The Global Alliance on Accessible Technology and Environments (GAATES) UNICEF Forum on Assistive Devices Presentation by Betty Dion Past President The Global Alliance on Accessible Technology and Environments (GAATES) *

The Mission of GAATES The Mission of GAATES is to promote the understanding and implementation of accessibility of the sustainable built, social and virtual environments, … so that everyone, including people with disabilities and older persons are able to fully participate and contribute to society. Case study in Mexico to explain

Universal Design and Accessibility The promotion of Universal Design (UD) is a general obligation of States Parties in the UN Convention on the Rights of Persons with Disabilities and is defined by Article 2:

Accessibility Article 9: Overarching article of the UN CRPD

UNIVERSAL Design recognizes that Assistive Devices can enable inclusion

Universal Design Universal Design, is the design of products, services and environments that can be used by anyone to the greatest extent possible, regardless of ability or disability, without the need for adaptation, modification or special design.

Principle 1: Equitable Use The design is useful and marketable to people with diverse abilities. Means of use is identical or equivalent for all users No one is segregated or stigmatized Safety and security are equally available to all users

Principle 1: Equitable Use - Examples Picnic tables with an extended top allow people using wheelchairs to enjoy equitable use of the same table as their company Ramped entry instead of stairs, this works for everyone – including persons using mobility aids.

Principle 2: Flexibility in Use The design accommodates a wide range of individual preferences and abilities. Provide choice such as right or left-handed use Allow for different levels of accuracy Allow for people who may do things at a different pace

Principle 2: Flexibility in Use - Examples A sewing table that is designed to accommodate persons seated at a chair or who use a wheelchair. Choice of heights of handrails makes safety available regardless if people are taller or shorter; child or adult

Principle 3: 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. Keep it simple Consider what the user may be expecting Allow for different literacy and languages Provide prompts and feedback

Principle 3: Simple and Intuitive Use - Examples Assembly instructions that are simple and use graphic images will be helpful to all users, including those with limited literacy or use different languages Recognized emergency colours for a fire pull and easily recognized function make the fire pull intuitive to use

Principle 4: Perceptible Information The design communicates information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. Use different ways of presenting information (pictorial, verbal, tactile) Make it easy to provide directions or instructions Create compatibility for different devices or techniques used by people with sensory disabilities

Principle 4: Perceptible Information - Examples Raised tactile features including raised images allow for everyone to experience a site map. Tactile warnings not only warm someone with vision disability, this alerts everyone about the upcoming stairs.

Principle 5: Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions Arrange commonly used elements where most accessible and hazardous elements either removed or shielded Provide warnings and fail safe features Encourage concentration where it is needed

Principle 5: Tolerance for Error - Examples Guards and edge protection provide a tolerance for error when using this ramp A warning sign with both text and graphics alert everyone to a potential danger.

Principle 6: Low Physical Effort The design can be used efficiently and comfortably and with a minimum of fatigue. Allow for user to be in a neutral body position Use operating forces that are reasonable Minimize repetitive actions Minimize the need for a sustained physical effort

Principle 6: Low Physical Effort - Examples The primary entrance to the school is a ramp – this accommodates all students, including those using mobility aids A water pump modified with a long lever and a seat both reduce the effort required to operate the pump. By Sustainable sanitation [CC BY 2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons

Principle 7: 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. Provide a clear line of sight whether sitting or standing Allow for a comfortable reach whether sitting or standing Allow for different hand or grip sizes Provide space for someone using an assistive device or the assistance of another person or support animal

Principle 7: Size and Space for Approach and Use -Examples The walkway leading to the series of shops is wide and level. It provides sufficient space for a wheelchair user to manoeuvre, as well as for people to easily pass by persons using mobility aids. A classroom with accessible desks and that can accommodate a student using a mobility aid. Set up provides sufficient clear width for the student to get to the front of the class if necessary.

Universally Inclusive Design Examples An historical building that has been made accessible by adding a new ramp, but in the style of the old building, using similar materials. The ramp is provided at the front entrance area, without taking away from historical significance or integrity.

Universally Inclusive Design Examples Child communicating using sign language via a smartphone. This type of technology can also be used by persons just wishing to have a voice conversation by video. Enables sharing information, including emergency information and notification.

Universally Inclusive Design Examples A washroom with clear space both in front of and beside a toilet allows for maximum use of the facility. There is sufficient space in the washroom to accommodate an assistant or parent.

Universally Inclusive Design Examples As part of the building fit up, an assistive listening system can be a benefit to regular users such as students and staff, and a benefit to visitors such as parents and presenters.

Examples of Poor Design that is not Universally Inclusive Lack of proper maintenance at a curb makes it dangerous. Accessibility must be considered in the design of sidewalks and public routes. This sidewalk is uneven, the light posts are in the way of the clear route and there is no proper curb ramp to cross the street.

Examples of Poor Design that are not Universally Inclusive Ramps steeper than 1:12 are dangerous for everyone. Especially if there is no curb and/or handrail.

Examples of Poor Design that are not Universally Inclusive In this example, a building has been made accessible by creating an accessible entrance at the back of the building. Although physically accessible, it is not inclusive and promotes a sense of segregation.

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