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Universal Design

DTS AV supports and encourages the use of Universal Design within Curtin University.

Fun Fact!

North Carolina State University’s Centre for Universal Design originally defined the term:

The design of products and environments to be usable by all people, to the greatest extent possible, without adaptation or specialised design.

Fun Fact!

The Centre for Excellence in Universal Design of the National Disability Authority of Ireland provides an extended definition of Universal Design:

Universal Design is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability. An environment (or any building, product, or service in that environment) should be designed to meet the needs of all people who wish to use it. This is not a special requirement, for the benefit of only a minority of the population. It is a fundamental condition of good design.

If an environment is accessible, usable, convenient and a pleasure to use, everyone benefits. By considering the diverse needs and abilities of all throughout the design process, universal design creates products, services and environments that meet peoples' needs. Simply put, universal design is good design.

Beyond these principals of Universal Design, DTS AV extends these principals to encourage developing spaces that enable parity for remote participants in the learning environment.

When synchronous modes of lesson delivery are occurring, the remote participants need to be enabled to participate in the same manner as students within the physical space with minimal perceived disadvantage.

Legislative Requirements​

At a minimum, adherence to local, state and federal legislative requirements for accessibility are to be met. Where existing spaces are being refurbished but would typically not typically be required to adhere to the latest standards, DTS policy is to uplift these rooms in adherence of current standards.

Principles of Universal Design​

Universal Design uses seven principles to outline a way of design thinking that can be applied to inclusive pedagogical approaches, physical and virtual environments, products (both hardware and software) and services. They are a useful reference to consider at the earliest, as well as throughout all stages of planning, design, implementation and operation.

  1. Equitable Use - The design is useful and marketable to people with diverse abilities:
    1. Provide the same means of use for all users: identical whenever possible; equivalent when not.
    2. Avoid segregating or stigmatising any users.
    3. Provisions for privacy, security, and safety should be equally available to all users.
    4. Make the design appealing to all users
  2. Flexibility in Use - The design accommodates a wide range of individual preferences and abilities
    1. Provide choice in methods of use.
    2. Accommodate right- or left-handed access and use.
    3. Facilitate the user's accuracy and precision.
    4. Provide adaptability to the user's pace.
  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.
    1. Eliminate unnecessary complexity.
    2. Be consistent with user expectations and intuition.
    3. Accommodate a wide range of literacy and language skills.
    4. Arrange information consistent with its importance.
    5. Provide effective prompting and feedback during and after task completion.
  4. Perceptible Information - The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.
    1. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information.
    2. Provide adequate contrast between essential information and its surroundings.
    3. Maximise "legibility" of essential information.
    4. Differentiate elements in ways that can be described (i.e., make it easy to give instructions or directions).
    5. Provide compatibility with a variety of techniques or devices used by people with sensory limitations.
  5. Tolerance for Error - The design minimises hazards and the adverse consequences of accidental or unintended actions.
    1. Arrange elements to minimise hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded.
    2. Provide warnings of hazards and errors.
    3. Provide fail safe features.
    4. Discourage unconscious action in tasks that require vigilance.
  6. Low Physical Effort - The design can be used efficiently and comfortably and with a minimum of fatigue.
    1. Allow users to maintain a neutral body position.
    2. Use reasonable operating forces.
    3. Minimise repetitive actions.
    4. Minimise sustained physical effort.
  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.
    1. Provide a clear line of sight to important elements for any seated or standing user.
    2. Make reach to all components comfortable for any seated or standing user.
    3. Accommodate variations in hand and grip size.
    4. Provide adequate space for the use of assistive devices or personal assistance.