Scribd
Upload
38 views4 pages

Chapter 9 - Universal Design

Uploaded by

weaverjordan210
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
38 views4 pages

Chapter 9 - Universal Design

Uploaded by

weaverjordan210
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

CHAPTER 9: UNIVERSAL DESIGN

Universal design or design for all (the two terms are used interchangeably) is frequently
associated with different connotations. Some individuals consider it as a new, politically correct,
term, referring to efforts to introduce “special features” for “special users” in the design of a
product. To others, universal design is a deeply meaningful and rich topic that elevates what
designers like to call “good user-based design” to a more encompassing concept of addressing
the needs of all potential users.

Universal design means planning to build physical, learning and work environments so that they
are usable by a wide range of people, regardless of age, size or disability status. While universal
design promotes access for individuals with disabilities, it also benefits others.

Universal design in the context of HCI is the conscious and systematic effort to proactively apply
principles, methods and tools, in order to develop Information Technology and
Telecommunications (IT&T) products and services, which are accessible and usable by all
citizens, avoiding the need for a specialized design.

The rationale for universal design is grounded on the claim that designing for the average user,
as the case has been with traditional design, leads to exclusionary designs and does not provide
for the needs of the broadest possible population. As a result, the normative perspective of
universal design is that there is no average user and consequently design should be targeted
towards the broadest possible population.

Universal Design Principles

1. Equitable Use

The design is useful to people with a range of abilities and appealing to all. No user is excluded
or stigmatized. Wherever possible, access should be the same for all; where identical use is

1
not possible, equivalent use should be supported. Where appropriate, security, privacy and
safety provision should be available to all.

The design is useful and marketable to people with diverse abilities. For example, a counter
space or desk surface may be raised or lowered to accommodate users of varying height, or an
individual who uses a wheelchair.

2. Flexibility in Use

The design allows for a range of ability and preference, through choice of methods of use and
adaptivity to the user’s pace, precision and custom.

The design accommodates a wide range of individual preferences and abilities. For example, a
captioned video will allow people to choose to listen or to read in order to understand content.
This not only provides access to individuals with hearing impairments, but also accommodates
those who would rather not use sound or who comprehend better through reading.

3. Simple and Intuitive Use

The system be simple and intuitive to use, regardless of the knowledge, experience, language or
level of concentration of the user. The design needs to support the user’s expectations and
accommodate different language and literacy skills. It should not be unnecessarily complex and
should be organized to facilitate access to the most important areas. It should provide prompting
and feedback as far as possible.

Use of the design is easy to understand, regardless of the user's experience, knowledge, language
skills, or current concentration level. For example, a website with that is well-organized with
clear headings will facilitate access to information.

4. Perceptible Information

The design should provide effective communication of information regardless of the


environmental conditions or the user’s abilities. Redundancy of presentation is important:
information should be represented in different forms or modes (e.g. graphic, verbal, text, touch).
Essential information should be emphasized and differentiated clearly from the peripheral

2
content. Presentation should support the range of devices and techniques used to access
information by people with different sensory abilities.

The design communicates necessary information effectively to the user, regardless of ambient
conditions or the user's sensory abilities. For example, a video includes a voiceover for
individuals with visual impairments.

5. Tolerance for Error

Minimizing the impact and damage caused by mistakes or unintended behavior. Potentially
dangerous situations should be removed or made hard to reach. Potential hazards should be
shielded by warnings.
Systems should feel safe from the user’s perspective and users should be supported in tasks that
require concentration.

The design minimizes hazards and the adverse consequences of accidental or unintended actions.
For example, a hallway is free of protruding objects at a height where they would not be
detectable by someone with a visual impairment who uses a cane.

6. Low Physical Effort

Systems should be designed to be comfortable to use, minimizing physical effort and fatigue.
The physical design of the system should allow the user to maintain a natural posture with
reasonable operating effort. Repetitive or sustained actions should be avoided.

The design can be used efficiently, comfortably, and with a minimum of fatigue. For example,
an automatic door opener can facilitate access to an office space or classroom.

7. Appropriate Size and Space for Approach and Use

The placement of the system should be such that it can be reached and used by any user
regardless of body size, posture or mobility. Important elements should be on the line of sight for
both seated and standing users. All physical components should be comfortably reachable by
seated or standing users. Systems should allow for variation in hand size and provide enough
room for assistive devices to be used.

3
Appropriate size and space is allotted for approach, reach, and manipulation regardless of
physical characteristics such as size or mobility. For example, a classroom includes a range of
seating options, including a table for someone who uses a wheelchair or wider chairs for
individuals who are taller and/or larger.

You might also like