1 ED ROBERTS CAMPUS PHYSICAL ENVIRONMENT FEATURES Ed Roberts campus has doublesided elevators. Elevator has a front door that opens when you get on, and a rear door that opens when you get off. This allows wheelchair users to enter the elevator forward and move straight forward and off without turning. If the same door opens when one gets in and out, one will have to rotate the wheelchair 360 degrees in the elevator. Thus, with help of double-sided elevators , wheelchair users can exit without turning around and thus reducing their effort and making the movement easy.

Fig – 3.2.1.12 Double sided elevator

In elevators & elevator lobbies, wheelchair users can press the control buttons near the floor with their feet or with wheelchair footrests, if they cannot access the usual set with their hands.

Nondisabled people carrying a heavy load in their arms, can also call the elevator by tapping the buttons with their feet.

Some spaces have work tables that can be adjusted as per the users need and some spaces have regular workstations. Most of the workplaces in the building have sensors that automatically turns light on & off, which only assists people with disabilities but also save energy. The productivity and efficiency of the staff working here has been increased with the help of plenty of daylight and operable windows in most of the spaces.

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Fig – 3.2.1.13 Elevator foot panels

Fig – 3.2.1.14 Adjustable desks

3.2.1 ED ROBERTS CAMPUS PHYSICAL ENVIRONMENT FEATURES Several people must have unlocked the door by swiping a card onto the sensor. Though it might seem quite simple and straight forward to use, but sometimes it might get really difficult for some individuals.

An individual, typically has to get close enough to hold a security card next to the reader to unlock a door, which in turn can act as a barrier for people with limited use of their arms or someone who is one a wheelchair.

They have installed automatic doors at Ed Roberts campus, with large size card reader panel, that can read a security card from a longer distance, thus providing hands free access.

Fig – 3.2.1.15 Automatic doors with sensor based card reader

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3.2.1 ED ROBERTS CAMPUS SENSORY ENVIRONMENT VISUAL AND TACTILE High-contrast interior finishes, and coloured flooring textures and specially designed signages assist visually impaired people in way finding.

The architect used daylight to assist the people with wayfinding. The architects brought daylight through a series of circular skylights into the covered central courtyard and along the first storey walkways ,they have used clearstory windows.

Few design decisions, involved “duelling disabilities”, which meant that assisting one kind of user group could disturb another user group. For instance, the highly textured floor surfaces that people with vision impairments use as navigational cues, can sometimes be really uncomfortable for wheelchair users. The wheelchair tires rattle on the block, making it difficult for the wheelchair to move forward. Thus, the architects created textured floor surfaces that were gentler on the wheelchairs then the standard raised “buttons” and complemented them with contrasting colours.

Ed Roberts Campus is defined by its concrete floors. Throughout the over scaled lobby there's a smooth finish with a burnt sienna sheen, but a broad path through the middle is dark and rough to provide visual and tactile cues for sightimpaired visitors so that they can feel the difference when they touch it with their white cane seeking the offices that lie down corridors on either end. Also, the tiles are different in color, so even people with low vision can easily reach their desired place by distinguishing the colors.

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Fig – 3.2.1.16 Helical ramp with skylight

Fig – 3.2.1.17 Open areas with high visibility facilitate sign language communication

3.2.1 ED ROBERTS CAMPUS SENSORY ENVIRONMENT VISUAL AND TACTILE

Smooth finish with a burnt sienna sheen

Dark concrete textured walkway to give directional cues for people with visual impairments

Fig – 3.2.1.18 GROUND FLOOR

Fig – 3.2.1.19 Contrasting colors and flooring textures indicate pathway to offices to assist visually impaired people.

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3.2.1 ED ROBERTS CAMPUS SENSORY ENVIRONMENT VISUAL AND TACTILE Signages at common vision range, ensures that, no matter if the person is on wheelchair or is standing, they can easily see the signages. All the signs throughout the campus are both in written word as well as braille and also with pictograms

Fig – 3.2.1.21 Carpeting has low-key patterns to avoid the chance of triggering a seizure in someone with epilepsy.

Fig – 3.2.1.20 The sinanges with braille are at a height where people with visual impairments can touch it ,to understand the directions and the space.

Wheelchair users sometimes unintentionally hit the walls with their wheelchairs, leaving black stains on the walls, which are not easy to clean. A special material called Trespa is used here on the lower white walls, which makes the cleaning of black marks much easier and also avoids the damage to the wall. It costs more than standard wall materials , but since it can be used for quite long time, it is worth using it.

Fig – 3.2.1.22 Circular barrier at base of column prevents collisions and provide footrest during conversations.

Fig – 3.2.1.23

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3.2.1 ED ROBERTS CAMPUS SENSORY ENVIRONMENT AUDITORY Few design decisions, involved “duelling disabilities”, which meant that assisting one kind of user group could disturb another user group. The hard surfaces on which wheelchairs users prefer to move on ,may cause acoustic issues for the people with hearing impairments.

There is concrete floor in the public areas with the maximum wheelchair use, along with that they have used a special stretch fabric on the central court’s ceiling to absorb sound.

Fig – 3.2.1.24 Carpeting on walkways on first floor softens ambient sounds to help the people who find difficulty in hearing.

In the maximum active spaces on the ground floor, concrete flooring provides good surface for wheelchair users. But on the first floor corridors, carpeting softens ambient sounds in order to help the people with hearing impairments.

On the ground floor, a water fountain is provided. It is pleasant to see and hear and provides orientation for visitors with visual disabilities. The water fountain here is used as a landmark ,since individuals with vision impairments can easily identify sound.

Individuals can offer directions by referring to the relative proximity of a place to the water fountain, such as “Organization A is on the right side of the water fountain and the café is on the water fountain’s left side. “For individuals with vision impairments it can be a good meeting place.

Fig – 3.2.1.25 Water fountain on the ground floor.

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3.2.1 ED ROBERTS CAMPUS Analysing the space through 7 principles of universal design: 1. EQUITABLE USE Designers often tack the ramp as an after thought but here the architects addressed accessibility and turned the ramp into building’s center piece. Thus ramp provides same access for all, caters to diverse needs of people with or without disabilities.

VERTICAL CIRCULATION

2. FLEXIBILITY IN USE In some of the offices u might find adjustable desks which can used at any height according to the users preference.

TEXTURED WAY FINDING

3. SIMPLE AND INTUTIVE USE As soon as u walk in the door it makes sense where to whether to the front desk or else where via practical easy to understand signage and textured floors.

The textured way finding provide tactile cues for visually impaired people .

VISIBLE SINANGE

4. PERCEPTIBLE INFORMATION All the signs throughout the campus are both in written word as well as braille and also with pictograms The fountain at the end of the building isn’t just for decoration, it also provides a reference point for people with low vision when getting around the building

ACCOUSTIC LANDMARKS

5. TOLERANCE FOR ERROR In the event of an emergency the ramp provides a safe exit for all users, in case the elevators are not working SPECIALIZED ELEVATOR CONTROLS

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3.2.1 ED ROBERTS CAMPUS 6. LOW PHYISCAL EFFORT A building that is universally designed should not be exhausting to get around and use, in architecture it comes in form of automatic doors, double-sided elevators and mostly flat surfaces.

LARGE DOUBLE SIDED ELEVATOR

The built environment doesn't restricts anybody by its size and space so that off course means 7 feet wide doorways and adequate space for turning movements for wheelchair users to navigate .

It also means nothing is out of reach for people who need access to something, thus in elevators there were buttons were you would normally find them but also but also buttons along the floor if that's more accessible and you can find this feature all throughout the building

VISUAL CONTRAST

AUTOMATIC DOORS

7FT. WIDE CORRIDORS

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3.2.1 ED ROBERTS CAMPUS INFERENCES The building’s primary aim was to create a fully accessible environment for different people with diverse needs. Easily communicative spatial layout ,organizations of spaces and various other elements of the space played a major role in achieving the desired propose. 

PREDICTABILITY

•

The spaces are quite predictable to navigate and easy to understand.

Simple and intuitive circulation throughout the building.

Consistent/Clear wayfinding (Graphic,color, auditory) Providing clarity in visual access (open / transparency) of the space.

Architectural (wall/column/floor) contrast The space also helps in providing users confidence and independence to navigate within a space without negotiating on their safety and comfort.

• • • • •



CHOICE

•

The design offers various different ways to navigate/use objects and/or spaces.

The spaces provides various alternatives for vertical connections (stairs, ramps, and elevators) for users to use depending on their need and convenience.

Providing adjustable desks which can be used at any height according to the user’s need.

Opportunity for interactions amongst different people and comfort level are provided to the users by offering different movable seating.

Minimum of two accessible fire exits .

This increases the confidence and safety of individuals with disabilities without fear of being trapped in several situations.

•

•

•

• •

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LEGIBLE APPROACH & ENTRY

VERTICAL CIRCULATION FOR EVERYONE

WIDE CORRIDORS & CLEAR ROUTES

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HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS 81

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS INTRODUCTION The organization's main objective was to create 'the World's Most accessible office building.

Currently this organization houses 20 disability organisations and 5 other organisations that boosts 310 workplaces covering 12.600 sq.m. on 4 floors. Many of the staff members of the organisations have different disabilities so the whole house has been designed with equal focus on modern office spaces and equal accessibility for everyone.

Thus everyone – regardless of disability – can work and move freely around the building without difficulty, and without feeling different. This ensures both accessibility and equality.

•Architect: Cubo and force4 Architects •Project: House of disable people’s organization •Location: Taastrup, Denmark •Floor Area: 12600 sq. m.

•Completed in : 2012

Fig – 3.2.2.1 Lobby at different floors

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS PHYSICAL ENVIRONMENT LAYOUT The house is shaped like a 4-armed starfish. The architectural firm had earlier design a circular plan, but navigating in a round building , would seem like being in a perpetual motion machine in which the blind person would continue to walk round and round and thus it would be difficult for people with vision impairments to easily access the places within the building.

Thus , the circle was then squeezed into 4 places , forming 4 different wings. Therefore, the central glasscovered atrium became pentagonal, providing different points of orientation along each bend. The atrium acts as the connecting element between all 4 floors and functions as the main central area of the building, where people can gather and interact with each other,& from here everyone navigates to 4 office floors facing north, northwest, southwest and southeast, respectively.

The building has 4 floors and a basement. A reception lobby , lounge , conference room and café are located on the ground floor, while the fitness centre is located in the basement. The 3 upper floors are nonpublic and house small and large office spaces ,they have also provided open office areas with meeting rooms and services like pantries, copy rooms and washrooms.

All the offices face the façade of the building, and the service facilities are situated in the middle of each office wing.

Fig – 3.2.2.2 Formation of 4 wings of the building with atrium at the centre.

Fig – 3.2.2.3 The central glass covered atrium.

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS PHYSICAL ENVIRONMENT LAYOUT The organization is situated almost 350 meters from public transport at Taastrup station with easy access to the motorway. In an open landscape , the house sits as a solitary building, which is clearly visible from the station.

The building’s location on the site, divides the area in 2 distinct outdoor spaces, each with its own purpose and environment. The arrival, parking areas and the main entrance of the building are to the east, whereas to the west are the sensory gardens with recreational spaces and varied vegetation, like fruit trees & flower beds with herbs.The sensory garden allows visitors to enjoy a wide variety of sensory experiences. They are designed to provide opportunities to stimulate the senses and also gives a calming effect of the visitors

Fig – 3.2.2.4 Site plan

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS PHYSICAL ENVIRONMENT LAYOUT AND CIRCULATION In the centre of each wing, small rooms are provided which offer a break from the normal work routine by providing an option of taking a rest on the couch, if one becomes mentally exhausted. These small rooms , make it easier for individuals to work more efficiently and thus are helpful for everyone.

Fig – 3.2.2.5 Small resting areas

Next to the elevator, is the main staircase, which goes all the way up to the fourth floor. This ensures that 2 individuals with different needs can choose a solution (staircase or elevator) which is best suitable to them according to their preferences, & then continue their conversations on the next floor. Thus the lift and the staircase are centrally located for easy access for all.

Fig – 3.2.2.6 Staircase

EMERGENCY EXIT The building contains three fireproof zones. The fire doors are equipped with motors that makes them easier to open, ensuring that people on wheelchairs and people with other mobility impairments can lead themselves to safety. Pressurized fire proof areas keep smoke out of the room so that people can remain safe within the zone for up to 1 hour. Fire drills have demonstrated that 300 staff members in the organization, out of which 20% are wheelchair users, can be evacuated within 6 minutes.

Fig – 3.2.2.7 Fire proof zones

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS PHYSICAL ENVIRONMENT FEATURES A standing height reception counter can cater to most of the people but here the counter is simply designed with two heights, thus by providing the option of varying heights for people to use. This ensures that wheelchair users & other people can get information & help at eye level and in an equal manner.

The workplace has double- sided elevators. Elevator has a front door that opens when you get on, and a rear door that opens when you get off. This allows wheelchair users to enter the elevator forward and move straight forward and off without turning. If the same door opens when one gets in and out, one will have to rotate the wheelchair 360 degrees in the elevator. Thus, with help of double-sided elevators , wheelchair users can exit without turning around and thus reducing their effort and making the movement easy.

Fig – 3.2.2.8 Two level reception counter

In elevators & elevator lobbies, wheelchair users can press the control buttons near the floor with their feet or with wheelchair footrests, if they cannot access the usual set with their hands.

Nondisabled people carrying a heavy load in their arms, can also call the elevator by tapping the buttons with their feet.

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Fig – 3.2.2.9 Double sided elevators with Foot panels.

3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS SENSORY ENVIRONMENT VISUAL AND TACTILE To create a workplace, where all staff members can work on equal basis, colours, light and sound play and important role. Colours act as significant navigating tool, and thus each office wing has its own iconic hue: blue, orange, green and red.

These colours are chosen on the basis of degree of contrast in relation to the surroundings and in relation to each other, so that people with visual impairments can easily identify it.

The glass covered atrium, provides an appropriate amount of daylight, both when the sun is shining and also when it’s cloudy. Daylight is good for everybody, but sufficient amount daylight also makes it easier for individuals with hearing impairments to read lips.

Fig – 3.2.2.10 Plan with 4 different wings with 4 different hues and with parquet flooring

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS SENSORY ENVIRONMENT VISUAL AND TACTILE Windows provide appropriate amount of sunlight in the offices along with providing view to the outdoors.

The external shading comprises of 2 systems: One has fixed vertical slats that extend down the façade until just above the ground floor. These slats are powder coated in light golden tint and are having slightly rough texture, which provides warm light in offices, irrespective of the orientation.

The other comprises of horizontal, automatic blinds to control the daylight that can be controlled by employees according to their individual needs and preferences.

Fig – 3.2.2.11 All work stations receive sunlight

Fig – 3.2.2.12 Exterior view

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS SENSORY ENVIRONMENT VISUAL AND TACTILE Walkways leading across the parking space to the entrance of the building, has raised patterned guideline in the pavement. This pattern continues in the grate at the entrance & further onto the flooring inside the space, offering a tactile change of direction while functioning as a guideline. The grate is designed in such a way that no guide dogs or mobility sticks get stuck in it.

Horizontal markings are provided on the automated sliding glass doors at the entrance of the building, which helps the individuals with vision impairments to easily find the entry door.

Fig – 3.2.2.13 Automatic sliding door

The grey patterned guideline that runs across the floor is integrated in the ground floor design which gives tactile cues to people with vision impairments so that they can easily navigate within the space.

The door handles are custom designed bevel-edged levers made of polyurethane, thus ensuring that the lever handles are not cold to touch.

So, the door handles require the least physical effort to open the door , thus making it easier for people with arthritis and muscular dystrophy.

Additionally, black and grey coloured handles are designed to contrast with door colours in order to help the visually impaired people to navigate see and easily access the lever.

Fig – 3.2.2.14 Tactile path

Fig – 3.2.2.15 Lever handle

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS SENSORY ENVIRONMENT VISUAL AND TACTILE As part of building’s wayfinding strategy, sinages play a very important role.

Signages can be a great assistance for everybody especially for individuals with psychosocial disabilities Signages placed at a height of common vision range of wheelchair users as well as of standing individual, ensures that everybody can see them easily. All the signs throughout the organization are both in written word as well as braille and also with pictograms. The sinanges with braille are at a height where people with visual impairments can touch it ,to understand the directions and the space.

Various elements in the organisation are pretty small, but are of great significance. One such element is the tiny metal studs that are half embedded into the wooden railing of the staircase.1 stud means you are on the 1st floor, 2 studs means 2nd floor & 3 studs means you are on the 3rd floor , thus helping the people with visual impairments to easily identify the floor. These tiny metal studs also act as a fine decorative element.

It goes without saying that equality is not achieved by providing the standard common layouts of the washroom.

Therefore, diverse needs of different users have resulted in 7 different kinds of washrooms, so that everybody can find their one, according to their choices and needs. Door pictograms shows the washroom’s layout and the facilities it is equipped with.

The electric sockets are easy to find for visually impaired people because of the color contrast that is black electric sockets are provided on white walls and white electric sockets are provided on coloured walls.

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Fig – 3.2.2.16 Signage

Fig – 3.2.2.17 Metal studs

Fig – 3.2.2.18 Washroom pictograms

Fig – 3.2.2.19 Electric sockets

3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS SENSORY ENVIRONMENT AUDITORY Special consideration has been given to the acoustics of the large atrium , as several people use the atrium on regular basis.

A comfortable sound environment is necessary for everyone, specially for individuals with vision impairments, as they navigate by the help of the sound. Hence, the balcony railings in the atrium have more than 1 purpose: first providing safety to the users & second , the circular, perforated fronts, that are lined with sound – absorbing material behind the surface ,helps in regulating the acoustics of the space. Moreover, the perforated design provides a clear view of the whole space, ensuring that wheelchair users can easily navigate within the building.

Fig – 3.2.2.20 he white perforated parapet with its wooden handrail

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS SENSORY ENVIRONMENT AUDITORY

Hearing loop systems are an important solution for individuals with hearing impairments. A hearing loop (occasionally referred to as an audio induction loop) is a special kind of sound system for use by individuals with hearing aids. The hearing loop provides a magnetic, wireless signal that is picked up by the hearing aid when it is set to ‘T’ (Tele coil) setting. To pick up the spoken word, the hearing loop comprises of a microphone; an amplifier that processes the signal that is then transmitted through the final component.

• Cuts away undesirable background noise • There is no need to use a receiver/headset • Sound goes into the hearing aid directly • Anyone with a compatible hearing aid can use it • System can be used by any number of people

Hearing loop systems are provide at the reception counter, in the elevators & in all meeting areas and offices. Across-the-counter, loop systems are installed at both ends in the main reception desk – the high left end for standing visitors and the right lower end for visitors in wheelchairs.

All lifts are equipped with a loop system installed in the ceiling making it possible to hear staff instructions in case of emergency. The magnetic field strength is optimized at approx.

1.4 m above the floor allowing for standing as well as wheelchair users to hear at a good level.

Fig – 3.2.2.21 Hearing loop system

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS Analysing the space through 7 principles of universal design: 1. EQUITABLE USE Providing automatic sliding doors at the entrance avoids segregating and stigmatizing a particular user group, as they work on sensors, they can be used by wheelchair users and also by someone whose hands are full or are carrying something.

AUTOMATIC SLIDING DOORS

2. FLEXIBILITY IN USE The lift and the staircase are centrally located for easy access for all, thus providing options and flexibility for the users to use any of them according to their need, choice and preferences.

The reception counter provides the option of varying heights for people to use. This ensures that wheelchair users & other people can get information & help at eye level and in an equal manner.

3. SIMPLE AND INTUTIVE USE

VERTICAL CIRCULATION CENTRALLY LOCATED

Each office wing has its own iconic hue: blue, orange, green and red. These colours are chosen on the basis of degree of contrast in relation to the surroundings and in relation to each other, so the identification of each wing becomes easy to understand.

Same basic layout on different floors makes the users understand the space easily without any confusion, thus making the navigation across the space easier for the users.

4. PERCEPTIBLE INFORMATION All the signs throughout the organisation are both in written word as well as braille and also with pictograms.

The patterned way finding provide tactile cues for visually impaired people .The grey color tactile path in contrast with the white flooring , also assists people with low vision to reach their desired place by easily distinguishing the grey color.

Enough daylight is provided in the offices and the atrium to see facial expressions and read lips, assisting people with hearing impairments.

SAME LAYOUT ON DIFFERENT FLOORS-EASY NAVIGATION

ENOUGH DAYLIGHT TO SEE FACIAL EXPRESSIONS AND READ LIPS.

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS 5. TOLERANCE FOR ERROR In case of any emergency the building contains three fireproof zones. The fire doors are equipped with motors that makes them easier to open, ensuring that people on wheelchairs and people with other mobility impairments can lead themselves to safety.

6. LOW PHYISCAL EFFORT A building that is universally designed should not be exhausting to get around and use, in architecture it comes in form of automatic doors, double-sided elevators and mostly flat surfaces.

The building doesn't restricts anybody by its size and space so that off course means 7 feet wide corridors and adequate space for turning movements for wheelchair users to navigate .

It also means nothing is out of reach for people who need access to something, thus in elevators & elevator lobbies, wheelchair users can press the control buttons near the floor with their feet or with wheelchair footrests, if they cannot access the usual set with their hands.

Enough space is provided in corridors for people that they can communicate through sign language.

VISIBLE SINANGE

LARGE DOUBLE SIDED ELEVATOR

SPECIALIZED ELEVATOR CONTROLS

7FT. WIDE CORRIDORS

ENOUGH SPACE TO COMMUNICATE THROUGH SIGN LANGUAGE

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3.2.2 HOUSE OF DISABLED PEOPLE'S ORGANIZATIONS INFERENCES The design and layout of the house of disable people’s organization makes the visitors navigation and experience within the building easy and intuitive. By using simple methods and clear routes ,the design helps the users to navigate with the help of signs that can be seen and touched ,corridors where light , shadow , colour and form define directions.

Thus, the employees and the guests, whether they have a disability or not, and irrespective of the kind of their disability, can move around the building & can work on equal terms as others.

In larger societal context, this approach leads to an inclusive workplace, where anyone can participate & no one is excluded from joining in and contributing due to any kind of physical barriers.

Individuals with temporary or permanent disabilities deserve an active & independent life. This can be achievable when the built environment we live in is accessible for all.

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HAZELWOOD SCHOOL 98

3.2.3 HAZELWOOD SCHOOL INTRODUCTION Hazelwood School is an elementary school which caters for 60 students with multiple disabilities, aged from 3 to 19. Each student has a combination of two or more of the following impairments: visual impairment, hearing impairment, mobility or cognitive impairment. The design focused on creating a safe, stimulating environment for both children and staff.

Fig – 3.2.3.1 Hazelwood school

The school is designed in such a way that the senses such as touch, smell and sound , act as sensory cues and create awareness of the surroundings and help promote a sense of independence for children to navigate within the school

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•Architect: Gordon Murray + Alan Dunlop • Project: Hazelwood school •Location: Glasgow, Scotland •Floor Area: 28,632 sf •Usage : Intended to be usable and easily navigated by anyone for a maximum for 60 people, age 3 -19 years •Completion date : 2007

3.2.3 HAZELWOOD SCHOOL PHYSICAL ENVIRONMENT LAYOUT AND CIRCULATION The school snakes around the site, making gentle curves, around the beech and lime trees present on the site. The single storey building, forms a series of small garden spaces suitable for small class sizes ,thus maximizing the possibility of more intimate outdoor teaching & learning experiences. It is important that children have a sheltered environment which allows them access to fresh air, to hear the wind rustling the trees, to feel the rain – these sensory experiences, form a critical part of their education.

The form provides intimate spaces on the inside and the outside of the school. Within the school the children recognize their location by seeing & smelling the trees when relating their body to the environment. The sensory gardens on the outside, promotes growth and development in children by stimulating their minds.

The curved shape of the school, ensures that the building is broken down into manageable areas. The size of these is then more suitable for navigating and also lessens any visual confusion by reducing the extent of the spaces. For simple orientation, the school is constructed as a series of space groupings.

The school comprises of 11 classrooms in a single storey building, providing nursery to secondary education.

ACCESS Vehicular access to the school is to the north of the site which is more quit and safe place away from the main road traffic. All kids reach to the school either by taxi or mini bus.

The school’s arrival space is created as a loop system which allows vehicles in a designated drop off zone.

INTERNAL ORGANISATION All users and visitors enter directly into the large foyer or assembly hall.

This space divides the classroom wing from the gymnasium/pool and the administration area. This division allows the pool and gym to be used after hours while the classroom wing can stay closed/secure.

Within the location next to the school is a 3 bedroom residential unit , known as “life skills house” teaching kids basic life skills.

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3.2.3 HAZELWOOD SCHOOL PHYSICAL ENVIRONMENT LAYOUT AND FUNCTIONS

1

9

6

DROP OFF

6 5

6 8

7

3 2 4

Fig – 3.2.3.2 Ground floor plan

LEGENDS : 1. Car park 2. Entrance foyer , assembly, dinning 3. Administration 4. Hydrotherapy pool and gymnasium 5. Nursery 6. Junior and middle classrooms 7. Senior classrooms 8. Shred classrooms :Art room ,music room, cooking classroom 9. Life skills house 10. Sensory wall or trail rail

CLASSROOMS

Fig – 3.2.3 3 The internal street forming the navigation leading to the classrooms

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3.2.3 HAZELWOOD SCHOOL PHYSICAL ENVIRONMENT LAYOUT AND FUNCTIONS The classrooms are big enough and are provided with adequate built in storage space at the back of the room. In the classrooms and on the walls, the absence of clutter promotes a relaxing environment where kids can thrive while not being distracted by unnecessary visual information. The staff and the parents can observe the children in “Focus learning rooms” without distracting them .These “focus learning rooms” also provides a quite space whenever required.

The design of the games area, trampoline area & hydrotherapy pool provides opportunities for kids to discover, expand their knowledge and develop confidence by involving in relatively independent activities.

The outdoor play area gives each child the freedom to play at his or her own pace as much as possible.

Fig – 3.2.3.4 Hydrotherapy pool

From research studies and interviews, the Glasgow Studio was informed that persons who are visually and or hearing impaired often lead very secluded lives . So, Within the Hazelwood School a multi-purpose room is provided to serve as a lunch room but also be available for inviting the neighbouring community in to interact with the students..

Fig – 3.2.3.5 Dinning area

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3.2.3 HAZELWOOD SCHOOL

SENSORY ENVIRONMENT VISUAL AND TACTILE- EXTERIOR

The school meanders through the site providing careful exterior spaces featuring existing trees while utilizing materials (larch and slate cladding and a zinc roof supported by glulam (structural glued laminated timber) timber beams) that allow it to blend aesthetically with the surrounding context.

The larch timber weatherboarding is utilized on the exterior for the trail wall.

It smells nice, & has a strong grain which is particularly evident when exposed to the elements and offers a gently rippled tactile quality for navigation using the sense of touch.

And thus stimulates the sense of smell and provides an appealing tactile surface. It also absorbs the solar energy & reduces the inside temperature of the classrooms.

Slate tiles, which is hung vertically as cladding, has been used to contrast with the larch timber weatherboarding. Noticeably harder to the touch, the slate walls define external spaces and have the advantage on the south elevations of being a strong heat source, providing another navigation tool for students.

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Fig – 3.2.3.6 Larch timber weatherboarding on external walls provides a natural continuation of the landscape outside the Hazelwood School

3.2.3 HAZELWOOD SCHOOL SENSORY ENVIRONMENT VISUAL AND TACTILE- INTERIOR In order to prevent the direct sunlight, the classrooms are situated on the quit northern side of the site.

The Corridors are designed as “streets”, thus assisting the users with orientation and navigation within the school. The central circulation space has sensory cork cladded wall also know as “trail rail” which replaces the handrails & has a warm feel to it, providing kids with signifiers & tactile cues to navigate within the space, clearly and safely. To accommodate children’s equipments, this sensory wall doubles up as a storage wall.

Subtle changes in the angle of the sensory wall allow students to cognitively map where they are within the school.

Besides the cork wall, metal plates are placed along the edge of the corridor floor to provide directional cue.

Window sills are also utilized for trailing & the sill also acts as a kerb that kids with visual impairments may use to guide canes or the side of their feet along the path.

Fig – 3.2.3.11 Trail rail or sensory cork clad wall elevation

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3.2.3 HAZELWOOD SCHOOL SENSORY ENVIRONMENT VISUAL AND TACTILE At Hazelwood School both artificial & natural lighting are used.

The classrooms are facing north and pitch up to provide large areas for clearstory windows ,thus allowing maximum amount of daylight to enter the classrooms and also ensuring an even distribution of light, which is really essential for children with vision impairments.

Daylight filters into the building with north facing clerestory windows, which is also provided in the main circulation route called the 'street‘.

Storage boxes, two and a half metres tall, create a solid wall below the clearstory glazing; this reduces external visual distraction, highlighted by teaching staff as a significant cause of loss of concentration levels in some visually impaired students.

The south wall of the circulation street is double glazed and overlooks large sunlit gardens and the busy road beyond. To stop the solar heat from the south, these windows are protected with louvers. These windows do not create glare & provides even distribution of daylight. This eliminates the use of artificial lighting, since natural light offers immense illumination inside the school.

Nevertheless, energy efficient fluorescent light strips are also provided in the school.

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Fig – 3.2.3.12 North facing clearstory windows above the sensory wall and full double glazes window on the south with louvers.

Fig – 3.2.3.13 Clearstory glazing in north facing classrooms.

3.2.3 HAZELWOOD SCHOOL SENSORY ENVIRONMENT VISUAL AND TACTILE

QUITE–NORTH FACING CLASSROOM GARDENS

SOUTH FACING GARDENS CIRCULATION STREET CLASSROOMS FACING NORTH

Fig – 3.2.3.14 The above illustration illustrates the sun direction and accordingly planned classrooms and circulation spaces to suit the activities. The double glazed wall with louvers facing the south side stops the heat but allows light to enter the space. The classrooms strategically planned facing the north-side of the site, receives subdued comfortable light and is protected from outdoor noise.

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3.2.3 HAZELWOOD SCHOOL SENSORY ENVIRONMENT VISUAL AND TACTILE Sensory experience has been shown to be enhanced when careful selection of color, texture and lighting are incorporated in the design of a space. Research shows that colors from the orange, red, and yellow spectrum are the most easily seen for those who are visually impaired.

Therefore, these colors were specifically selected in the Hazelwood School to aid students in identifying spaces and objects within space.

Fig – 3.2.3.15 Primary classrooms uses red storage boxes for color coding.

In classrooms, colour coding is used to help children in easy navigation and identification of the classrooms.

Nursery classrooms have orange storage boxes in matte finish to avoid glare, primary classroom has red colour storage boxes and secondary classrooms have yellow colour storages boxes, respectively. The use of color is more successful when it allows for contrast such as a white accentuated by an orange storage wall.

Signage throughout the building are in Braille, pictogram & in Moon (a system made up of lines and curves and simplified letters),to assist people with visual and other communicative impairments.

In the drop-off area, texture difference is prominent of the road, pavement and grass helping the blind in orientation. Material changes as the area changes.

The flooring is of matte grey surface, which does not create glare and is also in contrast with the wall colour.

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Fig – 3.2.3.16 Nursery classrooms uses orange storage boxes for color coding.

To reflect light, the ceiling is simply finished in white colour.

3.2.3 HAZELWOOD SCHOOL SENSORY ENVIRONMENT AUDITORY Most teaching spaces are situated along the northern, quiet edge of the site, to reduce the impact of traffic noises near the Hazelwood School, providing classrooms away from the major streets so that the students are not distracted by the traffic sound and more transient spaces like toilets, services and resting areas face south.

Slate wall is provided as heat and noise absorbing material in the south.

Vegetation is provided all across the south façade facing roads to reduce noise.

The ceilings are acoustically treated to minimize sound reverberation.

Fig – 3.2.3.17

ROAD WITH HEAVY TRAFFIC QUITE–NORTH FACING CLASSROOM GARDENS

CIRCULATION STREET

SOUTH FACING GARDENS

CLASSROOMS FACING NORTH

Fig – 3.2.3.18

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3.2.3 HAZELWOOD SCHOOL Analysing the space through 7 principles of universal design: 1. EQUITABLE USE Providing automatic sliding doors with audio at the entrance avoids segregating and stigmatizing a particular user group, as they work on sensors, they can be used by wheelchair users and also by someone whose hands are full or are carrying something.

AUTOMATIC SLIDING DOORS

2. FLEXIBILITY IN USE Along with sensory cork wall ,metal plates are also placed ,along the edge of the corridor floor. The providing more than options for the user to use according to their choices and flexibility.

Along with providing ample amount of sunlight in the classrooms, they have also provided suspended fluorescent light strips, so that the users can use the artificial lighting as per their needs.

3. SIMPLE AND INTUTIVE USE The main circulation route has sensory wall all the route which makes it easier for students who are visually impaired to reach their desired classroom. Thus making the navigation simple and intuitive to use.

The flooring is of matte grey surface, which does not create glare and is also in contrast with the wall colour. The flooring is plain without any patterns to avoid confusion and chances of triggering a seizure in someone with epilepsy, thus making the navigation simple and easier for all.

NO BUSY PATTERNS ON THE FLOOR ACROSS THE SCHOOL FOR EASIER ANS SIMPLE NAVIGATION

VISIBLE CONTRAST OF FLOOR AND WALL

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3.2.3 HAZELWOOD SCHOOL 4. PERCEPTIBLE INFORMATION Enough daylight is provided in the classroom and also the circulation path to see facial expressions and read lips, thus assisting people with hearing impairments.

Signage throughout the building are in Braille, pictogram & in Moon (a system made up of lines and curves and simplified letters),to assist people with visual and other communicative impairments.

Nursery, primary and secondary classrooms are color coded with storage wall in orange red and yellow receptively. the color coding helps to communicate the necessary information easily and thus help the children to identify their classrooms easily.

5. TOLERANCE FOR ERROR Besides sensory wall, window sills are also used for trailing, along with that ,the window sills also provide tolerance for error by acting as a kerb that kids with visual impairments may use to guide canes or the side of their feet along the path. Thus , the children are well aware of their route and this also prevents them from falling.

ENOUGH DAYLIGHT TO SEE FACIAL EXPRESSIONS AND READ LIPS.

COLOR CODING OF STORAGES FOR DIFFERENT CLASSROOMS

6. LOW PHYISCAL EFFORT All the activities and classrooms are provided on the single floor ,which reduces the efforts to move across various floors through ramp or staircase.

The building doesn't restricts anybody by its size and space so that off course means 7 feet wide corridors and adequate space for turning movements for wheelchair users to navigate .Enough space is provided in corridor for people that they can communicate through sign language.

All the navigational elements in the school like the sensory wall, window sills or signage, are placed throughout the school at their individual consistent height, which allows the children to easily locate them.

7FT. WIDE CORRIDORS

ENOUGH SPACE TO COMMUNICATE THROUGH SIGN LANGUAGE

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3.2.3 HAZELWOOD SCHOOL INFERENCES The school itself is a learning platform, designed to be usable, accessible & easy to understand for children.

Sense of touch is predominantly used while designing the space. The subtle colors, contrast, and adaptable lighting elements maximizes use of children’s residual vision.

The installation of tactile cues, contrasting colours & textures, as well creating uncluttered, readable interior & exterior spaces were important factors in the design of the school.

The design of the school avoids long dark corridors and maximises levels of natural light within the space incorporating visual , sound and tactile cues, thus promoting ease of navigation and orientation throughout the school.

The design of the school tries to promote sense of independence by keeping in mind students requirements and designing each element accordingly, for children by focusing on creating a safe, stimulating and productive environment for its students. This allowed the children to move around the school with a greater level of freedom and independence.

Thus the materials, form, circulation, and color provide a rich and meaningful experience for the students.

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BLIND PEOPLE ASSOCIATION AHMEDABAD 113

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3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD INTRODUCTION Blind People's Association is a professional organization which believes in providing equal opportunities to all categories of people with disabilities. BPA was founded by Mr. Jagdishbhai Patel. A group of people with visual impairment got together in 1954 and decided to start a Recreation Club for the Blind.

This small club is now a large multifaceted agency providing a wide gamut of services like education, training , counselling, rehabilitation to employment and self sustaining with outstanding dignity.

BPA works incessantly for ensuring that people with disabilities are included in their communities. Today, BPA India is one of the largest organizations in Asia working with and for all categories of disabilities.

Fig – 3.2.4.1 Blind people association, Ahmedabad campus

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3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD PHYSICAL ENVIRONMENT LAYOUT AND FUNCTIONS The campus of BPA consists of 9 building blocks ,enveloping a huge courtyard ,which occupies functions like gardens, ramps and parking facilities. The building blocks were added at different time intervals according to different needs and requirements by the organisation.

- Academy for children with cognitive disabilities (G+1) - Skill development (physiotherapy and ITI ) (G+3) - Dining hall - Kitchen

Ground floor

- Security cabin

- Garage

- Training centre (G+2)

- Storage

- Workshop (shed)

- Boys hostel (G+1)

- Admin & Braille press (G+2)

- School (Primary, secondary ,higher secondary) (G+1)

- Conference book & talking book library ( G+1) - Garden

- Major ramps

Fig – 3.2.4.2 Layout

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3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD PHYSICAL ENVIRONMENT CIRCULATION

The ramp which is provided for the school goes up to the first floor. The width of the ramp is 2 metres, which is sufficient enough for 2 wheelchairs to pass at the same time. The slope of the ramp is 1:20 which requires great amount of strength for manual wheelchair users and also for people who use crutches. Handrails are provided on both the sides and at 2 levels ,one is at 900 mm for walking people and other at 700 mm for children and wheelchair users, the third which should be provided at 300 mm for safety is missing. There are intermediate flat surfaces for someone to pause for a moment and catch a breathe.

Fig – 3.2.4.4 Ramp going up to 1st floor

Fig – 3.2.4.5 Railing on both the sides

Fig – 3.2.4.3 School ramp

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Fig – 3.2.4.6 Intermediate surfaces at intervals

3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD PHYSICAL ENVIRONMENT CIRCULATION

The ramp goes unto the 1st floor reaching the braille press and also on 1st floor of training centre. The width of the ramp is 2 metres, which is sufficient enough for 2 wheelchairs to pass at the same time. The slope of the ramp is 1:18 which requires great amount of strength for manual wheelchair users and also for people who use crutches. Handrails are provided on both the sides .Flat surfaces are not provided in between for someone to pause for a moment and catch a breathe, thus the navigation becomes tiring.

Fig – 3.2.4.8 Ramp going up to braille press on 1st floor

Fig – 3.2.4.9 Ramp forming central courtyard

TRAINING CENTRE BRAILLE PRESS Fig – 3.2.4.7 Ramp going up the 1st floor connecting the braille press and the training centre

Fig – 3.2.4.10 Ramp going up to 1st floor of training centre

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3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD PHYSICAL ENVIRONMENT CIRCULATION The ramp goes up to 3 floors in skill development centre (ITI and physiotherapy). The width of the ramp is 2 metres, which is sufficient enough for 2 wheelchairs to pass at the same time. The slope of the ramp is 1:18 which requires great amount of strength for manual wheelchair users and also for people who use crutches. Handrails are provided on both the sides ay height of 900 mm for walking people but handrail at 700 mm and 300 mm is missing which is for wheelchair users and for safety respectively. .Flat surfaces are not provided in between for someone to pause for a moment and catch a breathe, thus the navigation becomes tiring.

Fig 3.2.4.12 ramp

Skill

development

Fig 3.2.4.13 Ramp with central tactile path and railings at only single level

OLD BUILDING

Fig – 3.2.4.11 Ramp going up to 3 floors in skill development centre

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RAMP

Fig – 3.2.4.14 Ramp retrofitted to the old construction at a later stage

3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD PHYSICAL ENVIRONMENT CIRCULATION

The ramp which leads to the ground floor of Academy for children with cognitive disabilities has railing on only one side and is very steep. The the width is also not sufficient enough for two wheelchairs to cross at a time.

The ramp leading to the garden is also very steep for wheelchair users to access it.

Fig – 3.2.4.17 Ramp leading to the garden Fig – 3.2.4.15 Ramp to the ground floor of academy for children with cognitive disabilities.

The ramp which leads to the ground floor of school has enough width of 2metres for 2 wheelchairs to pass but doesn’t have railings on both the sides, thus causing difficulties in accessibility.

Fig – 3.2.4.16 Ramp to the ground floor of school with tactile path but no side railings

Chairs are placed just at the edge of the ramp, which acts as an obstruction for people with reduced mobility or people with vision loss to access the place.

Fig – 3.2.4.18 Obstruction in front of the ramp

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3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD PHYSICAL ENVIRONMENT CIRCULATION The corridors are also 2 metres wide, for 2 wheelchairs to cross at a time, but the classrooms are too congested .People with crutches and wheelchairs cannot access it.

Benches at the edge of the corridor ,serves as resting place for some and also as an informal place to interact with different people. These benches all along the edge of the corridor at ground floor in school acts as guiding element and also as threshold so that visually impaired people do not trip over the plinth.

People with hearing , mobility, cognitive and visual impairments lead a very secluded lives. Thus , BPA has provided many informal spaces like open courtyard ,gardens, benches along the periphery of the corridors at ground floor, thus inviting people to communicate and interact with each other. Also gardens provide opportunities to stimulate the senses and also gives a calming effect of the visitors.

The dining hall is also a good place for informal interactions but the set up up of dining hall is too formal and congested .Also, the dining hall is having a circular layout and navigating in a round building seems like being in a perpetual motion machine in which the blind person would continue to walk round and round and thus it is difficult for people with vision impairments to navigate within the space without any help. Wheelchair users also find it difficult to navigate between the narrow alleys in the dining hall.

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Fig – 3.2.4.19 Wide enough corridors with benches all along its periphery

Fig – 3.2.4.20 Classrooms

Fig – 2.3.4.21 Circular dining hall

3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD PHYSICAL ENVIRONMENT CIRCULATION The width of treads of staircases in different blocks is different. Thus , the lack of consistency in the width of the tread , makes it difficult for people with vision impairments to intuitively move around the campus.

Only 2 blocks in entire campus have elevators .There is only one elevator in each of these blocks which leads up to the second and third floor respectively. These elevators can accommodate only one wheelchair user at a time. These are not doubled sided elevators , which means when a wheelchair user gets in an out of the elevator , one has to rotate the wheelchair 360 degrees in the elevator, but that is also not possible because the elevator is not big enough for rotation of wheelchair, thus the wheelchair user has to rotate his/her wheelchair first and then move backwards to get into the elevator, so that he/she can face the opening of the elevator and then can easily get out of the elevator once the elevator stops at their desired floor.

500 MM

Fig – 3.2.4.22 Inconsistency in size of treads across campus in different building blocks

This increase their effort and makes the movement very difficult , time consuming and tiring every time they need to navigate between the floors.

In terms of furniture, they don’t have two level counter at the reception to cater to people who are wheelchair users or have shorter body stature.

They also don’t have any adjustable desks ,so that people can use it according to their convenience and need.

Fig – 3.2.4.23 Elevator catering to single wheelchair user at a time.

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3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD SENSORY ENVIRONMENT VISUAL AND TACTILE The flooring has tactile guiding tiles at some places for visually impaired people but at some places they end abruptly leaving the user in confusion, of about how to navigate further.

Fig – 3.2.4.26 The central free space with random placement of trees also has no tactile cues for navigation leaving the user confused.

Fig – 3.2.4.24 Tactile paving ending abruptly

Fig – 3.2.4.25 Tactile guiding tiles are also not present in the corridors of building blocks.

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There are tactile warning tiles at the junctions from where the user need to decide their direction of movement by the touch of their white cane and then move along the tactile guiding path in that particular direction. But these tactile warning tiles are only places at certain places.

Fig – 3.2.4.27 Tactile warning tiles at junction

3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD SENSORY ENVIRONMENT VISUAL AND TACTILE

Fig – 3.2.4.28 Ramp leading to 1st floor of school

The ramp which leads to 1st floor of the school has no tactile guiding tiles, just the central path is highlighted with yellow which might help the people with partial vision loss, but not to people who have complete vision loss.

Fig – 3.2.4.31

In some staircases ,the steps have a yellow highlighter band going on its edge which can help people with partial loss, but has no grooves at the edge of the steps to signify level difference, thus making navigation of people with total blindness difficult.

Fig – 3.2.4.29 Ramp to 1st flor braille press is without tactile warning or guiding tiles.

Fig – 3.2.4.32

Fig – 3.2.4.30 Ramp with tactile guiding tiles going up to all 3 floors in skill development centre

There are no tactile warning tiles to indicate the level difference in start and end of staircases and ramp.

Also, there are no tactile warning tiles at the landing of the ramp to indicate the level difference and change in direction.

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3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD SENSORY ENVIRONMENT VISUAL AND TACTILE

Fig – 3.2.4.33

Daylighting guides the people with vision impairments in wayfinding.

Thus , the corridor provides good amount of natural subdued light due to the chajja placed above it.

Fig – 3.2.4.36

Light acting as a guiding element throughout the corridors to assist the visually impaired.

Fig – 3.2.4.34

To bring in the day light within the spaces they have used clearstory windows, but some spaces are dark and dingy and has no proper air circulation and ventilation provided.

Fig – 3.2.4.37

Subdued natural sunlight received in the corridors due the placement of chajja.

Fig – 3.2.4.35

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3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD SENSORY ENVIRONMENT VISUAL AND TACTILE There is yellow strip which goes throughout all the blocks (on walls , columns , trees),almost at the eye height level. This peripheral thing is meant to highlight the objects and elements within the space but does not fully fulfil its purpose as, all the blocks across the campus, looks the same, there is no colour coding or visual contrast which helps in differentiating the different building blocks, which makes it difficult for people with partial vison loss to identify different blocks in the campus.

Visual contrast has been provided between wall, flooring ,staircase and door, to assist people with partial vision loss. But these kind of visual contrasts are provided only in some places.

Also, the walls are plain and have no tactile cues to help people with visual impairments navigate within the space. There are signages in written but only at some places and ,braille, audio or pictograms siganges are complete missing, thus wayfinding becomes difficult.

Fig – 3.2.4.38 Yellow strip going across the campus

Fig- 3.2.4.39 Visual contrast provided between interior elements

SENSORY ENVIRONMENT AUDITORY Gardens and trees have been provided all across the campus to reduced the traffic noise coming from the main road, to calm the visitors and aid people with vision and hearing impairments. But they have not dealt with the acoustics of interior spaces.

Fig – 3.2.4.40 Gardens and trees provided to cut down he traffic noises from the main road

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3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD Analysing the space through 7 principles of universal design: 1. EQUITABLE USE The staircases are placed as a part of the interior of the building blocks, and the ramps are retrofitted on the external part of the building at a later stage, to cater to wheelchair users. Thus , this approach does not provides same means of access for all users, therefore segregating and stigmatizing the users.

2. FLEXIBILITY IN USE The elevator , stairs and ramps are provided to give the user the flexibility of choice and options to use it as per their requirements but are not centrally located together, and are placed all differently in the building blocks as the elevators and ramps where added at a later stage which makes it difficult to find the entry to the elevators ,ramps and staircases .If they were placed together the person does not have to go looking for it.

Fig – 3.2.4.41 Ramp retrofitted to the old construction at a later stage

3. SIMPLE AND INTUITIVE USE There is yellow strip which goes throughout all the blocks (on walls , columns , trees),almost at the eye height level. This peripheral thing is meant to highlight the objects and elements within the space but does not fully fulfil its purpose as, all the blocks across the campus, looks the same, there is no colour coding or visual contrast which helps in differentiating the different building blocks, which makes it difficult for people with partial vison loss to identify different blocks in the campus.

The width of treads of staircases in different blocks is different. Thus , the lack of consistency in the width of the tread , makes it difficult for people with vision impairments to intuitively move around the campus.

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Fig – 3.2.4.42 Yellow strips painted across trees and different building blocks

3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD 4. PERCEPTIBLE INFORMATION There are signages in written but only at some places and ,braille, audio or pictograms siganges are complete missing, thus wayfinding becomes difficult.

The flooring has tactile guiding tiles at some places for visually impaired people but at some places they end abruptly leaving the user in confusion, of about how to navigate further.

TACTILE GUIDING PATH

Enough daylight is provided in the corridors and some interior spaces with clearstory windows to see facial expressions and read lips, assisting people with hearing impairments, but some places are really dark and dingy.

5. TOLERANCE FOR ERROR

At many places, ramps do not have railings or are provided on only one side. Thus compromising on the safety of the users.

The campus has 3 main gates, out of which one is the main entrance and rest of the two are for other purposes but can be used as emergency exits in case of any emergency, but there are no visual or tactile cues, or even signages for that matter to reach to those exit points..

ENOUGH DAYLIGHT TO SEE FACIAL EXPRESSIONS AND READ LIPS

EMERGENCY EXITS – NO VISUAL OR TACTILE CUES TO REACH THOSE EXIT POINTS

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3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD 6. LOW PHYSICAL EFFORT The ratio of slope of ramps provided are not as per accessible standards, thus requires great amount of physical strength and effort for manual wheelchair users and also for people using crutches, therefore making the navigation difficult and tiresome.

The elevator has only one way opening ,which makes it difficult for wheelchair users to get in and out of the elevator each time thy need to navigate between floors. This increases their effort and makes the movement difficult and time consuming.

ratio of slope of ramps not as per accessibility standards.

7. SIZE AND SPACE FOR APPROACH AND USE The corridors are 7 feet wide enough and provide adequate space for tuning movements for wheelchair users to navigate.

Thus enough space is provided in corridors for people, so that they can communicate through sign language, thus assisting people with hearing and speech impairments.

One way elevator opening

Though, the corridors are wide enough, the classrooms and other interior spaces have layout which is very tightly arranged and is congested to have a proper circulation.

7ft. wide corridors

enough space communicate through language

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to sign

3.2.4 BLIND PEOPLE’S ASSOCIATION,AHMEDABAD INFERENCES At, the entrance ,the big courtyard which is a free space ,gives no direction or navigation. The ramp, parking and randomly placed trees creates more obstruction adding to the complexity of the navigation. The free space near the entrance acts as the main junction point. There is no clear path of circulation as one can go in many directions from that particular junction leading to different blocks.

As the ramp goes up to 1st and 2nd floor there are intermediate flat surfaces on certain ramps but not on all ramps for someone to pause for a moment and catch a breathe. There is no provision for seating at the landing of the ramp where the user needs to change their direction.

Seating at landings and at before and after ramps can be provided

All the ramps are added to the building at a later stage, thus they are not as per accessible standards due to space crunch.

The elevator and the stairs both are provided to give the user the flexibility of choice and option to use it as per their requirements but are not centrally located together, which makes it difficult to find the entry to the ramps and the staircases .If they were placed together the person does not have to go looking for it.

The basic layout on each floor is different as the rooms where added at different time intervals according to the requirements, which makes it difficult for visually impaired people to navigate intuitively.

Intermediate resting surfaces

Vertical circulation can be located together

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CHAPTER 4 CONCLUSION

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CONCLUSION Inferences from 3 three case • studies which are built on principles of universal design

The design offers various different ways to navigate/use objects and/or spaces.

1.

2.

The spaces provides various alternatives for vertical connections (stairs, ramps, and elevators) for users to use depending on their need and convenience.

3.

Ed Roberts Campus , California • House of disabled people’s organization , Denmark Hazelwood school , Glasgow

The 3 case studies shows different ways , one can incorporate principles of universal design in a space, making the space inclusive and accessible for all.

•

The spaces are quite predictable to navigate and easy to understand.

•

Simple and intuitive circulation throughout the building.

•

Consistent/Clear wayfinding (Graphic,color, auditory)

•

Providing clarity in visual access (open / transparency) of the space.

•

Architectural contrast

•

The space also helps in providing users confidence and independence to navigate within a space without negotiating on their safety and comfort.

(wall/column/floor)

•

Providing informal spaces and thus providing opportunity for interactions amongst different people.

•

This increases the confidence and safety of individuals with disabilities without fear of being trapped in several situations.

As the things were planned from the very beginning of the project, the accessible elements and the spaces formed are coherent and cohesive with each other.

Which makes the spaces simple, easy to understand and predictable to use.

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CONCLUSION Inferences from Blind people Association, Ahmedabad Earlier , the Blind people association was built only to cater people with visual impairments. Later on, they started catering to people with mobility , hearing , cognitive and speech impairments. So, as the types of user groups increased they tried to incorporate the changes in the built environment. The original structure remained the same and with the change in time ,they started adding new retrofits, according to the need and requirements of specific activities that they started incorporating in the campus, gradually with time. The problem that they faced was that the old building remained the same ,so they had less opportunities and space crunch for certain kind of retrofittings.

So, as per the space available ,they have added the accessibility elements like ramps and tactile path at certain places, at later stages but are not as per accessible standards, and also not coherent with the architecture of the built, thus making the space not fully accessible and inclusive for people with various kinds of disabilities.

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At, the entrance ,the big courtyard which is a free space ,gives no direction or navigation.

The ramp, parking and randomly placed trees creates more obstruction adding to the complexity of the navigation.

There is no clear path of circulation as one can go in many directions from that particular junction leading to different blocks.

Also there are not signages to guide and the tactile cues are missing at many places, the ratio of slope of the ramps is inappropriate causing difficulty to access it. The interior spaces are congested and do not have sufficient daylight and proper ventilation and air circulation in some spaces .

Visual contrast between wall flooring and elements is missing at certain spaces. Acoustics have not been taken into consideration at all. Thus , the campus is not simple , easy and predictable to use.

CONCLUSION So, universal design principles should be incorporated from the beginning of the project, but instead of something you don’t notice, it can be the defining element of the building and a strong expression of design, thus not compromising on the visual aesthetics of the space and But the other 3 case studies are also making the space accessible , built on the principles of universal design, which shows that if universal usable and inclusive for all. design solutions are incorporated Well-designed buildings are not just from the very beginning of the design a matter of taste or aesthetics, but a process into both the main features space that understands, respects of the building and its functions and details, it is possible to remove all and responds to its users and kinds of architectural barriers and environments. Integrating inclusive achieve an unbiased, accessible approach in architecture and interior design through universal and usable design for all. design solutions, can enrich designer’s understanding of how a Thus, universal design principles can building can be used by many be used as design tool and can be different types of users, adding a integrated as a part of design new layer of spatial experience for concept from the very beginning of everyone. the project, as a way to proactively The built environment can contribute save time and resources. to a more equal, inclusive and Planning the entire design of the cohesive society if the places where project with universal design we live, the facilities we use and our principles from the very beginning of neighbourhoods and meeting the project results in more inclusive places are designed to be space. Additionally it prevents accessible and inclusive. stigmatization often associated with accessible elements added on a later stage after the project is completed, as a modification or retrofitting which at times looks like a stick on to the existing built structure and is also no coherent with the actual design of built.

In Blind People Association, Ahmedabad , adding accessible elements at a later stage results in tiresome extra additions in a building which are not as per accessible standards and thus is not inclusive for all.

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CONCLUSION Recommendations derived from the case studies:

Physical Environment

Sensory Environment

Various options for vertical circulation can provided like staircases , ramps , elevators , etc. ; so that the users can choose their preferred mode of navigation according to their needs and convenience , which thus benefits people using walker , crutches , white cane or wheelchair.

TACTILE

The circulation spaces should be clear, legible ,well defined, without any obstructions.

• Ensuring level access that is suitable for wheelchairs and buggies.

• Installing counters at different heights.

• Using automatic doors or doors with lever handle.

• Locating fixtures and fittings at suitable heights.

In order to maintain clear visual communication, individuals utilizing sign language require more space referred to as “ signing space “.So, the corridors and other circulation spaces should be wide enough for them and also for people who use wheelchairs, in such a way that 2 wheelchairs can pass at the sometime without obstructing each other’s path.

People who have vision or hearing impairments, often lead very secluded lives . Thus, providing informal social interaction spaces offers opportunities for people to interact with each other and thus develop confidence and sense of community and belonging.

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Tactile elements can be provided in floorings and walls as well as in furniture, which helps people with vision impairments to use their sense of touch in an efficient way and thus can easily navigate from one space to the other. Tactile wall , railings , braille labels and other material textures allow distinction between programs , spaces and functions.

“Landmarks” and “Shorelines” to Support Navigation and Circulation Living with one or more sensory impairments often requires increased awareness of remaining senses. When designing spaces for individuals with vision and hearing impairments , “landmarks” and “shorelines” can be incorporated to aid in navigation and circulation through a space. A “shoreline” can be described as a continuous strip of material that indicate route of movement, that a person may use with their hand or with a walking stick to identify the path of travel. A “landmark” may be an interruption in a “shoreline” through an opening, change in material, texture , color or angle to indicate the change in direction.

CONCLUSION Sensory Environment VISUAL Signages Signages play a very important role.

Signages can be a great assistance for everybody especially for individuals with psychosocial disabilities and people with vision impairments. Signages placed at a height of common vision range of wheelchair users as well as of standing individual, ensures that everybody can see them easily. All the signs should be both in written word as well as braille and also with pictograms. The sinanges with braille are at a height where people with visual impairments can touch it ,to understand the directions and the space.

Fig 4.1 : Example of signage with braille

Colour Contrast Sensory experience has been shown to be enhanced when careful selection of colour, texture and lighting are incorporated in the design of a space. Research shows that colours from the orange, red, and yellow spectrum are the most easily seen for those who are visually impaired.

Specific selection of colours for different areas can help individuals with vison impairments in way finding as well as orienting themselves in spaces.

Fig 4.2 : Easy to understand graphics without any language barriers for a successful visual communication.

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CONCLUSION Sensory Environment VISUAL Colour Contrast Colour contrast can be used effectively for many purposes like : • To draw attention to signage.

• To define route of travel.

• To define areas.

Fig 4.3 : Highlighting the route of travel

Colour contrasting elements ,is also effective way of defining spaces.

Colour contrast of 70% is generally accepted in many countries as preferred amount to define elements such as : • A dark door frame, against a light colour door and a light colour wall.

• A light floor colour with a dark perimeter against a light coloured wall.

• Handrails that colour contrast with surrounding wall colour.

• Stair identification by providing colour contrasting edge.

Colour composition and contrast can make the shape of the space more visible and accentuate different functions , building elements and other details.

Fig 4.4 : The design communicates necessary information effectively to the user with the help of colour contrasting elements, regardless of or the user’s sensory abilities

Fig 4.5 : Colour contrasting edge strip for easy identification of steps.

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CONCLUSION Sensory Environment VISUAL Lighting Lighting is an important aid to vision.

Daylighting is a really important factor for people with vision impairments as it acts a guiding tool for them. Daylighting is also crucial for people with hearing impairments as due to sufficient amount of daylight ,they can clearly see the facial expressions and can easily read lips, thus making the communication easier.

Poor lighting conditions such as glare, shadow patterns interrupt visual communication and are major contributors to cause eye fatigue that can lead to loss of concentration and can be even exhausting. Glare can be a significant issue for those with different types of eye conditions like glaucoma and cataract.

Thus , one should avoid glossy or shiny surfaces to prevent glare and reflection.

Matte finishes are recommended for walking surfaces to avoid reflected glare.

Daylighting and artificial lighting should be used together to accentuate main shapes and points of interest. Proper diffused lighting and controlled daylighting can be used to lessen the eye fatigue.

Light sources should be evenly distributed throughout different spaces. Light should be provided according to function, such as task lighting and general lighting.

Also, one should avoid busy patterns on the floor, to avoid confusion and chances of triggering a seizure in someone with epilepsy.

Auditory Environment Sound can assist in providing orientation cues about a space. A person can use reflected sound to determine a room size, the presence of corridors and proximity of walls or other structural elements.

Well defined , acoustically alive spaces are easier for people with vision impairments to navigate safely. elements such as ,fountains ,sensory gardens can act as landmark providing auditory cues for better navigation.

Hearing loop system can be provided for people with hearing aids.

Auditory signals can be provided as various entry and access points of the building.

Carpeting and acoustic tiles softens ambient sounds to help people who find difficulty in hearing.

Consideration should be given to providing some reverberation so that people can obtain a feel of the space.

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5. REFERENCES 5.1 BIBLIOGRAPHY 5.2 ILLUSTRATION CREDITS

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BIBLIOGRAPHY BOOKS : HOLMES, K. (2018). MISMATCH: How inclusion shapes design. Cambridge, Massachusetts, London, England: MIT Press.

Steinfeld, E., & Maisel, J. (2012). Universal design: Creating inclusive environments. Hoboken (N.J.), New Jersey.: J. Wiley & Sons.

IMRIE, R. (2004). INCLUSIVE DESIGN: Designing and developing accessible environments. 29 West 35th Street, New York: TAYLOR & FRANCIS. Story, M. F., Mueller, J. L., & Mace, R. L. (1998). The Universal Design File: Designing for People of all Ages and Abilities (Rev. ed.). North Carolina State University : The Centre for Universal Design.

Boys, J. (2017). Disability, space, architecture: A reader. 711 Third Avenue, New York: Routledge.

Pallasmaa, J. (2012). The Eyes of the Skin: Architecture and the Senses.

Chichester: John Wiley and Sons Ltd. ONLINE SOURCES : Horwill, C. (2019, October 29). Inclusive Design: Beyond Accessibility.

Retrieved September 01, 2020, from https://www.designcouncil.org.uk/newsopinion/inclusive-design-beyond-accessibility Doyle, S. (2019). The what, the why and the how of Inclusive Design.

Retrieved September 01, 2020, from https://www.shanedoyle.io/post/inclusive-design-the-what-the-why-andthe-how What is Universal Design. (n.d.). Retrieved September 01, 2020, from http://universaldesign.ie/What-is-Universal-Design/

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BIBLIOGRAPHY Henry, C. (2011, March 28). Ed Roberts Campus / LMS Architects. Retrieved November 02, 2020, from https://www.archdaily.com/122507/ed-robertscampus-leddy-maytum-stacy-architects Pearson, C. (2016, March 16). Ed Roberts Campus. Retrieved November 02, 2020, from https://www.architecturalrecord.com/articles/7868-ed-robertscampus Valenzuela, K. (2014, April 12). House of Disable People's Organization / Cubo Arkitekter + FORCE4 Architects. Retrieved November 02, 2020, from https://www.archdaily.com/495736/house-of-disable-people-s-organizationcubo-force4 House of Disable People's Organization: Cubo + Force4. (2020, October 07).

Retrieved November 02, 2020, from https://www.arch2o.com/house-disablepeoples-organization-cubo-force4/ Hazelwood School. (2000, January 01). Retrieved November 02, 2020, from https://universaldesigncasestudies.org/education/primary/hazelwood-school Hazelwood School Glasgow by Alan Dunlop Architect. (2016, September 29).

Retrieved November 02, 2020, from https://aasarchitecture.com/2016/09/hazelwood-school-glasgow-alandunlop-architect.html/ Hazelwood School District: Alan Dunlop Architect Limited. (2020, October 22). Retrieved November 02, 2020, from https://www.arch2o.com/hazelwood-school-alan-dunlop-architect-limited/ The 7 Principles. (n.d.). Retrieved November 02, 2020, from http://universaldesign.ie/What-is-Universal-Design/The-7-Principles/ O'Connor, M. (2011, October 11). The power of universal design at Ed Roberts Campus. Retrieved November 02, 2020, from https://www.zdnet.com/article/the-power-of-universal-design-at-edroberts-campus/

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ILLUSTRATION CREDITS Fig 1.2.1 to Fig 1.2.2 : Created by author Fig 1.3.1 : Retrieved from http://www.behrmanhouse.com/RL/disabilityawareness-a-pbl-project-based-learning-lesson-plan Fig 1.3.2 to 1.4.1 : Created by author Fig 1.4.2 : Retrieved from https://www.pinterest.com/pin/828451293930925223/ Fig 1.5.1 to 2.1.2.1 : Created by author Fig 2.1.3.1 : Edited by author Fig 2.2.3.1 : Retrieved from https://www.zdnet.com/article/michael-graveson-how-to-design-better-hospital-rooms/ Fig 2.2.3.2 : Retrieved from https://www.store.hermanmiller.in/categories/chairs/cid-CU00301760.aspx Fig 2.2.4.1 to fig 2.2.4.6 : Edited by author Fig 2.2.4.7 to fig 2.2.4.8 : Created by author Fig 2.2.5.1 to fig 2.2.5.2 : Edited by author Fig 2.2.5.3: Retrieved from https://www.guggenheim.org/ Fig 2.2.6.1 : Edited by author Fig 2.2.6.2 : https://www.pinterest.com/pin/357543657903245042/ Fig 2.2.6.3 : retrieved from https://media.lanecc.edu/users/howardc/PTA103/103UniDesign2 /103UniDesign27.html Fig 2.2.6.4 : Edited by author Fig 2.2.6.5 : Retrieved from https://media.lanecc.edu/users/howardc/PTA103/103UniDesign2 /103UniDesign28.html Fig 2.2.6.6 : Retrieved from http://universaldesign.ie/What-is-UniversalDesign/The-7-Principles/ 7-Principals-.pdf Fig 2.2.6.7 : Edited by author Fig 2.2.6.8 : Retrieved from https://www.shutterstock.com/search/fire+break+glass Fig 2.2.6.9 : Retrieved from https://universaldesignmeetstheexitsign.com/the7-principles-of-universal-design/

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ILLUSTRATION CREDITS Fig 2.2.6.10 : Retrieved from https://godshapesign.en.made-inchina.com/product/AydEPlOCyeVX/China-Ada-Braille-Sign-Door-Plate Stainless-Steel-Restroom-Toilet-Sign-0422e.html Fig 2.2.6.11 : Retrieved from design.co.jp/Projects/Recentworks/FukuokaCity NanakumaLineE.html

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Fig 2.2.6.15 : Edited by author Fig 2.2.6.16 : Retrieved from https://hupt.hr/e-dokumenti/pristupacnost/ Fig 2.2.6.17 : Retrieved from https://media.lanecc.edu/users/howardc/PTA103/103UniDesign2/ 103UniDesign2_print.html Fig 2.2.6.18 : Edited by author Fig 2.2.6.19 : Retrieved from http://www.ianthearchitect.org/designing-foran-aging-but-active-generation-at-the-design-museum-london/ Fig 2.2.6.20 : Retrieved from https://www.alamy.com/stock-photo/bankinterior-counter.html

Fig 2.2.8.1 to 2.2.8.3 : Edited by author Fig 2.2.8.4 : Edited by author Fig 2.2.8.5 : Retrieved from https://www.mentalfloss.com/article/577187/seiichi-miyake-and-tactilepaving-google-doodle Fig 2.2.8.6 : Retrieved from https://www.alamy.com/stock-photo/bankinterior-counter.html Fig 3.2.1.1 : Retrieved from https://www.alamy.com/ed-roberts-campusberkeley-california-usa-daytime-color-vertical-photo-of-campus-in-early afternoon-light-image236969367.html

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ILLUSTRATION CREDITS Fig 3.2.1.2 : Retrieved from https://www.designboom.com/architecture/leddymaytum-stacy-ed-roberts-campus/ Fig 3.2.1.3 to 3.2.1.4 : Edited by author Fig 3.2.1.3 to 3.2.1.4 : Edited by author Fig 3.2.1.5 : https://www.designboom.com/architecture/leddy-maytum-stacyed-roberts-campus/ Fig 3.2.1.6 to 3.2.1.7 : Edited by author Fig 3.2.1.8 to 3.2.1.9 : Retrieved from https://www.designboom.com/architecture/leddy-maytum-stacy-ed-robertscampus/ Fig 3.2.1.10 to 3.2.1.11 : Edited by author Fig 3.2.1.12 : Retrieved from https://www.architecturalrecord.com/articles/7868-ed-roberts-campus Fig 3.2.1.13 : Retrieved from https://moonrider7.com/en/2016/02/22/this-isuniversal-design-visited-ed-roberts-campus-part-1/ Fig 3.2.1.14 : Retrieved from https://www10.aeccafe.com/blogs/archshowcase/2011/04/21/ed-roberts-campus-in-berkeley-california-by-leddymaytum-stacy-architects/ Fig 3.2.1.15 : Retrieved from https://moonrider7.com/en/2016/02/23/this-isuniversal-design-visited-ed-roberts-campus-part-2/ Fig 3.2.1.16 to 3.2.1.17 : https://www.designboom.com/architecture/leddymaytum-stacy-ed-roberts-campus/ Fig 3.2.1.18 : Edited by author Fig 3.2.1.19 to fig 3.2.1.21 : Retrieved from https://www.architecturalrecord.com/articles/7868-ed-roberts-campus Fig 3.2.1.22 : Retrieved fromhttps://www.tutorialspoint.com/unix_sockets/what_is_socket.htm Fig 3.2.1.23 to fig 3.2.1.25 : https://moonrider7.com/en/2016/02/23/this-isuniversal-design-visited-ed-roberts-campus-part-2/ Fig 3.2.2.1 : Retrieved from https://www.archdaily.com/495736/house-ofdisable-people-s-organization-cubo-force4/53476499c07a80fef3000043house-of-disable people-s-organization-cubo-force4-photo

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ILLUSTRATION CREDITS Fig 3.2.2.2 : Edited by author Fig 3.2.2.3 : Retrieved from https://www.pinterest.com.au/pin/446067538076880367/ Fig 3.2.2.4 : Retrieved from https://www.arch2o.com/house-disablepeoples-organization-cubo-force4/ Fig 3.2.2.5 : Retrieved from https://www.archdaily.com/495736/house-ofdisable-people-s-organization-cubo-force4

Fig 3.2.2.6 : Retrieved from https://www.archdaily.com/495736/house-ofdisable-people-s-organization-cubo-force4/53476572c07a80fef3000046-houseof-disable-people-s-organization-cubo-force4-photo?next_project=no Fig 3.2.2.7 : Retrieved from https://dir.indiamart.com/impcat/fire-rated-steeldoor.html Fig 3.2.2.8 : Retrieved from https://www.archdaily.com/office/cubo-arkitekter

Fig 3.2.2.9 : Retrieved from http://www.descroll.com/architecture/the-houseof-disabled-peoples-organisations-by-cubo-and-force4 Fig 3.2.2.10 : Retrieved from https://www.pinterest.com/f24001179/thesisstructural/ Fig 3.2.2.11 : Edited by author Fig 3.2.2.12 : Retrieved from https://www.archdaily.com/495736/house-ofdisable-people-s-organization-cubo-force4/53476545c07a80fef3000045-houseof-disable-people-s-organization-cubo-force4-photo Fig 3.2.2.13 : Retrieved from https://www.archdaily.com/495736/house-ofdisable-people-s-organization-cubo-force4/534764c3c07a802bba00003dhouse-of-disable-people-s-organization-cubo-force4-photo?next_project=no Fig 3.2.2.14 : Retrieved from http://www.descroll.com/architecture/the-houseof-disabled-peoples-organisations-by-cubo-and-force4 Fig 3.2.2.15 : Retrieved from https://archello.com/product/pebble-by-bjarkeingels-group-big Fig 3.2.2.16 : Retrieved from https://sender11.typepad.com/sender11/2008/09/visual-signs-an.html Fig 3.2.2.17 : Retrieved from https://www.jlconline.com/wall-hung-sink-on-asteel-stud-wall Fig 3.2.2.18 : Retrieved from https://www.arch2o.com/house-disable-peoplesorganization-cubo-force4/

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ILLUSTRATION CREDITS Fig 3.2.2.19 : Retrieved fromhttps://www.indiamart.com/proddetail/electricalsocket.html Fig 3.2.2.20 : Retrieved from https://dline.com/cases/house-of-disabledpeople-sorganisation/ Fig 3.2.2.21 : Retrieved from https://ourlife.in.ua/v-mire-gluhih/3493-applepredstavila-nov-nkljuzivn-emodzh.html Fig 3.2.3.1 : Retrieved from https://www.arch2o.com/hazelwood-school-alandunlop-architect-limited/ Fig 3.2.3.2 to 3.2.3.3 : Edited by author Fig 3.2.3.4 :Retrieved from https://aasarchitecture.com/2016/09/hazelwoodschool-glasgow-alan-dunlop-architect.html/hazelwood-school-glasgow-by-alandunlop-architect-09/ Fig 3.2.3.5 : Retrieved from https://architizer.com/projects/hazelwood-school/ Fig 3.2.3.6: Retrieved from https://universaldesigncasestudies.org/education/primary/hazelwood school/school-grounds-2 Fig 3.2.3.7 : Retrieved from https://aasarchitecture.com/2016/09/hazelwoodschool-glasgow-alan-dunlop-architect.html/ Fig 3.2.3.8 :Retrieved from https://ru1308618127qiaw.fm.alibaba.com/product/50037944202231259839/sawn_edged_timber_siberian_larch.html

Fig 3.2.3.9 : Retrieved from https://universaldesigncasestudies.org/education/primary/hazelwood-school Fig 3.2.3.10 : Retrieved from https://universaldesigncasestudies.org/education/primary/hazelwood-school Fig 3.2.3.11 : Edited by author Fig 3.2.3.12 : Retrieved from https://universaldesigncasestudies.org/education/primary/hazelwoodschool Fig 3.2.3.13 : Retrieved from https://portal.aprendiz.uol.com.br/arquivo/2011/10/06/arquitetura-da-escoladeve-dialogar-com-o-projeto-pedagogico-afirma-arquiteta/hazelwoodschool-for-the-multiple-sensory-impaired-glasgow-uk-2/

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ILLUSTRATION CREDITS Fig 3.2.3.14 : Edited by author Fig 3.2.3.15 : Retrieved from https://www.ads.org.uk/spark-gallery/classroom/ Fig 3.2.3.16 : Retrieved from https://portal.aprendiz.uol.com.br/arquivo/2011/10/06/arquitetura-da-escoladeve-dialogar-com-o-projeto-pedagogico-afirmaarquiteta/hazelwoodschool-for-the-multiple-sensory-impaired-glasgow-uk-2/ Fig 3.2.3.17 :Retrieved from https://architizer.com/projects/hazelwoodschool/ Fig 3.2.3.18 : Edited by author Fig 3.2.4.1 to 3.2.4.42 : By author Fig 4.1 to fig 4.5 : Retrieved Environment/Building-for-Everyone/

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FEEDBACK REVIEW 1ST REVIEW FEEDBACK – 25TH AUGUST, 2020 DISCUSSION POINTS

1.

2.

3.

Thesis working title can be modified to make it more relevant to research thesis and not a design thesis.

What is the hypotheses of your study? What do you seek and want to prove through your thesis?

Find out and understand the examples of what are the contemporary ways in which accessibility issues regarding the people with disabilities are dealt and how?

ACTION TAKEN : Made necessary changes in the objectives of the thesis.

thesis title and reworked the aim and

Also looked at the examples designed as per universal designed principles addressing accessibility issues for people with different disabilities.

2nd REVIEW FEEDBACK – 28TH AUGUST, 2020 DISCUSSION POINTS 1.

2.

A study can also be done on places that are purely meant for people with disabilities but still are not fully accessible and inclusive for all like Apang manav Mandal in Ahmedabad.

Finalize the case studies, what are the public spaces you’re going to study and decide the framework to analyse the same, which in turn can give a direction to work further in the thesis.

ACTION TAKEN : Finalized four case studies , 3 where the building the are designed as per universal design principles and are fully accessible and inclusive for all and one case study is taken which an organization (Blind people association , Ahmedabad) meant for people with disabilities but is still having accessibility issues and is not inclusive for all..

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FEEDBACK REVIEW

3rd REVIEW FEEDBACK – 27th OCTOBER, 2020 DISCUSSION POINTS

1. Learn to synthesis your conclusion.

2. Instead of focusing on the social acceptance of people with disabilities, focus more on quality of interior spaces.

ACTION TAKEN : Compared the inferences derived from the case studies ,reworked on the conclusion and added recommendations derived after analysing the case studies.

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