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ERIC Number: ED466090
Record Type: Non-Journal
Publication Date: 2000-Nov
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Integrating Public Schools through Universal Design.
Weisman, Leslie Kanes
This paper explains what universal design is and is not and discusses slides of various products and environments that embody universal design principles. The paper explains that although the term "universal design" suggests a "one size fits all" approach to designing, quite the opposite is true. Rather, universal designers strive to create aesthetically beautiful and environmentally sensitive buildings, places and products that are equally comfortable, accessible, and suitable for a wide spectrum of diverse people. Even though advocates of universal design recognize that it is nearly impossible to design all things for all people, the ultimate objective is to be as inclusive as possible. After making several points about universal design, the paper offers principles for universal design with related guidelines and discusses the example slides. The principles are: (1) Equitable use: The design is useful and marketable to people with diverse abilities; (2) Flexibility in use: The design accommodates a wide range of individual preferences and abilities; (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; (4) Perceptible information; (5) Tolerance for error: The design minimizes hazards and the adverse consequences of accidental or unintended actions; (6) Low physical effort; and (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. (EV)
For full text: http://www.schooldesigncomp.org/weisman.htm.
Publication Type: Guides - Non-Classroom; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A