Dear Joel,
Tis the Giving Season!
This is a great season of the year. Why? For two reasons.
This is the time of year we think about giving more than any other. It feels good to give. I personally believe "it is more rewarding to give than to receive". So, we have a newly designed e-newsletter that we are very excited about. Consider it a gift! Yes, it is a very small gift but it is hard to buy for 25,000 friends!
Speaking of giving, when we started Schooldesigner, I made a commitment to increase our charitable giving each year for every year we were in business. I don't mention this to boast but to let you know that Schooldesigner, LLC is committed to helping others. We have increased our giving by almost 30% since inception!
The second reason this is a great season of the year? Well, it's the last quarter of 2009. Never in my life can I recall being so excited about a year coming to an end. Anyone feel the same as me?
Thanks to all of you that give your time, talents and financial resources to help others.
Looking forward to 2010,  |
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In This Issue
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Universal Design: A Primer
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Now that you've got the ADA under your belt, it's time to learn about universal design.
By Ima DeZina
Schooldesigner Staff Writer
"Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design," according to the late Ron Mace, AIA, who coined the term universal design.
"Ron Mace was the father of universal design," says Julie Walton, Ed.D., RN, LPC, professor and disability specialist at East Stroudsburg University in Pennsylvania. "He was an architect and one of the promoters of the ADA. And he was an individual with a disability. His thought was that the disability does not reside within the individual but in the environment."
Tell Me More
More specifically, Mace was the spearhead for universal design in architecture. The complement to universal design in architecture is universal design in programming or academic success. "Regardless of what you're designing," says Edith Miller, Ed.D., distinguished professor and director of Disability Services at East Stroudsburg Universityin Pennsylvania, "the whole key is that consideration is given beforehand to encompass the greatest number of people rather than retrofitting for individuals afterward, which creates barriers and a sense of isolation. Universal design creates situations where individuals have access without being singled out or being the exception."
Here are two examples. First, in architecture, it means using a ramp or large door or push pad doors at the same entrance that everyone else uses, rather than having it added on to another part of the facility. "Retrofitting is not truly universal design," says Miller. "If it's universal design, everyone has same access to the building at the same area."
Second, in academic success, where Walton and Miller have focused their work, it means providing textbooks in audio format for all students, not just the one identified as learning disabled. "We're suggesting that the audio format be available to all students," says Miller, "so you're also benefiting a student who's a slow reader but not identified with a disability or an English-as-a-second-language student. It provides the greatest benefit to the largest number of students and doesn't stigmatize the one student who has a need based on an identified disability."
Likewise, it means outfitting every classroom with a microphone, not just the classrooms with hearing-impaired students or the classrooms where the teachers have begged for them. "One of the earliest concepts I found in my own experience in school design was the use of the microphone by the teacher to make sure all students can hear," says Sean Vance, AIA, acting director of Center for Universal Design at North Carolina State University in Raleigh. "This has an enormous impact on language comprehension and use."
Principles of Universal Design
The Center for Universal Design is a national information, technical assistance, and research center that evaluates, develops, and promotes universal design in public and other facilities, outdoor environments, and products. The organization notes seven principles of universal design on its Website (www.design.ncsu.edu/cud/index.htm).
The first is equitable use: "The design is useful and marketable to people with diverse abilities." The second is flexibility in use: "The design accommodates a wide range of individual preferences and abilities." The third is simple and intuitive use: "Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level." The fourth is perceptible information: "The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities." The fifth is tolerance for error: "The design minimizes hazards and the adverse consequences of accidental or unintended actions." The sixth is low physical effort: "The design can be used efficiently and comfortably and with a minimum of fatigue." The seventh is size and space for approach and use: "Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility."
Universal Design in K-12 Schools
What all this mean for time- and budget-strapped K-12 administrators? Plenty. Let's start with the cost issue, which is what you're probably thinking about anyway.
"You can't design in a spreadsheet," Vance says bluntly. "You have to look at human factors, both psychologically and socially. Universal design is the state of that. It's how you see the environment around you as a box that cost 'X' amount of dollars that is where we are going to keep the students. It's a mindset of planning for their future. I know a lot of people aren't going to want to hear that. But I feel someone has to say it, and I don't mind being that person."
If you've gotten this far and you're not afraid, you'll want to learn more. Maybe you'll want to learn more even if you are a bit nervous. A good first source is the Center for Universal Design. Second, there are now a number of architects focusing on universal design who will be happy to share their knowledge.
Care to take a walk through your own facility? Invite a student who uses a wheelchair to go with you and check it out - you'll be amazed at the barriers. "Another option is to see what is accessible in your community," says Walton. "Just because it has a sign doesn't mean it's accessible. If you can go with a person who uses a walker or wheelchair, you'll see what happens when you have minimum access as opposed to universal design."
As you begin your journey, Vance cautions educational facility planners especially to remember that universal design is about the degrees that make us different and appreciating those degrees. He notes that design is so much more than a child in a wheelchair who needs to get to the classroom. It can create an opportunity for a child to better engage the environment equally with his classmates, and being consciously aware of that from the beginning of the project is beneficial.
Similarly, as you begin your journey, remember that universal design is a design philosophy rather than a restrictive legislative code. "Accessibility provides a minimum standard of care according to code," says Vance. "Universal design attempts to provide more, no matter the age, gender or a variety of physical limitations with disabilities."
Walton agrees. "The law is specific: Any new construction of a public place must follow the regulations of the ADA. There are minimum requirements that must be met. Universal design goes beyond the minimum."
"The great thing about universal design," sums Vance, "is that it doesn't ask you to completely change your building. It asks you to change the philosophy you use as a designer. Similarly, it doesn't change how or what a teacher teaches, but how she communicates with her students."
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Featured Product Sponsors
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Bosch Security Systems, Inc. |
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| It's the Most Wonderful Time of the Year!
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| Linking Architecture and Education by Anne Taylor makes a great gift. Taylor has studied how schools, classrooms, playgrounds, homes, museums, and parks affect children and how they learn. As a result, she has developed a holistic, sustainable philosophy of learning environment design. Click here to learn more about her monumental book.
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This Month's Product Sponsor: |
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Pella
I recall using Pella windows on a school project more than fifteen years ago when I was working as an architect in New York. A few years ago, I had the privilege of touring the Pella Window plant in Iowa. While the plant tour was informative I remember most the friendly and helpful staff.
Pella is typical of the product sponsors on our website. They make great products for educational facilities. From the beginning, we have worked hard to have the very best manufacturers on our site. Pella is a great example of the type of company we are honored to promote.
Be sure and tell your Pella Rep you saw them mentioned in this e- newsletter.
Joel Sims , AIA
President
Schooldesigner Click here to go to Pella's website.
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