1Stanford UniversityENGR 110/210:Perspectives in Assistive TechnologyJanuary 15, 2008Molly Follette Story, M.S.Co-Director, RERC on Accessible Medical Instrumentation;President, Human Spectrum Design, LLCUniversal Design andDesigning for AccessibilityFunding provided by:National Institute on Disability and Rehabilitation Research,U.S. Department of EducationRehabilitation EngineeringResearch Centers (RERCs)RERC on Universal Designand the Built Environmentat North Carolina State UniversityRERC on Accessible Medical Instrumentation2Topics My professional lifeUNIVERSAL DESIGN RERC-AMIMy Professional Life1. Structural Engineer GFDS Engineers, San Francisco, 1978-19813My Professional Life1. Structural Engineer2. Product Design Engineer Raychem Corporation, Menlo Park, 1983-1984My Professional Life1. Structural Engineer2. Product Design Engineer3. Consultant (self-employed) Raychem Corporation, Atlanta, GA, 1984-1985 Raychem Corporation, Raleigh, NC, 1985-19874. University Instructor Georgia Institute of Technology, Atlanta, GA Industrial Design Department, 1984-19904My Professional Life1. Structural Engineer2. Product Design Engineer3. Consultant (self-employed)4. University Instructor5. Research Associate Professor North Carolina State University, Raleigh, NC Industrial Design Department, 1994-2000 The Center for Universal Design, 1994-2002My Professional Life1. Structural Engineer2. Product Design Engineer3. Consultant (self-employed)4. University Instructor5. Research Associate Professor6. Consultant (self-employed) RERC on Accessible Medical Instrumentation,2002-2008 Various companies, 1984-present5Teaching Industrial Design at GaTech Mostly sophomore studio Problem: the students were designing forthemselves Solution: make them design for any otheruser group• Preschoolers• Elders• Homeless people• People with disabilitiesUniversal Design at NCSUUniversal Design is the design ofall products and environmentsto be usable bypeople of all ages and abilities,to the greatest extent possible.– Ronald L. Mace, FAIA, 19916Teaching Industrial Design at NCSU Mostly sophomore studio: Height-adjustable toilet (mobility) Auxiliary captioning device for battery-powered TVs (hearing) Can opener (one-handed users) Telephone + answering machine + caller ID(vision) Simple programmable home thermostat(cognition)Accessible vs. Universal Design Accessible Design:for people with disabilities Universal Design: for everyone,including people with disabilities Critical differentiating characteristic:INTEGRATION7Accessible or Universal? Magnifying glassAccessible or Universal? Television headphones8Accessible or Universal? Vibrating pagerAccessible or Universal? Big-grip utensils9Accessible or Universal? Electric cart“Normal” Distributionobservationsstandard deviations95% of obs.10 Design for 95% x 95% x 95% x … = few!“Normal” Distribution Design for 95% x 95% x 95% x … = few!“Normal” Distribution11 Design for 95% x 95% x 95% x … = few!“Normal” Distribution People on one end of a bell curve may beon the other end of another bell curve. Hearing• Superior observation skills Vision• Superior listening skills• “Intro to the Screen Reader with Neal Ewers”http://www.doit.wisc.edu/accessibility/video/intro.asp“Normal” Distribution12The Principles of Universal DesignAuthors: Ron Mace (the late) • The Center for Universal Design, N.C.S.U. Mike Jones • Shepherd Spinal Center, Atlanta, Georgia Molly Story • C.U.D. at N.C.S.U. & Human Spectrum Design Jim Mueller • J.L. Mueller, Inc., Washington, D.C. Gregg Vanderheiden • Trace R & D Center, U. of Wisc.–Madison Jon Sanford • V.A.M.C.–Atlanta & Georgia Inst. of Technology Bettye Rose Connell • Veterans Affairs Medical Center–Atlanta Ed Steinfeld • I.D.E.A. Center, S.U.N.Y.–Buffalo Abir Mullick • I.D.E.A. Center, S.U.N.Y.–Buffalo Elaine Ostroff • Founder, Adaptive Environments Center, BostonThe Principles of Universal Design1. Equitable Use2. Flexibility in Use3. Simple and Intuitive Use4. Perceptible Information5. Tolerance for Error6. Low Physical Effort7. Size and Space for Approach & Use13Principle 1. Equitable UseThe design is useful and marketableto people with diverse abilities.Design for allPrinciple 1. Equitable Usea. Provide same means of use for all users.b. Avoid segregating or stigmatizing users.14Principle 1. Equitable Usec. Make privacy, security and safety equallyavailable to all users.d. Make the design appealing to all users.Principle 2. Flexibility in UseThe design accommodatesa wide range of individualpreferences and abilities.Design for each15Principle 2. Flexibility in Usea. Provide choice in methods of use.b. Accommodate right- or left-handedaccess.Principle 2. Flexibility in Usec. Facilitate user’s accuracy and precision.d. Provide adaptability to the user’s pace.16Use of the design iseasy to understand,regardless of the user’sexperience, knowledge,language skills, orcurrent concentration level.Principle 3. Simple and Intuitive UseDesign for the mindPrinciple 3. Simple and Intuitive Usea. Eliminate unnecessary complexity.b. Be consistent with user expectations andintuition.17Principle 3. Simple and Intuitive Usec. Accommodate a wide range of literacy andlanguage skills.d. Arrange information consistent with itsimportance.Principle 3. Simple and Intuitive Usee. Provide effective prompting and feedbackduring and after task completion.18Principle 4. Perceptible InformationThe design communicatesnecessary information effectivelyto the user, regardless ofambient conditionsor the user’s sensory abilities.Design for the sensesPrinciple 4. Perceptible Informationa. Use different modes for redundantpresentation of essential information.b. Maximize “legibility” of essentialinformation (in all sensory modes).19Principle 4. Perceptible Informationc. Differentiate elements in ways that can bedescribed (make it easy to give directions).d. Provide compatibility with a variety oftechniques or devices.Principle 5. Tolerance for ErrorThe design minimizes hazardsand the adverse consequencesof accidental or unintended actions.Design for error20Principle 5. Tolerance for Errora. Arrange elements to minimize hazardsand errors.b. Provide warnings of hazards and errors.Principle 5. Tolerance for Errorc. Provide fail-safe features.d. Discourage