Professional Documents
Culture Documents
Fig:1
Principle 1: Equitable Use
The building's design should make it equally usable by everyone. If it
cannot be identical, the several means provided must be equivalent
in terms of their privacy, security, safety and convenience. It avoids
segregating or stigmatizing any use.
Fig:3
Principle 3: Simple and Intuitive
The building should make it easy for everyone to understand the
purpose of each design feature and how to use it. Moreover, its means of
use should be obvious so that it operates as anticipated.
Ideally, the building's design should eliminate, isolate or shield any design features
that could prove inconvenience any user. When potentially dangerous conditions
are unavoidable, users should receive warnings as they approach the design
feature. The building's design should also anticipate accidental or unintended
actions by any user to minimize the inconvenience and/or protect the user from
harm.
Fig:7
Principle 7: Size and Space for Approach and Use
A building's design features should provide an adequate amount of space that is
appropriately arranged to enable anyone to use them. In addition, the space
needs to be arranged to provide a clear path of travel to and from important
design features for all users.
DISABILITY
• Persons with disabilities include those who have long-term physical, mental,
intellectual or sensory impairments which in interaction with various barriers may
hinder their full and effective participation in society on an equal basis with others.
• People with a disability may include:
people who are blind or partially sighted
people with learning or intellectual disabilities
people who are deaf or hearing impaired
people with a physical disability
people with long term illnesses
people with mental health or psychological difficulties
people with an acquired brain injury
TYPES OF DISABILITY
Visual &
Physical Intellectual
Auditory
disability disability
disability
Learning
Autism
disability
PHYSICAL DISABILITY
• One entry to the home is level inside and out, with no steps to impede
people with mobility limitations.
• Exterior doors and interior hallways are at least 36 inches wide to
accommodate wheelchairs.
• Environmental, utility and appliance controls are positioned at heights that
are within easy reach of people using a wheelchair or scooter.
• Bathroom walls are reinforced to permit attachment of grab bars.
• At least one bathroom is located on the main floor for people who cannot
climb stairs or have difficulty doing so.
• Lever-style door handles are used to accommodate people with disabilities.
INTELLECTUAL DISABILITY
• Supplementary aids and services which includes making accommodations appropriate to the
needs of the student.
• It may include instruction, personnel, equipment, or other accommodations that enable children
with disabilities to be educated with nondisabled children to the maximum extent appropriate.
• Teachers and parents can help a child work on these skills at both school and home. Some of
these skills include:
communicating with others;
taking care of personal needs (dressing, bathing, going to the bathroom);
health and safety;
home living (helping to set the table, cleaning the house, or cooking dinner);
social skills (manners, knowing the rules of conversation, getting along in a group, playing a
game);
reading, writing, and basic math; and
as they get older, skills that will help them in the workplace.
VISUAL DISABILITY
• Using Panopto (lecture capture), which helps reduce the need for notetakers
• Using captioned videos, films and other audio presentations
• Offering flexibility regarding attendance
• Providing texts in alternative formats
• Giving verbal descriptions of visual aids and graphics
• Paraphrasing questions and answers
• Highlighting key points throughout discussions
• Using multiple teaching methods, including lecture, discussion, hands-on
activities, Web-based work and fieldwork
• Providing multiple methods for students to demonstrate knowledge, such as
demonstrations, presentations and portfolios
AUTISM