Universal

Design
Handbook
Building Accessible and
Inclusive Environments
Advisory Committee on Accessibility (ACA)
Access Design Subcommittee

calgary.ca | call 3-1-1

Publishing information
Author: The City of Calgary
Community & Neighbourhood Services (CNS)
Social Policy & Planning Division

Printing date: 2010

Downloadable copies (PDF):

calgary.ca/cns
(Click on “Publications, Guides & Directories”)

To have print copies mailed and/or translated to Braille,

email [email protected]
or phone 403-268-5122

For more information on Access & Disability at The City

of Calgary, contact Leanne Squair, Issue Strategist
Email: [email protected]
Work: 403-268-1352
TTY: 403-268-1379

For more information:

City of Calgary
[email protected]

www.gov.calgary.ab.ca

Edited and designed by: Creative Services

Table of Contents

Executive summary . . . . . . . . . . . . . . . . . . . . 2 3 Disability. . . . . . . . . . . . . . . . . . . . . . . .18

3.1 Understanding disability. . . . . . . . . . . . . 18

1 Backgrounder. . . . . . . . . . . . . . . . . . . . . 4
3.2  Disability: an increasing reality. . . . . . . 19
1.1  Municipal committees supporting
universal design. . . . . . . . . . . . . . . . . . . . . . 4 3.3 Types of disability. . . . . . . . . . . . . . . . . . . . 21
1.1.1 Access Design Subcommittee. . . . . . . . . 4 3.3.1 Physical disabilities. . . . . . . . . . . . . . . . 21
1.1.2 Accessible Transportation 3.3.2 Sensory disabilities . . . . . . . . . . . . . . . . 22
Subcommittee. . . . . . . . . . . . . . . . . . . . . 4 3.3.3 Cognitive disabilities. . . . . . . . . . . . . . . 24
3.3.4 Acquired Brain Injury (ABI). . . . . . . . . . 26
2 Universal design. . . . . . . . . . . . . . . . . . . 5
3.4 Aging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
2.1 Universal design concept . . . . . . . . . . . . . 5 3.4.1 The 65+ age group . . . . . . . . . . . . . . . . 27
3.4.2 Boomers – an emerging reality . . . . . . . 28
2.2 Universal design and
its innovator. . . . . . . . . . . . . . . . . . . . . . . . . 5 3.5 Types of disability checklist. . . . . . . . . . 29

2.3 Center for Universal Design. . . . . . . . . . . 6 3.6 Types of barriers. . . . . . . . . . . . . . . . . . . . . 34

2.4 Universal design 3.6.1 Physical barriers . . . . . . . . . . . . . . . . . . 34

principles checklist. . . . . . . . . . . . . . . . . . . 7 3.6.2 Attitudinal barriers. . . . . . . . . . . . . . . . . 35
3.6.3 Financial barriers. . . . . . . . . . . . . . . . . . 37
2.5 How design professionals can benefit
3.6.4 Systemic barriers. . . . . . . . . . . . . . . . . . 37
from Universal design . . . . . . . . . . . . . . . 10
2.5.1 Enhanced creativity. . . . . . . . . . . . . . . . 10
2.5.2 Increased earning potential. . . . . . . . . . 10 4 Accessibility = Inclusion. . . . . . . . . . . . 39
2.5.3 Building better buildings 4.1 An inclusive environment . . . . . . . . . . . . 39
(the three Bs). . . . . . . . . . . . . . . . . . . . . 11
4.1.1 Making a case for accessibility. . . . . . . . 39
2.5.4 Lowered costs. . . . . . . . . . . . . . . . . . . . 11
2.5.5 Aesthetics. . . . . . . . . . . . . . . . . . . . . . . 12 4.2 Included in employment. . . . . . . . . . . . . . 40
4.2.1 Employment policies. . . . . . . . . . . . . . . 42
2.6 Users of universal design . . . . . . . . . . . . 12
2.6.1 People with disabilities . . . . . . . . . . . . . 12 4.3 Access to housing . . . . . . . . . . . . . . . . . . . 42
2.6.2 People without disabilities. . . . . . . . . . . 12 4.3.1 Local case studies. . . . . . . . . . . . . . . . . 43
2.6.3 Older adults . . . . . . . . . . . . . . . . . . . . . 14 4.3.2 International case studies. . . . . . . . . . . . 45
4.3.3 Visitability. . . . . . . . . . . . . . . . . . . . . . . . . 45
2.7 Crime Prevention Through
Environmental Design (CPTED). . . . . . . . . 15 4.4 Using public buildings . . . . . . . . . . . . . . . 46

2.8 Easing concerns about universal

design challenges . . . . . . . . . . . . . . . . . . . 15

Building Accessible and Inclusive Environments I

4.5 Universal Design Checklist. . . . . . . . . . . 47 6 The future of universal design is here. . 81

6.1 Urban Braille system . . . . . . . . . . . . . . . . . 81

5 Policies supporting universal design . . . 74
6.1.1 National initiatives . . . . . . . . . . . . . . . . 81
5.1 International and fundamental human 6.1.2 Calgary initiatives . . . . . . . . . . . . . . . . . 82
rights policies. . . . . . . . . . . . . . . . . . . . . . . 74
6.2 Accessible websites . . . . . . . . . . . . . . . . . . . 82
5.2 Canadian Human 6.2.1 Research. . . . . . . . . . . . . . . . . . . . . . . . 83
Rights Policy . . . . . . . . . . . . . . . . . . . . . . . . 75 6.2.2 Media. . . . . . . . . . . . . . . . . . . . . . . . . . 83
5.2.1 The Canadian Charter of Rights and 6.2.3 World Wide Web Consortium
Freedoms states:. . . . . . . . . . . . . . . . . . 75 (W3C) Guidelines. . . . . . . . . . . . . . . . . 84
5.2.2 The Canadian Human Rights Commission . 6.2.4 Web accessibility checklist . . . . . . . . . . 85
and the Canadian Human Rights Act. . . 76

5.3 Section 3.8 of the Alberta 7 Conclusion . . . . . . . . . . . . . . . . . . . . . . 93

Building Code . . . . . . . . . . . . . . . . . . . . . . . 76

5.4 The City of Calgary corporate Acknowledgements . . . . . . . . . . . . . . . . . . . 94

Initiatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
5.4.1 Access Design Standards. . . . . . . . . . . . 77
References. . . . . . . . . . . . . . . . . . . . . . . . . . 95
5.4.2 Calgary Corporate
Accessibility Policy . . . . . . . . . . . . . . . . 77
5.4.3 The City of Calgary’s Triple
Bottom Line (TBL) Policy. . . . . . . . . . . . 77
5.4.4 Fair Calgary Policy . . . . . . . . . . . . . . . . 78
5.4.5 Sustainable Environmental & Ethical . . . . .
Procurement Policy (SEEPP). . . . . . . . . . 79

II  Building Accessible and Inclusive Environments

Executive summary

“In the past, design

professionals may not have
realized that when a disability
meets a barrier, it creates
a handicap.” – George Covington

Each human being is different. We come in all

different sizes, have different abilities, develop
different preferences and continue to change
throughout our lives. Considering the diversity
of individuals and their needs, why is the
environment in which we live standardized to
meet the needs of the elusive “average person?”

Built environments take on a

whole new meaning.

In the past, built environments Good design has the ability to adapt to all
referred to physical spaces only. users and enable them to function successfully
with – or within – it. And that’s why, every time
A paradigm shift has occurred for
they initiate a new project, universal design
those professionals involved in
practitioners ask, “Why make a special device
creating spaces where people live,
or space for one group alone? Why not make it
work and play.
better for everyone?”
Now universal design principles
Indeed, why not?
can be applied to virtual
environments as well.

2  Building Accessible and Inclusive Environments

 This handbook introduces the concept of
universal design, as well as the impacts that
standard and traditional design projects have
on people with disabilities and older adults.*
It outlines what access-for-everyone entails,
provides policy that supports universal design
and puts the future of universal design,
into perspective.

One objective of this handbook is to encourage

design professionals – be they designers,
architects, developers or planners – and the
public to participate in universal design. By
providing recommendations and examples
of design that can be implemented in public
and private spaces, this handbook seeks to
demonstrate the advantages of going beyond
minimum building code requirements and
providing equal access, social inclusion and a
level playing field for all.
*Throughout this handbook, the term “older adults” refers to persons
aged 65 or older, or those approaching this age range.
Universal design is the best practice for
designing new environments today because it
embodies two simple – yet critically relevant –
tenets: it’s sustainable and cost-effective.

Making a building accessible from the beginning

is easier and more cost-effective than retrofitting
an existing building. Universally designed
projects are built with everyone in mind and
can benefit the greatest number of people.
Regardless of ability, these environments can be
accessible, functional and aesthetically pleasing.

Building Accessible and Inclusive Environments  3

1 Backgrounder

1.1 Municipal committees

supporting Universal
design
In May 1999, Calgary City Council approved
the establishment of the Advisory Committee on
Accessibility (ACA) as part of the Transportation
Services for People with Disabilities Review.

The primary purpose of the ACA is to focus

on broad policy issues and advise Calgary
City Council on the accessibility of municipal
properties, information and services. ACA is
composed of appointed representatives from
the community and City administrative staff.
There are two subcommittees of the ACA:
Access Design and Accessible Transportation
(The City of Calgary, 2005).

1.1.1 Access Design Subcommittee

The Access Design Subcommittee reviews
and makes recommendations on plans
and/or issues relating to accessibility for people
with disabilities. This includes, but is not limited
to, the review of major public and private
projects (e.g., properties, buildings, walkways, 1.1.2 A
 ccessible Transportation
pathways and parks) to ensure the greatest Subcommittee
level of accessibility for people with The Accessible Transportation Subcommittee
physical, sensory and cognitive disabilities reviews and makes recommendations on
(The City of Calgary, 2005). transportation services for people with
disabilities. This committee liases closely with
Mission statement of the ACA Calgary Transit,Transportation Infrastructure,
To provide access, recommendations and Access Calgary and Livery Transport Services
advice to Calgary City Council on the (The City of Calgary, 2005).
rights and service needs of Calgarians with
disabilities (The City of Calgary, 2005).

4  Building Accessible and Inclusive Environments

2 Universal design

2.1 Universal design concept Universal design: products

Jack Smart, volunteer chairperson of The City of
and environments created to
Calgary’s Advisory Committee on Accessibility
(2009), has lived with a spinal cord injury be usable by all people, to the
for 20 years. He considers disability to be greatest extent possible, without
part of the human condition. “We will all be
the need for adaptation or
disabled at some point in our lives,” he says,
“Whether through a temporary event such as a specialized design.
broken leg, a permanent event such as a tragic
accident, or simply aging – it’s just a question Throughout this handbook, the term universal
of when.” design is distinguished from “accessible design.”
The reasons for this are best stated by architect
To be frank, most able-bodied people don’t
Edward Steinfeld, founding Director of the
think about disabilities at all. At best, when
Center for Inclusive Design and Environmental
confronted with a person with a disability,
Access (IDEA Center) at the State University
they often don’t believe it could happen to
of New York in Buffalo. He notes a growing
them. In reality, the number of people with
interest in universal design as an alternative to
disabilities in Canada (4.4 million) outnumbers
“accessible design.”
the entire population of Alberta (3.3 million),
and incidences of disability are growing ever Accessible design is described as design that
more rapidly as our population ages (Statistics promotes accessibility for individuals with
Canada, 2006). disabilities. Universal design, in contrast, is
expected to benefit both users with and without
This is why the practice of universal design is
disabilities (Steinfeld, 1994).
so important in this day and age. The Centre
for Universal Design (2007) defines the concept
as “…products and environments created to 2.2 Universal design and its
be usable by all people, to the greatest extent innovator
possible, without the need for adaptation or Although the term universal design was first
specialized design.” coined in 1985 by architect Ron Mace, the
design practice has yet to be globally integrated
into mainstream projects. Sometimes designers
get lucky and their projects result in functional
and attractive spaces that benefit a wider
audience, and sometimes they don’t.

Building Accessible and Inclusive Environments  5

Ron Mace, an American Institute of Architecture
fellow, was an architect who used a wheelchair
and personally experienced the stigma
associated with a disability. He acknowledged
that time is needed to change attitudes, but
that a day would come when universal design
practices would be standardized. A few years
later, an academic institute incorporated
universal design as part of their curriculum.

2.3 Center for Universal Design

The Center for Universal Design was established
in 1989 at Raleigh’s North Carolina State
University. The Center is a national research,
information and technical assistance center that
evaluates, develops and promotes accessible
and universal design in housing, buildings,
outdoor and urban environments and related
products (Center for Universal Design, 2007).

The Center’s mission is to improve the built

environment and related products for all users
by impacting change in policies and procedures
through research, information, training and
design assistance. The Center developed
a successful program of assembling and
disseminating existing information and creates
new, landmark materials on accessible housing.

6  Building Accessible and Inclusive Environments

2.4 Universal design principles checklist
Universal design principles, as outlined below, provide the best possible framework for design
professionals to envision design possibilities that all users – people with disabilities or otherwise –
benefit from.

Principles Details ✓

Principle 1: The design is useful and marketable to people with diverse abilities.
Equitable use
1a Provide the same means of use for all users: identical
whenever possible; equivalent when not.
1b Avoid segregating or stigmatizing any users.

Provisions for privacy, security and safety should be equally

1c
available to all users.
1d Make the design appealing to all users.

Principle 2: The design accommodates a wide range of individual preferences

Flexibility in use and abilities.
2a Provide choice in methods of use.

2b Accommodate right- or left-handed access and use.

2c Facilitate the user’s accuracy and precision.

2d Provide adaptability to the user’s pace.

Principle 3: Use of the design is easy to understand, regardless of the user’s

Simple and experience, knowledge, language skills or current concentration level.
intuitive use
3a Eliminate unnecessary complexity.

3b Be consistent with user expectations and intuition.

3c Accommodate a wide range of literacy and language skills.

3d Prioritize based on importance.

3e Provide effective prompting and feedback during and after

task completion.

Building Accessible and Inclusive Environments  7

 Principles Details ✓

Principle 4: The design communicates necessary information effectively to the

Perceptible user, regardless of ambient conditions or the user’s sensory abilities.
information
4a Use different modes of communication (pictorial, verbal,
tactile) to present essential information.
4b Provide adequate contrast between essential information
and its surroundings.
4c Maximize legibility of essential information.

4d Differentiate elements in ways that can be described (i.e.

make it easy to give instructions or directions).
4e Provide compatibility with a variety of techniques or devices
used by people with sensory limitations.
Principle 5: The design minimizes hazards and the adverse consequences of
Tolerance for error accidental or unintended actions.
5a Arrange elements to minimize hazards and errors: most used
elements, most accessible, hazardous elements eliminated,
isolated or shielded.
5b Provide warnings of hazards and errors.

5c Provide fail-safe features.

5d Discourage unconscious action in tasks that

require vigilance.
Principle 6: The design can be used efficiently, comfortably and with a minimum
Low physical effort of fatigue.
6a Allow user to maintain a neutral body position.

6b Use reasonable operating forces.

6c Minimize repetitive actions.

6d Minimize sustained physical effort.

8  Building Accessible and Inclusive Environments

 Principles Details ✓

Principle 7: Appropriate size and space is provided for approach, reach,

Size and space for manipulation and use, regardless of user’s body size, posture
approach and use or mobility.
7a Provide a clear line of sight to important elements for any
seated or standing user.
7b Make the reach to all components comfortable for any
seated or standing user.
7c Accommodate variations in hand and grip size.

7d Provide adequate space for the use of assistive devices or

personal assistance.

Building Accessible and Inclusive Environments  9

 The result for the design professional? Enhanced
Universal design in practice
creativity, increased earning potential, better
Gottschalk + Ash (G+A) is built buildings (the three Bs) – all without losing
an example of an international focus on aesthetics.
company focused on universal
design through environmental 2.5.1 Enhanced creativity
graphics – specifically, way- Universal design provides an excellent
finding. One of the major opportunity to exercise creativity in a field that
projects designed by G+A is the will see increased demand in coming years.
Calgary International Airport. Although designing for broader use may be
G+A planned and implemented a more challenging task than designing for a
all facets of airport way-finding, small group, universal design enhances the
from passenger terminal opportunity for creative elements. Designers
areas, to electronic visual have the ability to express their talent by
information displays. identifying how a project can benefit everyone.

The market for universal design is unlimited

because the focus is on better designs for
2.5 How design professionals everyone, not just an accessible design for
can benefit from people with disabilities. (The distinction
Universal design between accessible design and universal
Universal design is becoming ever more design is detailed in Section 2.1.) Universal
popular as mainstream projects are headed by design is a concept primed for growth and
well-known practitioners, and prominent design optimal creativity.
companies increasingly apply its principles.
This section dispels the myth that universal 2.5.2 Increased earning potential
design is an unmarketable, idealistic design One way a designer can increase their earning
approach. It seeks to show designers, architects, potential is to widen their target audience.
developers, planners and other professionals the Many designers, developers, architects and
benefits of adopting universal design into their planners have a specific group in mind for
process – and demonstrates how the practice is whom they are designing. With universal
sustainable over the long term. design, all people are considered. Therefore,
no particular group is the focus. By designing
Driving factors behind an increased interest in
projects around social inclusion, the quality,
universal design are the potential purchasing
value and longevity of a project increases along
power of people with disabilities, a growing
with the scope of work.
number of survivors with a disability, and
increasing life spans (Steinfeld, 1994).

10  Building Accessible and Inclusive Environments

Globalization has links to this increased earning to the main entrance. Thirty years later, this
potential and the concept of universal design. same architect develops a medical condition
As we move towards a more integrated society for which a cane is needed. When visiting the
by including people, technology, businesses museum, she/he struggles to climb the stairs
and ideas on a global level, it becomes because no universally designed ramp was
apparent that the universal design concept is included in the blueprints.
ahead of its time.
2.5.4 Lowered costs
2.5.3 B
 uilding better buildings Generally, it’s more cost effective to
(the three Bs) build new homes and buildings that are
Longevity is one area of focus in every accessible to a wide range of people than
design project. Once money is invested, the it is to build homes and buildings that don’t
assumption is that the project is built to function include some foresight, or are inappropriate to
for years and will leave a lasting impression. our changing needs. Fortunately, universally
designed projects foresee our changing
The assumption of longevity means these may
environments and are more suitable to the
be the same buildings the designers, architects,
needs of future populations.
developers and planners will use in the future.
Consider the irony of an architect who designs Universally designed projects are more
a state-of-the-art museum with beautiful high marketable because they address the needs
ceilings, glass doors and slate stairs leading up of a more diverse population.

Building Accessible and Inclusive Environments  11

2.5.5 Aesthetics 2.6 Users of universal design
There is some stigma attached to the concept Often, it’s not a person’s disability that
of universal design. People often believe that causes exclusion, but the way in which built
to be fully accessible, a design must sacrifice environments are designed (Greater London
aesthetics in favour of an institutional look Authority, 2004). For example, disability
and feel. This does not have to be the case. includes people with permanent loss of function
Aesthetics are an important part of any design. – as well as people who have temporary
By starting with a universal design approach, injuries. Universal design is also useful for
designers and architects can create the look parents with strollers, people who use walkers
they want without having to make changes or workers making deliveries, to provide a
or modifications to accommodate a greater few examples.
number of users. By applying universal design
principles at the front-end of a project, these 2.6.1 People with disabilities
issues are already addressed. Therefore, the People with disabilities are the most obvious
integrity of the project can be maintained, as beneficiaries of universal design. The greatest
well as its marketability. advantage of these principles for people with
disabilities is equitable use: they can access an
environment just like an able-bodied person.
Universal design in practice
There is no stigma, no special treatment and
Living in a time where individuals no focus on their disability. Universal design
are more conscious about helps integrate people with disabilities into
hygiene, germs and passing mainstream society. They are no longer
“something” on to others, identified by their disability. For additional
the provision of touchless, discussion on the specifics of disability,
sensor-operated faucets in see Section 3.
washrooms or kitchens assists
people who have difficulty 2.6.2 People without disabilities
grasping knobs and provides Most people experience some level of disability
others with a hygienic alternative. in their lifetime. Whether it’s an injured arm,
a migraine headache, laser eye surgery or the
flu, at some point all of us rely on the built
environment to compensate for our abilities.

12  Building Accessible and Inclusive Environments

A significant feature of universal design is the
Personal encounter
everyday benefits for everyone. Designers who
currently use the concept ask, “Why make a Hundreds of people go through
special device for one group? Why not make a Movie Place Cinemas doors every
better device for everyone?” day. When planning the facility,
the architect designed a set of
Universal design raises the standard of design.
stairs and an access ramp to the
Regardless of ability, universal design improves
building. Now Lucas, who uses a
the quality of life for everyone. Consider these
wheelchair, can go to the movies
situations and how universal design would
with his friends. Azmeena uses
affect each:
the ramp entrance to push her
• Person entering a building carrying a children in the stroller, and Gavin
large box. uses it with his crutches.

• Person using a shower with a slippery floor.

• Germ-conscious person turning taps in a Of course, accessibility is not only about

public washroom. supporting people with physical disabilities.
Wheelchair ramps are far more commonly
• Shorter person reaching for an item in a
used by parents with strollers, students with
kitchen cabinet.
bicycles and delivery people, than by people in
• Taller person working at a standard wheelchairs. Good design is good design.
height counter.
Take, for example, sidewalk curb cuts. These
• Person entering a dark home late at night.
were originally intended for people using a
• Person wearing mittens, turning a mobility device. Now, city-wide sidewalk curb
round knob. cuts benefit parents pushing strollers, in-line
• Person using a mobility device visiting skaters, pedestrians using rolling luggage and
a friend or family’s home (visitability is shoppers bringing home their grocery pull-carts.
discussed in Section 4.3).

These examples are neither rare nor

extraordinary. They do, however, point to
the benefits of universal design. Although we
can see the concept all around us, design
professionals need to go a step further and
practise it with intention.

Building Accessible and Inclusive Environments  13

2.6.3 Older adults most comfortable, rather than moving into
The benefits of universal design for older institutional care, which might otherwise have
adults are extensive. A universally designed been their only option. The adaptability of a
environment adapts to the changing needs of universally designed environment can minimize
its users, and thus helps minimize the impact feelings of frustration some may encounter
of aging. This is particularly important given as they age and experience changes in
Calgary’s aging population. personal mobility.

A universally designed setting gives older

adults the option of continuing to live in their
homes and communities despite changing
abilities. This concept of “aging in place”
enables older adults to live full and productive
lives well into their senior years. They can
remain in the community where they are

14  Building Accessible and Inclusive Environments

2.7  Crime Prevention Through 2.8  E asing concerns about
Environmental Design universal design
(CPTED) challenges
The concept of “Crime Prevention through Foresight and understanding are necessary
Environmental Design” (CPTED) was originally prerequisites for universal design to be
conceived by criminologist C. Ray Jeffrey. practised effectively and efficiently.
His famous book of the same name was Therefore, it’s useful for design professionals
published in 1971, and became the foundation to examine some of the assumptions
for research on limiting crime by building associated with the practice of universal
safe environments. design – with an eye to finding solutions,
rather than simply identifying obstacles.
Specifically, CPTED allows people to see and be
seen continuously. Without blind spots such as It is important to note that as the principles
dark corners or obstructed views, an individual of universal design are more readily applied
is alerted to potential risks before they happen. in our environment over time, the challenges
Increased visibility is likely to deter perpetrators, listed below will diminish accordingly. This is
because they are more easily identified and because new ideas often require more effort
apprehended. There is also a greater chance in the beginning, but less so as they become
that residents will be seen (and thus protected) normalized and habitual in our thinking.
by other members of their community.
Challenge: profitability.
Consequently, their fears are reduced.
Solution: research into upcoming
Furthermore, when an individual’s sense of demographic changes.
security in their community is increased, Many design professionals are attracted to
they are encouraged to take control of their clients with extensive project proposals. In
environment and assume an ownership role. the past, designing for marginalized groups
This, in turn, enables more interaction with was rarely lucrative, but this has changed
one another and the increased likelihood of with the onset of an aging population and its
intervention if and when a crime occurs. corresponding increase in disability rates. (See
Section 3.4 for more details.)

Building Accessible and Inclusive Environments  15

 Challenge: resistance to change.
Solution: leadership.
Bureaucracies are notorious for placing
constraints in the path of design professionals,
and financial constraints most often stall
proposed innovations. By communicating and
educating clients about current population
trends and the higher costs of retrofitting
buildings, designers, developers and architects
have the unique opportunity to provide
leadership into new design possibilities – and
create sustainable, win-win situations for all.

Challenge: polarization.
Solution: collaboration.
In order to achieve universality, collaboration is
paramount. Although design professionals have
a vested interest in promoting their profession,
a synergy must develop between academic
disciplines that look at trends, user needs,
etc. (e.g. social scientists, population health
researchers, market researchers, gerontologists
and others), in order to successfully pursue
universal design and avoid retrofit.

Challenge: lack of understanding.

Solution: education.
Armed with research about what consumers
really want from their products – and
with an openness to collaboration –
today’s design professionals are finding
themselves at the forefront of an exciting,
innovative and very lucrative market for
universally designed environments.

16  Building Accessible and Inclusive Environments

Building Accessible and Inclusive Environments  17
3 Disability

So far, this handbook has presented universal Disabilities such as paraplegia, vision loss or
design as the best practice for creating stroke, on the other hand, may be acquired
accessible environments for all users, regardless later in life, due to an accident or illness or the
of their ability. With this in mind, learning process of aging, and may intensify over time.
more about disabilities in general – and fully And these too result in a range of challenges
comprehending the hurdles people with for the individual, from physical, to sensory
disabilities face – enables a design professional to cognitive.
to transcend these barriers and create truly
Despite the difficulties associated with
inclusive, functional and beautiful spaces.
classification, this handbook attempts to
When disability is wholly understood, true define the different types of disability for the
accessibility follows. reader, in hopes of simplifying the application
of universal design principles. To sum up,
this section describes increasing disability
3.1 Understanding disability
rates among different age groups and regions
Many disabilities aren’t easily classified. Each is
in Canada, and explains how these rates are
unique in its cause, the way it is experienced by
related to population aging. As well, a means of
the individual and its potential design solutions.
distinguishing different types of disability
For example, some disabilities derive from birth,
is provided in the attached checklist in
whether through heredity (such as muscular
Section 3.3.4.
dystrophy) or complications during pregnancy
and the birthing event (such as Fetal Alcohol
Spectrum Disorder or cerebral palsy). These
root causes result in a range of challenges
that the individual will experience throughout
their lives.

Fast fact

It’s estimated that one in seven

Canadians has a disability.

18  Building Accessible and Inclusive Environments

3.2 Disability: an
increasing reality
The World Health Organization (WHO) has
developed a broad definition for disability as
“any restriction or lack of an ability to perform
an activity in the manner, or within the range
considered usual, for a human being.”

Population projections for The City of Calgary

demonstrate that disability rates among
Calgarians are increasing significantly.
While it is commonly accepted that
individuals aged 65 years and older are
reporting the highest incidents of disability,
trends demonstrate that an emergent
population of adults between the ages of
45 and 64 are already reporting high rates.
In Calgary, this age group shows an estimated
increase of 27 per cent (see Figure 1).

Figure 1. Number of Persons with Disabilities in Calgary,

2006-2013 (by age group)
■ 2006 ■ 2013 (projected) Projected increase 2006 – 2013
TOTAL POPULATION WITH DISABILITIES

70,000 60%
27%

60,000 48% 50%

50,000 41%
40%
40,000
4%
21% 30%
30,000

18% 20%
20,000
4%
10,000 10%

0 0%
0–4 5 – 14 15 – 24 25 – 44 45 – 64 65 – 74 75+

AGE CATEGORIES

Source: Statistics Canada, 2006g & 2006h; The City of Calgary 2008b

Building Accessible and Inclusive Environments  19

When compared against the 2001 and 2006 A disability rights model describes accessibility
Federal censuses, which reveal a 17 per cent as a societal responsibility to ensure people
increase in 2001 and an 18 per cent increase with disabilities get the support they need
in 2006 (see Figure 2), one can only conclude to participate and contribute to society
that the number of disabled individuals in (Konrad et al., 2007).
Calgary (and Canada) will continue to multiply
Therefore, 30 years from now, disability will
in coming years.
likely be treated differently than it is today.
Many factors contribute to the increase in People with disabilities are not a small,
disability rates, three being: insignificant group or silent minority. As people
with disabilities and other members of society
• More people are diagnosed because of continue to lobby for equal opportunity, change
increased education and awareness. is inevitable and much needed. Political,
• More people survive difficult births, economic and social changes will continue
accidents and diseases because of medical driving the movement to recognize differences
technology, therefore more people are among people.
living with disabilities.

• In general, life expectancy is increasing. In

2004, life expectancy in Canada for both
genders surpassed 80 years for the first time,
increasing from 79.9 years to 80.2 (Statistics
Canada, 2006c).

Figure 2. Disability Rate for Canadians in 2001 and 2006 (by age group)
■ 2001 ■ 2006

60 56
53
50
DISABILITY RATE (%)

40
33
31
30

20 17 18

10 7 8
4 5 4 5
2 2
0
0–4 5 – 14 15 – 24 25 – 44 45 – 64 65 – 74 75+

AGE CATEGORIES

Source: Statistics Canada, 2006b

20  Building Accessible and Inclusive Environments

3.3 Types of disability The following paragraphs describe the different
Many know the saying, “no two snowflakes types of disabilities including physical, sensory
are alike.” The same can be said about people and cognitive disabilities, and provide general
with disabilities, who may demonstrate a range design considerations for each type.
of characteristics. In fact, many people with
disabilities look like able-bodied individuals, but 3.3.1 Physical disabilities
their disabilities are hidden. There are two types of physical disabilities:
agility and mobility. Many able-bodied people
In 2006, Alberta was more-or-less on par with associate a physical disability with a person
national statistics regarding disability type, with using a mobility device or who has a mobility
mobility (9.4 per cent), agility (9.0 per cent) and challenge. However, some people with physical
pain (9.3 per cent) reported as the three most disabilities do not use a device, or their
prevalent (see Figure 3). immobility may not be noticeable at first. For
example, a person on a bus with early onset of
Parkinson’s disease may not appear to have a
disability until they stand to leave. That’s when
an observer might notice a tremor in their hands
and an unsteady gait.

Figure 3. Prevalence of Disabilities in 2006 (by type)

■ Canada ■ Alberta
9.4

10
9.3

9.0

8.6
8.0

7.8

8
DISABILITY RATE (%)

6
4.1
4.2

4
2.6

2.4
2.4

2.1

2.1
1.8
1.6

1.6

1.6
1.4

2
0.6
0.6

0.4
0.4
0.4
0.5
0.1
0.1

0
Developmental

Psychological
Memory
Mobility

Chronic
Hearing

Delay
Learning
Speech
Seeing

Agility

Other
Pain

TYPE OF DISABILITY

Source: Statistics Canada, 2006d

Building Accessible and Inclusive Environments  21

A. Agility Personal encounter
Agility is the loss of dexterity, co-ordination and/
or sensation which can affect a person’s ability Eva’s arthritis was restricting
to function in the areas of daily living activities, her daily living more and more.
leisure and vocation (Waugh, 1997). The Opening cupboards was difficult
inability to bend or reach out, dress or undress if the handles had little surface to
oneself, get out of bed or a chair, use fingers to grab. When she bought a new home
grasp, open or handle objects, cut food and so she requested the builder install D
on, can be very frustrating. handles on all cupboards so
she could open the doors with
When designing for this population, consider little effort.
that people who have problems with their
sense of touch and dexterity may have trouble
distinguishing textures and shapes, surface
temperatures or substances and changes in B. Mobility
pressure (Johnson et al., 1999). Mobility limitations pertain to the ability
to walk, move from room to room, carry
an object for 10 metres or more, and stand
for long periods of time (Waugh, 1997).
Long-term mobility challenges may include
amputation, arthritis, multiple sclerosis (MS)
or spinal cord injury. Short-term mobility
challenges may include a bone fracture or
sprain (Waugh, 1997).

People with reduced strength and range of

motion may be unable to stand or carry objects.
They may be unable to lift, push or pull objects.
They may be unable to reach, extend their arms
or bend, or to proceed easily towards their
destination (Johnson et al., 1999).

3.3.2 Sensory disabilities

Physical disabilities are usually easy for people
to notice, but not all disabilities are visible. Two
types of disabilities, which are sometimes not
apparent, are hearing and vision loss.

22  Building Accessible and Inclusive Environments

A. Auditory Personal encounter
Hearing loss varies in degree from mild (almost
unnoticeable hearing loss) to the total inability Damien – who has some hearing loss
to hear and understand speech and other – has been instrumental in securing a
sounds. Hearing loss can be a result of age, visual fire alarm in his office building.
heredity, illness or accident and may inhibit
When the alarm sounds and flashes
communication. It is defined by its varying
one afternoon, Damien heads toward
degrees of loss as late deafened, hard of hearing
the nearest exit. He notices one of his
and deaf (Waugh, 1997).
co-workers still hunkered over
Hearing loss is the largest disability within the his desk and taps him on the
sensory disability category affecting Canadians. shoulder to get his attention. When
Projections are that the number of people living the co-worker looks up and removes
with hearing loss will increase at a faster rate his headphones, he is alerted to the
than the total rate of population growth. Current alarm and immediately gets up to
estimates are 15 per cent of Canadians live with leave the building.
some sort of hearing loss, though many do not
On the way out, Damien shares how
readily identify themselves as having hearing
it’s possible to be disabled by one’s
loss. Aging baby boomers are expected to drive
surroundings, even if one doesn’t
the numbers of people living with hearing loss
have a “disability.”
to even higher levels. Listening to iPODs and
MP3 players at high volume over a sustained
period of time also causes hearing loss in
younger generations.

When designing for individuals with auditory Projections are that the number
loss, remember that people with a hearing loss of people living with hearing
vary in the range of sound they hear. Some
loss will increase at a faster
people cannot hear at all. Others can hear
sounds only when they are very loud, and rate than the total rate of
others have difficulty hearing certain tones. population growth.
Therefore, it’s important to consider acoustics
when designing spaces (Johnson et al., 1999).

Building Accessible and Inclusive Environments  23

B. Vision 3.3.3 Cognitive disabilities
Many people will experience various types of Cognition is the act of knowing, which includes
vision loss at some point in their lives. Some one’s ability to pay attention, to perceive, to
will gradually lose their ability to see objects far memorize, to reason, to judge, to imagine, to
away. Others may have problems reading small think and to speak. Many able-bodied people
print. These types of conditions are often easily have experienced some degree of cognitive
treated with eyeglasses or contact lenses. Visual impairment during periods of high emotion
disabilities, on the other hand, include a range (which can interfere with the brain being able to
between visual impairment and blindness. process information) and/or high stress (which
can result in distracting thoughts going through
A person who has vision loss may have limited their heads).
ability to read regular-sized print, or can only
see someone four metres away with corrective Persons with a cognitive disability, on the
lenses (Waugh, 1997). other hand, may find it persistently difficult to
concentrate and organize their thoughts in a
At the other extreme, a person who is blind logical manner. They may also become easily
has less than 10 per cent vision with corrective distracted and have difficulty accomplishing
lenses. A person with this condition may only certain tasks that others find easy.
be able to see the large E on the eye chart.
This category can be further subdivided into
long-term visual disabilities such as cataracts or
glaucoma, and short-term visual disabilities such
as a temporary blindness that results from an
accident or illness (Waugh, 1997).

Things to consider when designing for people

with vision loss include understanding that
they may have difficulty distinguishing small
details in their environment. They may only
see things through a blur and be sensitive to
abrupt changes in lighting and glare. They may
also have difficulty with depth perception
(Johnson et al., 1999).

24  Building Accessible and Inclusive Environments

 Personal encounter B. Learning disabilities
It has been estimated that learning disabilities
Since his brain injury, Daniel finds affects one in 10 people and inhibits their ability
it challenging to recall simple to either interpret what they hear or see, or to
information. He finds parking lots link information from different parts of the brain.
particularly frustrating. He usually Although an individual with a learning disability
ends up wandering the lot for a will likely have an average, or above average
while before he spots his car. He IQ, their disability becomes evident in both
finds it easier to recall colours academic and social situations where a pattern
than numbers, so when parking of excelling at certain types of tasks is often
lot section signs vary in colour, he countered by marked difficulties at others.
finds his car quicker.
Learning disabilities – of which Attention Deficit
Disorder (ADD), Attention Deficit Hyperactivity
Disorder (ADHD), dyslexia and dysgraphia are
There are two types of cognitive disability: but a few – arise from perceptual problems
developmental (previously referred to as leading to significant delays in important
intellectual) and learning. Both affect one’s learning challenges. Often, this condition is
ability to acquire knowledge, but only the first referred to as a “hidden disability” since few-
has any relationship to intelligence. to-no obvious external characteristics cause
the individual to be seen as “different.” To
A. Developmental accurately diagnose individuals with learning
There are many causes to this disability, disabilities, professionals rule out other
ranging from maternal illness or damage to conditions first, such as a developmental
the brain during labour, to genetic conditions. disability, emotional disturbance, cultural
Approximately three per cent of the population disadvantage, and sensory deprivation (Learning
is considered to be affected, the vast majority Disabilities Association of Alberta – Calgary
(80 per cent) having a mild condition. A person Chapter, 2004).
with a developmental disability develops
intellectually and socially at a slower rate
than able-bodied individuals. Examples of
developmental disabilities include autism and
Down’s syndrome (Waugh, 1997).

Building Accessible and Inclusive Environments  25

 3.4 Aging
Personal encounter
The various types of permanent disability
Saira likes to walk to the local examined so far have their common root in
market to buy her groceries. She heredity, illness or accident. Of course any – or
takes a small cart with wheels to all – of them can also be attributed to aging.
carry her purchases. One day, So, unlike some of the disabilities previously
while she struggles to get her cart discussed, disabilities brought on by aging may
over the curb, the cart tips and be cumulative, as well as intensified over time.
all her items fall onto the street.
From now on, Saira detours It is frustrating for some older adults to balance
several blocks to use the curb cuts what they want to do with what they are
there; to pull her cart more easily capable of doing. Independence is often their
onto the sidewalk. greatest loss and the built environment may
either help, or hinder this. Older adults are
looking for supportive environments to maintain
3.3.4 Acquired brain injury (ABI) their level of activity.
The brain is a very complex organ and various
parts of it are responsible for certain functions. It’s imperative to keep this in mind when
Therefore, injury to one part of the brain designing for an aging population. The built
potentially produces specific deficits across environment should enable active community
all the body functions listed above: physical, participation and independence for all ages and
sensory and cognitive. For this reason it’s been abilities. Most of all, like everyone else, older
given its own category. adults want a setting that continually enables
them to be as active in society as they wish to
ABI refers to damage caused by a traumatic, be, despite their age. A strong desire to maintain
chronic or pathological injury, and is not independence and participation in society
related to a congenital disorder or a appear to be critical factors.
degenerative disease such as Alzheimer’s
disease or multiple sclerosis.

In all cases, traumatic injuries to the brain result

in bruising, tearing, or bleeding into soft brain
tissues – or, as in “non-traumatic” brain injuries
(e.g. near-drowning, choking or strangulation),
chronic and pathological injuries resulting from
interference with the oxygen supply to the brain
(Association for the Rehabilitation of the Brain
Injured, 2009).

26  Building Accessible and Inclusive Environments

In addition to changes in the social, economic 3.4.1 The 65+ age group
and technological environments, some older We know disability tends to increase with age.
adults must also grapple with stereotypes about Forty-four per cent of Alberta seniors report a
the roles and abilities associated with aging. disability, slightly higher than the national rate
These may make them feel vulnerable and less of 41 per cent (The City of Calgary, 2007a). In
valued as a person, which can contribute to 2006, 9.4 per cent of Calgarians were 65 years
suspicion and resistance to change. and older. By 2036 this figure will double to
18.5 per cent (see Figure 4).
Designers have a unique opportunity to
decrease the level of apprehension people
may have about aging. According to the World
Health Organization (WHO), an “age-friendly”
city adapts its structures and services to be
accessible and inclusive of older people with
varying needs and capabilities (WHO, 2007).
An age-friendly built environment can extend
independence, lessen the impact of diminishing
ability and its associated costs to society, and
add immensely to the quality of life for an
aging population.

Figure 4. Percentage of Calgarians comprised of persons aged 65 or older,

1936 to 2036

20%
18.5

15.6
15%

11.3
10% 9.4
8.2 8.5 8.4
6.7 6.5 6.9
5.0
5%

0%
1936 1946 1956 1966 1976 1986 1996 2006 2016 2026 2036

Source: Statistics Canada 2006e, Censuses of Canada; City of Calgary 2006d, Corporate Economics

Building Accessible and Inclusive Environments  27

3.4.2 Boomers – an emerging reality
Baby boomers are the generation
born between 1946 and 1964, and
the first wave of them is set to retire in
2011. As they age, they will continue
to influence social, economic and
political environments, much as they
have throughout their lifetimes. In all
probability, they will become even
more influential when work is no
longer their primary focus. To support
this notion, projected growth patterns
for Calgary indicate that individuals
65 years and older will outnumber the
0-14 cohort by the early 2030s (see
Figure 5). This will be the first time in
our history such a demographic shift
has occurred.

Figure 5. Number of persons 0 – 14 vs. 65 and older,

Calgary, 2006 to 2036
0 – 14 years old 65 years and older
350,000

300,000

250,000
PERSONS

200,000

150,000

100,000

50,000

0
2006 2011 2016 2021 2026 2031 2036

Source: City of Calgary 2006d, Corporate Economics; Statistics Canada 2006e

28  Building Accessible and Inclusive Environments

3.5 Types of disability checklist
The following checklist provides an overview of the diverse types of disabilities – from those
acquired through genetic inheritance, accident, the process of aging or a combination of these – and
how each carries its unique attributes and accessibility requirements.

Readers will also find common terms that help demonstrate what it’s like to live with a disability and
lastly, this checklist includes various assistive devices/measures that people with disabilities use/need
to help them move through, participate with and communicate in the built environment.

Disability type Physical: agility/mobility ✓

Common terms Ambulatory: able or strong enough to walk.

Semi-ambulatory: able to walk short distances with small steps.

Non-ambulatory: unable to walk.

Fractures: the breaking of bones and cartilage (note: persons confined

to wheelchairs have more brittle bones and are more susceptible
to fractures).
Paraplegia: a break or lumbar injury causing total or partial paralysis of
the lower limbs, which may be spastic or flaccid.
Quadriplegia: total or partial paralysis of all four limbs and the torso.

Amputation: loss or removal of limb.

Prosthetic: an artificial extension that replaces a missing body part.

Spinal cord injury: causes damage to white matter, or myelinated fiber

tracts that carry signals to and from the brain. It also damages gray matter
in the central part of the spine causing segmental losses of interneurons
and motorneurons. Spinal cord injury can occur in many ways, including
accidents, tumours (cancer), developmental disorders (spina bifida),
inflammation (stroke) and vascular malformations (aneurysm).

Building Accessible and Inclusive Environments  29

 Disability type Physical: agility/mobility (continued) ✓

Assistive Wheelchair: average manual chair measures 92 cm height to handles;

devices 76 cm height to armrest; 66 cm width; 106 cm length. (Power chair
dimensions vary greatly and are not included here.)
Cane: used by people who may experience lack of stability or balance.
The foot of the cane may vary according to its application (see tripod
and quadripod below).
Crutch: underarm (wooden and aluminum); primary use for people with
a temporary disability.
Canadian Crutch: underarm rest accompanied with full arm or forearm
handle; for use by people with a permanent injury.
Tripod: cane with three prongs at its foot.

Quadripod: cane with four prongs at its foot.

Walker: used like crutches, with enhanced stability advantage. (Walkers

equipped with wheels or castors are extremely unstable on inclines.)
Disability type Sensory: auditory/vision ✓

Common terms: Conductive hearing loss: usually caused by disease or destruction in the
auditory loss middle ear, and generally not severe.
Sensorineural hearing loss or nerve deafness: damage to the sensory
hair cells or nerve fibers of the inner ear. This loss can range from mild
to severe deafness.
Acquired hearing loss: the sudden or slow loss of hearing in adulthood.
The primary mode of communication for persons with this type of
hearing loss is the spoken language.
Congenital hearing loss: occurs at birth or at a very early age. If
profound, the most common mode of communication is sign language.

30  Building Accessible and Inclusive Environments

 Disability type Sensory: auditory/vision (continued) ✓

Assistive Hearing aid: miniature audio amplifier that increases (all) sound within its
devices: range, including background noise. User must learn to adjust the volume
auditory loss to suit their needs in relationship to ambient noise.
Assistive listening device (ALD): used in addition to, or instead of hearing
aids (some older adults prefer it to a hearing aid). ALDs use infrared light
wave; FM radio wave and magnetic loop induction transmissions which
helps reduce the effects of background noise and reverberation.
Captioning (open, closed, real-time): used primarily in courts, during
government proceedings and by the broadcast industry. This subtitling
service is performed by a trained typist in excess of 225 w.p.m., with a
99 per cent accuracy level. To view it, one’s television must be equipped
with an internal or external decoder chip.
Telecommunication device for the deaf (commonly referred to as TTY):
portable telephone amplifier, which is added on to an existing telephone,
enabling the listener to type and read their messages over phone lines.
Hearing ear dog: companion dogs trained to alert their master to noise –
usually identified by an orange collar and leash.
Sign language interpreters: dedicated person to translate conversation
(not participate in it), trained to maintain confidentiality and discretion
at all times.
Oral facilitator: dedicated person to take spoken words and make them
more visible for those who are lip-reading.
Common terms: Visual acuity: this represents the eye’s ability to perceive detail – more
vision loss specifically, to differentiate between two close points.
Visual field: the entire range the eye can see, extending to 180°, which
is much larger than that of any optical instrument.
Macula: the specialized portion of the retina responsible for colours and
small details, reading and differentiating between faces.
Deaf-blind: people with a dual disability who communicate by finger
spelling on the palm of their hands. Usually accompanied by an
attendant and/or interpreter.

Building Accessible and Inclusive Environments  31

 Disability type Sensory: auditory/vision (continued) ✓

Assistive Cane (rigid or collapsible): white, long and fitted to the individual’s
devices: height and walking style.
vision loss
Service dog: individual preference for animal or cane, not related to
degree of vision loss.
Braille: tactile system of raised dots representing letters of the alphabet
for reading purposes.
Sighted guide: a person who offers their relaxed arm to the visually-
impaired person to grasp, and then leads by announcing such upcoming
features as handrails, doors, stairs, or slopes in the flooring, always
allowing the visually-impaired person time to interpret and react.
Disability type Cognitive: developmental and learning ✓

Assistive Be sure to have the attention of the person while communicating (i.e.
communication maintain eye contact, place bold signage, etc.).
Keep sentences short and clear, and simplify vocabulary as necessary.

Persons with a cognitive disability often confuse up with down, right

with left, back with front, etc. Combine words with images to help
clarify messaging.
Be prepared to repeat and rephrase (i.e. provide adequate destination
signage throughout one’s path of travel).
Pilot test any or all communications endeavors with a focus group, such
as signage or interpretation. Never assume that your intention will be
understood without testing it first.

32  Building Accessible and Inclusive Environments

 Disability type Acquired Brain Injury (ABI) ✓

Common terms Traumatic brain injury: an assault to the brain resulting from a number
of causes including, but not limited to, a motor vehicle accident, a fall,
a sports injury or a job-related accident.
Chronic brain injury: occurs as a result of substance abuse, including the
inhalation of toxic substances or chronic alcoholism.
Pathological brain injury: may involve a viral infection (for example,
Encephalitis), cerebral vascular disease (e.g. a stroke), tumours, cysts or
metabolic disorders (for example, liver or kidney disease).
Assistive Consider all of the above (the entire checklist) as potential aids to
devices and/or persons with ABI.
communication

Building Accessible and Inclusive Environments  33

3.6 Types of barriers
A barrier is an obstacle that makes it difficult
for people to get where they need to go in
life. In other words, environments have the
potential to enable, or disable, all of us. This
subsection details those barriers – from tangible,
to behavioural – that prevent people from
moving forward.

In his book, High Access Home, Charles

Riley III sums up the toll that built environments
have on people with disabilities when he quotes
George Covington, co-chair of the Universal
Design Task Force of the President’s Committee
on Employment of People with Disabilities:
“Most of the elements in our society that define
us as ‘the disabled’ are caused by poor design.
If I cannot find a building’s address because
the numbers are tiny or artistically hidden, I
am ‘visually impaired.’ If a friend of mine in a
wheelchair blocks the narrow aisle in a grocery
store or cannot get onto a sidewalk because
there is no curb cut, my friend is ‘mobility
impaired’….A landscape architect, a designer
of furniture and a computer engineer are all
designers, no matter what their titles. There is
not a single aspect of our daily lives unaffected
by designers. Too often their creations throw 3.6.1 Physical barriers
up barriers that result in our being labeled ‘the A physical barrier pertains to accessing public
disabled’” (Riley C., 1999). and private spaces within the built environment.
This notion means more than an obstructed
Barriers can be classified into four categories: entrance. It can have quite subtle implications,
physical, attitudinal, financial and systemic and depending on one’s type of disability and
are important considerations for both users and whether or not universal design principles are
design professionals. applied throughout.

34  Building Accessible and Inclusive Environments

For instance, buildings may appear to be Inferiority
accessible at first glance – such as having a Because a person may be impaired in
designated area for wheelchair seating – but not one area, some people believe they are a
every person using a wheelchair may wish to sit second-class citizen. However, most people
where their choices are limited. Choice is given with disabilities have skills making the
to able-bodied individuals and people with impairment moot.
disabilities deserve the same degree of choice
and independence. Pity
People feel sorry for the person with a disability,
3.6.2 Attitudinal barriers which can lead to patronizing attitudes. People
People with disabilities face many barriers with disabilities generally don’t want pity and
every day, from physical obstacles in buildings, charity, just an equal opportunity to earn their
to systemic barriers in employment. Yet, own way and live independently.
often the most difficult barriers to overcome
are attitudes other people have regarding Hero worship
people with disabilities. Whether born of People consider someone who lives
ignorance, fear, misunderstanding or hate, these independently, or pursues a profession while
attitudes keep people from appreciating and having a disability to be brave. But most people
experiencing the full potential a person with with disabilities do not want accolades for
a disability can achieve. The most pervasive performing day-to-day tasks. The disability
negative attitude is focusing on a person’s is there: the individual has learned to adapt
disability rather than ability. by using their skills and knowledge, just as
everybody adapts to features such as being tall,
People do not go where they feel
short, strong, fast, easy-going, bald or shy.
uncomfortable, unwelcome and excluded
(Waugh, 1997). Attitudes influence people’s
Ignorance
involvement in the community, workplace and
People with quadriplegia drive cars and have
other social environments. Design professionals
children. People who are blind tell time on a
are in a key position to ensure users enjoy a
watch and visit museums. People who are deaf
positive experience while in one of their spaces.
play baseball and enjoy music. People with
Professionals achieve this by dispelling myths
developmental disabilities can be creative.
that may affect their own attitudes.
However, if physical barriers are in place
The following are different types and because someone overlooked their significance,
explanations of attitudinal barriers provided by then many of these people cannot enjoy what
the National Collaborative on Workforce and life has to offer.
Disability (2007):

Building Accessible and Inclusive Environments  35

The Spread effect Backlash
People often assume that an individual’s Many people believe people with disabilities
disability negatively affects other senses, abilities are given unfair advantages such as easier
or personality traits, or that the total person is work requirements. Employers need to hold
affected. For example, many people shout at people with disabilities to the same job
someone who is blind, or don’t expect people standards as co-workers, although the methods
using wheelchairs to have the intelligence to for accomplishing the tasks may differ from
speak for themselves. Focusing on the person’s employee to employee.
abilities rather than their disability counters this
type of prejudice. Denial
Many disabilities such as learning disabilities,
Stereotypes mental illnesses, epilepsy, cancer, arthritis
The other side of the spread effect is the and heart conditions are hidden. People tend
positive and negative generalizations people to believe these are not bona fide disabilities
form about disabilities. For example, many needing accommodation. By valuing and
believe people with vision loss are great understanding their needs, design professionals
musicians, or have a keener sense of smell and help individuals with these types of disabilities
hearing. People who use wheelchairs compete enjoy more opportunities.
in the Paralympics. People with developmental
disabilities are innocent and sweet natured, or Fear
people with disabilities are generally sad and Many people are afraid they will do or say the
bitter. Aside from diminishing the individual and wrong thing around someone with a disability.
their abilities, such prejudice can set too high, Therefore, they avert their own discomfort by
or too low a standard for individuals who are avoiding the individual entirely. As with meeting
merely human. a person from a different culture, frequent
encounters can raise the comfort level.

36  Building Accessible and Inclusive Environments

3.6.3 Financial barriers
One way to look at financial barriers is to
understand the ways they impede innovation.
If funding is limited, the chance to develop
universally designed projects can be
constrained. Also, if a person with a disability
cannot access, or has limited access to an
environment where they work, live or play,
they will never attain full representation among
the able-bodied people who also use the
space. In turn, low representation disqualifies
financial investment in designing or retrofitting
environments that accommodate individuals
with a disability. It is a “Catch-22” situation.

3.6.4 Systemic barriers

The term systemic barrier refers to situations,
policies and/or practices that unfairly
exclude members of designated groups from
participating in the community. Systemic
barriers are often hard to detect and even
harder to prove. Again, regardless of ability,
many people face systemic barriers and these
will be discussed in Section 4.

The latter two obstacles to universal design,

financial and systemic, apply to both clients –
who may have their quality of life affected by
these barriers – and design professionals – who
may experience challenges negotiating for them
when forwarding the cause of universal design.

Building Accessible and Inclusive Environments  37

38  Building Accessible and Inclusive Environments
4 Accessibility = Inclusion

4.1 An inclusive environment 4.1.1 Making a case for accessibility

Whether or not one has a disability, access is Accessibility is more than meeting minimum
the determining factor whether an individual building codes. It’s creating an atmosphere
is included or excluded in society. Therefore, where every person is enabled and given
accessibility is the umbrella term that examines opportunities to live with freedom and dignity.
the ways people participate in the world It’s about improving quality of life.
around them – and enjoy the same choices
Designing with accessibility in mind
as able-bodied persons.
improves people’s ability to participate safely,
When a design professional assesses how independently and with dignity. Three areas
the environment can be adapted to meet the pertaining to accessibility are as follows:
needs of its users, it’s important to understand
Social inclusion: people with disabilities are
those needs. As mentioned in Section 3.3
included in mainstream society when they are
Types of Disability – people with physical,
not denied access.
sensory or cognitive disabilities need to be
included in shared spaces, and for this to Right to access: all people have a basic right
happen design professionals must understand to access. People with disabilities are not
the range of activities in which these users second-class citizens.
will be engaged. Thus, when people and their Usability: access is important. However, it must
activities are fully understood, the environment go a step further and be practical to use.
can be modified accordingly.

This section discusses the importance of

accessibility, the impact of employment on
people with disabilities, the availability of
accessible, affordable housing, examples of
universally designed homes and facilities and
what real access to public buildings entails.

As well, an abridged checklist for building

modifications based on the 2010 Access Design
Standards, published by The City of Calgary’s
Advisory Committee on Accessibility (ACA) is
provided. For the full set of these standards,
please see Appendix A (print version), or the
Access Design Standards PDF, posted on The
City of Calgary’s website: calgary.ca.
Building Accessible and Inclusive Environments  39
Figure 6: Interconnectivity model

Activity

Environment Person

4.2 Included in employment Bearing this in mind, many employers are now
When you create appropriate physical recognizing that the work environment has the
environments in the workplace, from potential to be an unsafe, hazardous place.
workstations and transportation, to ease-of-use They are taking steps to remedy this for all of
in the staff kitchen and washroom, you create their employees.
successful employees. Inviting, attractive spaces
influence how well employees are recruited and
retained. If these environments were also
more accessible, a higher representation of
people with disabilities would be found
in the workplace.

40  Building Accessible and Inclusive Environments

 People with a disability are frequently denied
Universal design in practice
the opportunity to work due to discriminatory
Employers, including attitudes by employers, inaccessible working
The City of Calgary, have environments, lack of access to education
provided ergonomically and training opportunities, lack of suitable
supported workstations for information and support, and assumptions that
their employees since 1999. work is not a suitable place for the disabled.
Ergonomics, the science of To ensure people with disabilities are fully
designing the job, equipment and included in working life, new developments –
workplace to fit the worker, is as including office space and other employment
proactive in preventing a chronic locations – should be fully accessible (Greater
disability as it is in compensating London Authority, 2004).
for existing disabilities. Proper
ergonomic design is necessary to
prevent repetitive strain injuries
from worsening over
time and developing into
long-term disabilities.

Figure 7. Median income for Canadians with and without a disability (2001)

28,000
$27,100

26,000

24,000

$22,600
22,000

20,000
Person with disability Person without a disability
Source: Statistics Canada, Participation and Activity Limitation Survey, 2001

Building Accessible and Inclusive Environments  41

4.2.1 Employment policies
Fast fact
Once policies are written to include people
with disabilities in the workplace (see Section In 1990, a U.S. survey by DuPont
5.4, The City of Calgary Corporate Initiatives), de Nemours revealed that 86
systemic barriers are reduced. The Alberta per cent of employees with
Human Rights and Citizenship Commission disabilities were rated average or
(2008) introduced the Duty to Accommodate above for attendance. DuPont’s
policy under the ruling of the Supreme Court of 30-year analysis also showed that
Canada. This ensures employers take reasonable Americans with disabilities have
steps in policies or conditions of work to equal or higher performance
accommodate an employee’s individual needs. ratings, less absenteeism and
better retention rates. The result
This duty, further explained in Section 5.2.2, is
was reduced costs associated with
the obligation of the employer to meaningfully
turnover (DuPont, 1996).
incorporate diversity into the workplace.
This policy involves eliminating or changing
rules, policies, practices and behaviours that
discriminate against persons based on such This section focuses on local and international
characteristics as race, national or ethnic examples of universally designed homes, and
origin, colour, religion, age, gender (including introduces some success stories of affordable
pregnancy), sexual orientation, marital status, housing in Calgary.
family status and disability (Canadian Human
Rights Commission, 2004).

4.3 Access to housing

Statistics Canada defines the Presence of
Disability in the Household (PDIH) as at least
one person in the household having long-term
disabilities or activity limitations. According to
2006 Federal census data, PDIH represents 29.3
per cent of all 383,640 households in Calgary
(Statistics Canada, 2006f). Twenty-two per cent
of PDIH households need affordable housing
because they also are low-income and spend
more than 30 per cent of their gross household
income on shelter (Statistics Canada, 2006f).

42  Building Accessible and Inclusive Environments

4.3.1 Local case studies The building includes seven one-bedroom and
Crestwood three two-bedroom wheelchair accessible units.
In 2006, a $13.2 million, 60-unit affordable Other features include balconies and courtyard
housing development in Millican-Ogden, patios, underground bicycle and automobile
a community in southeast Calgary, took parking, a child play area, laundry area,
an important step forward. The Crestwood resource centre, administration office, on-site
Affordable Housing Development was created security, and a drop-off area for residents with
to help working families and persons with mobility restrictions.
a disability in Calgary access below-market
The development uses sustainable Leadership
housing, with money remaining to meet other
in Energy and Environmental Design (LEED™)
basic quality-of-life requirements (The City of
features to reduce energy consumption and
Calgary, 2006b).
operation costs over the life of the building.
High quality construction materials further the
development’s long-term sustainability.

Building Accessible and Inclusive Environments  43

Universal Home for Safe Living
Personal encounter
The Universal Home for Safe Living pilot project
featured a house built for accessibility and Camika is invited to be the guest
safety. This house was created in partnership speaker at an awards luncheon.
with the Calgary Police Services, The City Knowing that she requires
of Calgary Planning & Building department, accessible facilities, the organizer
Homes by Avi, and Linnie Tse, a local calls the conference facility where
environmental designer. the function is being held and
asks if the facilities are accessible.
Designed for people with varying disabilities,
the home maintains décor while remaining “Absolutely,” replies the
user-friendly and crime-resistant (The City manager. Camika is pleased to
of Calgary, 2007e). It features an elevator, find automatic doors entering
wheelchair access, textured paint, reinforced the facility and a ramp onto the
walls, rounded corners, indirect lighting, platform where she can deliver
movable cabinets, surveillance cameras, her address.
laser-triggered light switches and much more.
As such, it addresses the safety and crime After speaking, Camika goes
prevention needs of people with various to use the washroom and is
disabilities while remaining applicable to any extremely disappointed to
homeowner’s needs, regardless of ability (The find that although there is an
City of Calgary, 2007e). “accessible” washroom, it is
nearly impossible to use. Her
Furthermore, the Universal Home for Safe mobility device barely fits into
Living included green initiatives such as the stall and the door doesn’t
low-flow plumbing fixtures, low-emitting close. The toilet paper dispenser
paint and adhesives, efficient lighting and is placed too high and behind
acoustic sound-reducing floor matting. It is the toilet on the adjacent wall.
LEEDTM certified. The Universal Home for Safe Seeing this, Camika leaves the
Living was awarded the Alberta Home Builders washroom and heads straight to
Association 2000 Award of Excellence in the manager. She brings him into
Innovation and received the Mayor’s Award for the washroom and shows him the
Accessibility that same year. problems. He promises to have
the alterations done immediately.

44  Building Accessible and Inclusive Environments

4.3.2 International case studies 4.3.3 Visitability
Lifetime Homes When envisioning an accessible home, many
An example of a universally designed home is believe only people with disabilities reside
Lifetime Homes, based in London, England. This in these types of homes. Actually, accessible
development company’s objective is to make homes also refer to residences a person with
life as easy as possible for users, for as long as a disability may visit (e.g. a friend or family
possible. They build homes for people of all member’s home). The Canadian Centre on
ages to ensure anyone residing in them benefits Disability Studies (CCDS) defines visitability as:
from the many customized choices individuals
“…a movement, as well as a policy and a
can make. The flexibility and adaptability of
technical strategy, to change home construction
Lifetime Homes accommodate life events
practices so that virtually all new single-family
quickly, cost-effectively and without upheaval
homes offer a few specific features that make
(Lifetime Homes, 2007).
the home easier for people with a physical
Lifetime Homes includes 16 design features to disability to live in and visit. Visitability ensures
ensure a new house is flexible enough to meet that everyone, regardless of mobility, will be
the existing and changing needs of able to at least visit someone else’s home, use
most households. Lifetime Homes include the washroom and exit the home” (The City of
a number of attractive features to help Calgary, 2007d).
make homes universal in their appeal and
The three minimum standards for a visitable
application, yet do not substantially increase the
home are: 1) a zero-step entrance at the front,
construction costs (Lifetime Homes, 2007).
back or side entrance (located on an accessible
Because Lifetime Homes builds structures/ route from the street), 2) wider doorways on all
homes suitable for older people (the main floor doors (minimum 813 mm clear door
vast majority of which have a disability) they opening), and 3) a half-bath on the main floor
have a wide market of potential buyers and (minimum requirements include a sink, toilet
residents, thus increasing their value and the and a wider doorway) (Canadian Centre on
ease with which they are resold (Lifetime Disability Studies, 2007).
Homes, 2007). These homes are ideal in the
context of an aging population.

Building Accessible and Inclusive Environments  45

 4.4 Using public buildings
The Mayor’s Awards for Accessibility recognizes
buildings in Calgary that significantly exceed
the minimum requirements of the Alberta
Building Code for accessibility. The City of
Calgary Access Design Subcommittee chooses
the recipient each year and in 2007, the Calgary
Award for Accessibility was presented to the
Alberta Children’s Hospital.

The Alberta Children’s Hospital was designed

by Kasian Architecture Interior Design and
Planning Limited. Every area of the facility is
accessible by wheelchairs, including exam
rooms, washrooms and playgrounds. Other
features include a playground tree house with
wheelchair access, a parkade with
low-sloped floors for easier wheelchair
and stroller travel, motion-sensored sliding
doors, lowered counters at nurse stations and
reception desks, and low-placed windows and
aquariums (760 mm above floor elevation)
to ensure small children, including those in
wheelchairs, can see the view.

46  Building Accessible and Inclusive Environments

4.5 Universal Design Checklist
This checklist for building modifications is based on the Access Design Standards published
by The City of Calgary’s Development & Building Approvals Division in 2010. These standards
are a requirement for all City buildings, but are also recommended for all other buildings and
construction developments throughout Calgary. A full set of these standards (along with diagrams,
as indicated by the symbol ) can be found online at calgary.ca/dba.

A* Exterior Barrier-free Path of Travel

Category Requirement Detail ✓

A.3.1 Surfaces and proper drainage

textures
slip-resistant
stable and even texture • brick and cobblestone to be
laid on a “firm base”
consistent tactile qualities
A.3.2 General path • 1,500 – 2,400 mm wide
sidewalk joint • 13 mm width
rest areas • every 30 m
• 2,400 x 2,400 mm
A.3.3 Obstructions horizontally projecting • to extend within 200 mm
obstructions AFF for cane detectability
sidewalk/electrical • placed outside path of travel
vault gratings • opening 13 mm max.
• 20 mm x 90 mm max.
space between bars
parked vehicles and vegetation • out of path of travel
street furniture • out of path of travel
temporary signs • out of path of travel
guy-wires • clearly marked to 1,980 mm
with barrier under or outside
path of travel

*In the interest of clarity, categories “I” and “O” have been deliberately omitted from the following tables.

Building Accessible and Inclusive Environments  47

 A* Exterior Barrier-free Path of Travel

Category Requirement Detail ✓

A.3.4 Curb ramps location • ramps on both sides

(designed to of median
City of Calgary • perpendicular to vehicular
standards)
traffic flow
specifications • 1,500 mm wide, min.
• slope 1:15 to 1:12 max.
• level surface behind ramp
(1,500 mm min.)
• both ramps reduced and
levelled equally if median is
less than 3.6 m wide
indirect placement • offset from main flow of
on corner pedestrian traffic
clearly defined • cane detectable
• curved edges
• contrasting raised texture
surfaces • slip-resistant
• proper drainage
A.3.5 Snow removal unimpeded travel • snowbank-free
• wind buffer set back
from sidewalk

48  Building Accessible and Inclusive Environments

 B Interior Barrier-free Path of Travel

Category Requirement Detail ✓

B.3.1 General corridors wide enough for two • 1,525 mm wide for public
wheelchairs to pass corridor

• 920 mm wide, min., for

private corridor
include footrest in turning • 1,525 mm x 1,525 mm
radius for doorways and space where corridors
corners make 90° turn
consistency of materials
and colours
materials to promote balanced
sound attenuation
B.3.2 Obstructions staircases • avoid cantilever or provide
barrier under

• avoid free-standing or
provide barrier under
signage • 2,100 m min.
overhead clearance
protrusions • cane detectable
(200 mm AFF)
B.3.3 Floor surfaces unimpeded pedestrian • 1:2 carpet/trim slope max.
movement • low pile and firm underlay
• fastened securely
• bevelled edges
slip-resistant • coefficient of friction at least
0.5 when wet or dry
unimpeded perception • low glare
• no distortion

Building Accessible and Inclusive Environments  49

 B Interior Barrier-free Path of Travel

Category Requirement Detail ✓

B.3.4 Wall surfaces smooth surfaces • avoid rough or

uneven coverings
• avoid sharp angles
unimpeded perception • minimized visual distortion
• low-glare
• if glass or mirror, include
a warning strip 150 mm
wide and 1,350 mm above
the floor
unimpeded pedestrian • recessed wall fixtures
movement
C Vehicular Access

Category Requirement Detail ✓

C.3.1 Lay-bys close to main entrance • 3,700 mm wide x 7,600 mm

long, min.
curb separation • 1:12 ramp slope, max.
• rolled curbs
cover adjacent entrance • canopy 3,000 mm high, min.
C.3.2 Layout of safe, clear path of travel
parking areas
differentiated pedestrian routes • contrasting colour
and texture
• allow for sufficient
wheelchair clearance
between wheel stops
• wheel stops set back
gravel lots • include hard surface for
walkway and accessible stalls
subdivide large lots • conform to CPTED principles
with vegetation

50  Building Accessible and Inclusive Environments

 C Vehicular Access

Category Requirement Detail ✓

C.3.3 On-site road accessible stalls at both ends • 4,000 mm wide

parking of block • length as per Land
Use Bylaw
• 2,000 mm access aisle
near sidewalk and ramps
parking meters/machines that • 900 mm – 1,100 mm high
do not require twisting or • unobstructed, well-lit
pinching action to operate
C.3.4 Parking stalls individual parallel stalls • 4,000 mm wide
• length as per Land
Use Bylaw
two or more adjacent stalls • 7,400 mm wide with a
2,000 mm access isle
• aisle clearly marked with
hatched lines
C.3.5 Signage international symbols • used for paving surface
• words “permit required”
on signs
• paint symbol only on paving
surface
C.3.6 Parkades accessible stalls on each level • adjacent to elevators
• at grade if no elevators
• 3,000 mm vertical
clearance, min.

Building Accessible and Inclusive Environments  51

 D Illumination and Acoustics

Category Requirement Detail ✓

D.3.1 Illumination control glare • direct light to control glare

• windows designed and
located to reduce glare
enhance illumination at critical • illuminated signs 200 lx, min.
locations • other signs illuminated to
100 lx, min.
controls and operating • illuminated to 100 lx, min.
mechanisms
enhanced level of
illumination outdoors
D.3.2 Acoustics sound-absorbing materials • used on floors and walls in
appropriate spaces
switches to turn off
noisy devices
loud speakers away from
crucial areas of communication
E Location of Controls, Dispensers and Receptacles

Category Requirement Detail ✓

E.3.1 General operation • to function with one hand

requirements and one motion

E.3.2 Safety and placement • height 1,200 mm, max.

emergency
controls
E.3.3 Lighting fixtures light switches • 1,000 mm from floor, max.
rocker switches preferred
E.3.4 Electrical outlets placement • height 600 mm
E.3.5 Faucets water taps • automatic or lever-type

52  Building Accessible and Inclusive Environments

 F Building Entrances, Doors and Doorways

Category Requirement Detail ✓

F.3.1 Entrances distinguishable facade

consideration of weather effects • clear of wind and snow,
proper drainage and a wind
screen when necessary
• indoor rugs with non-slip
underpadding to absorb
water or snow brought in
from the outside
• door mats 13-mm
height, max.
good lighting and signage
sliding doors
F.3.2 Specifications transition space • well lit
for people with
door push plates • contrasting colour or value
vision loss
marked glass doors
numbers on doors • shall be raised and located at
eye level
exit doors opening into high
traffic areas shall be recessed
F.3.3 Door openers opening doors • automatic or power assisted
and hardware mechanisms
door-release hardware • mounted between 800 mm
and 1,100 mm off floor
handles • clearance of 50 mm between
handle and door
security • audio and visual alert if door
is opened remotely
smooth kickplate • 300 mm in height

Building Accessible and Inclusive Environments  53

 F Building Entrances, Doors and Doorways

Category Requirement Detail ✓

F.3.4 Doors and gates door opening • alternate between right and
left-hand operation
door width • without door: 850 mm
wide, min.
• with door: 920 mm min.
revolving door or turnstile • automatic door control
placed immediately to
one side
timing • held open at 70° to 90°
for eight seconds, with
master control to open
door when blocked

54  Building Accessible and Inclusive Environments

 G Ramps

Category Requirement Detail ✓

G.3.1 General locate on private property,

requirements outside of road right-of-way
slopes • between 1:25 and 1:20
width • 950 mm, min.,
between handrails
wheelchair passing • widen ramp and/or rest area
to 1,800 mm
landings • 1,500 mm in length at
top and bottom and
wherever there are
changes in direction
for people with vision loss • provide visual cues and
non-slip textures
cross slope • 1:50 mm, max.
G.3.2 Exterior ramps weather • protect from precipitation
(proper drainage)
• cleared of snow and ice

Building Accessible and Inclusive Environments  55

 H Stairs

Category Requirement Detail ✓

H.3.1 General location • avoid isolated steps

requirements • include a barrier to prevent
access to underside of an
overhung staircase
dimensions • uniform
• no open risers
illumination • minimize glare from lights
nosing • projecting undersides of
nosing bevelled less than 60°
• use contrasting colour on
nosing with max. 25-mm
extension, longer if bevelled
H.3.2 Interior stairs do not use heavily patterned
carpet
H.3.3 Exterior stairs weather • protect from climactic
conditions
• maintain clear of snow
and ice

J Handrails and Guards

Category Requirement Detail ✓

J.3 Handrails located on both sides of a • 30 mm to 43 mm

ramp or stairway max. diameter
tactile cues and arrows on
handrail at top and bottom of
stairs and ramps
handrails to contrast with
surrounding surfaces
leave space between handrail • 50 mm, min.
and wall
K Elevators

56  Building Accessible and Inclusive Environments

 Category Requirement Detail ✓

K.3.1 General all elevators to be accessible • verbal identification of floor

requirements follow Alberta Building Code level and direction of travel

K.3.2 Elevator lobbies elevator doors • space in front: 1,500 mm

min.
• doors open for eight seconds
call buttons • easy to see and use
• no obstructions placed
underneath
signage • tactile numerals for each
floor
• 1,200 mm above floor
• audio and visual cues for
car arrival
K.3.3 Floor registration inside elevator • raised buttons
buttons • tactile signage including
Braille
• contrasting colour from
background

K.3.4 Exterior elevators weather • oriented away from wind/

rain/debris
• sheltered and positive
drainage
security • well lit
• glass walls for increased
visibility

Building Accessible and Inclusive Environments  57

 L Public Washrooms

Category Requirement Detail ✓

L.3.1 Entrances avoid vestibules with two • L-shaped entries to have

doors 1,200-mm turning space
L.3.2 Stalls clear opening • 800 mm wide
L.3.3 Fixtures toilet paper dispensers • operable part not less than
460 mm to 4800 mm from
adjacent wall
soap dispensers • 900-mm height
• 500-mm forward-grasp
reach
hand towels/dryers • 1,100 mm to 1,200 mm
in height
toilet seat cover dispenser • 900 mm to 1,000 mm
in height
waste receptacles • 900 mm to 1,000 mm
in height
L.3.4 Knee space “P” traps offset horizontally • minimum of 280 mm clear
space from front of counter
to face of “P” trap
• 735 mm to 800 mm from
top of floor to underside
of countertop
L.3.5 Universal easily accessible
washrooms
located on main floor near
main entry
call buttons in buildings with
security personnel

58  Building Accessible and Inclusive Environments

 M Recreational and Cultural Centres

Category Requirement Detail ✓

M.3.1 Swimming pools ramp and stairs with • on both sides at shallow end
handrails • stairs as opposed to ladders
wherever possible
power hoist

signage • contrasting colour for

pool depth
M.3.2 Ice rinks and plexiglas for sledge hockey
exercise areas viewing
player and penalty boxes • two 910-mm wide doors

seating and handrails • near entrances and exits of

rink
raised platforms for stretching

wheelchair access to some

exercise equipment
tactile signage • raised tactile signage to
identify equipment

Building Accessible and Inclusive Environments  59

 Recreational and Cultural
M
Centres
Category Requirement Detail ✓

M.3.3 Exhibits more than one method of • audio-visual

presentation • tactile
display cases • 1,000 mm to 1,200 mm
from floor
• 1,200 mm to 1,500 mm
if wall-mounted
signage • tilt labels
• tactile
• illuminate with reduced glare
or reflections
M.3.4 Drinking placement • extend 200 mm above floor
fountains • with the front panel sloped
50 mm to 90 mm inwards
controls • height of waterspout 780 mm
to 915 mm
• push button or lever control
M.3.5 Shower fixtures diverter mechanism

storage shelf • 850 mm above floor

M.3.6 Common bevelled threshold • less than 13 mm

showers
flexible hand-held sprayer

1:20 slope for drainage

M.3.7 Individual space for family member and

change/shower caregivers
room
elevated change platform • 1,500 mm wide, 1,800 mm
long and 480 mm high

turning radius • 1,500 mm clear

grab bars, coat hooks and • 1,000 mm above floor

shelving

60  Building Accessible and Inclusive Environments

 N Public Facilities

Category Requirement ✓

N.3.1 Counters service counters/work surfaces • clear floor space at least

750 mm x 1,200 mm in front
• cane detectable
• non-glare
knee space • 720 mm to 800 mm high for
work surfaces
speaker system for two-way • when service personnel is
communication behind glass partition
N.3.2 Cafeterias counter • height 865 mm, max.
liquid dispensers • max. distance within
wheelchair reach, unless help
always available
location of food • 450 mm max. from edge
of counter
N.3.3 Assembly seating chairs • removable (when required) to
in public provide maximum flexibility
facilities
sightlines • equal to those provided to
the majority of the audience
• meeting rooms designed so
all users can see the speaker
• where the speaker is not in
front of a window
level spaces for wheelchairs
accessible seating space • wide enough to maneuver
with a mobility device
• spread seating over different
areas of venue
• increase minimum number of
spaces required
• location accessible to an
emergency exit

Building Accessible and Inclusive Environments  61

 N Public Facilities

Category Requirement Detail ✓

N.3.4 Permanent removable posts • at least one with international

barriers sign affixed, otherwise gate
or similar provided
pedestrian flow barriers • height of 600 mm,
with 1,200 mm min.
clearance between
• contrasting colour
avoid use of cables, chains or • if necessary, height of 150
ropes mm to 250 mm from ground
P Parks, Pathways and Playgrounds

Category Requirement Detail ✓

P.3.1 General parks to be accessible from • include continuous pathways

considerations other communities
fences, earth berms, etc. • 1,000 mm, max.

signage • raised characters

• contrasting colours 1,000
mm to 1,200 mm high
• tilted and well lit
rest areas • every 30 m
• closer together as slope
increases
• heated as appropriate
layout • readily comprehensible for
cognitive mapping

weather • landscaping to form a

wind barrier
• prune as required

62  Building Accessible and Inclusive Environments

 P Parks, Pathways and Playgrounds

Category Requirement Detail ✓

P.3.2 Pathways surfaces • hard packed

• joints less than 13 mm
flow • follow the contour of
the land
• clearly defined edges
• well lit
weather • positive drainage
• cleared of snow and ice
P.3.3 Posts and maze posts • 1,200-mm min. clearance
gates
maze gates • 1,200-mm offset, 1,500 mm
spacing
P.3.4 Benches seat and armrest • seat height 450 mm to 500
mm from ground
• arm rest 200 mm above
seat pan
• adjacent firm ground surface
at least 850 mm x 1,200 mm
include heel space

weather • seats pitched to shed water

away from walking surface
• seat and armrest designed to
reduce snow accumulation
use contrasting colour

adjacent to accessible routes

P.3.5 Picnic tables location • adjacent to an accessible

route
knee space • 750 mm wide x 500 mm
deep x 760 mm high

weather • table and seat to shed water

• kept free of snow and debris

Building Accessible and Inclusive Environments  63

 P Parks, Pathways and Playgrounds

Category Requirement Detail ✓

P.3.6 Trash containers location • adjacent to but not

obstructing the walkway
operation • operable by one hand
• opening height of 900 mm,
max.

weather • shed rain and snow

P.3.7 Children’s play designed in accordance with
spaces CAN/CSA – Z614-07, Annex H
Q Patios

Category Requirement Detail ✓

Q.3 General width of entry and exits • see Sections A and B

considerations
clear turning radius • 1,500 mm, min.
at least one eating surface • underside height of 720 mm
to 865 mm
• depth of 350 mm min. knee
space under table
surfaces • slip-resistant
• wood planks perpendicular
to path of travel, spacing of
13 mm, max.
decor • hanging plants not lower
than 1,980 mm

64  Building Accessible and Inclusive Environments

 R Emergency Egress, Alarms and Warning Surfaces

Category Requirement Detail ✓

R.3.1 Emergency exits and pull stations easily • clear procedures

evacuation located • tactile strip near door handle
marking exit doors
R.3.2 Visual fire alarm visual and auditory signal • signal to repeat at a rate of
devices 1 Hz
• synchronized signals
R.3.3 Detectable consistent use of tactile surface
warning surfaces
detectible warning strips on • at every emergency exit on
walking surfaces the ground
• at least 900 mm in length
• detectable by both cane
and foot
R.3.4 Areas of refuge stairwell safest place • available on every floor with
a staircase
• 0.5 m2 min. per ambulatory
occupant; 1.9 m2 min. per
non-ambulatory occupant
fire rated
served by an exit or
firefighter elevator
obstruction • unobstructed egress
for others
• no door encroachment
two-way voice
communication system
directional and
identification signs

Building Accessible and Inclusive Environments  65

 S Communications

Category Requirement Detail ✓

S.3.1 Telephones availability • at least one accessible

• volume control
• international symbol
of access
• space provided for TDD
location • cane detectable
specifications • 1,000-mm cord length
• 800-mm clear space
for knees
• bench or swing away
• minimum 200 lx illumination
weather (for exterior phones) • protect from prevailing winds
and ambient noise
S.3.2 Transactions require both audio and text • induction loops
messaging • clear signage
automatic teller machines • at least one dedicated for
wheelchair access
• 1,100 mm max. height
for controls
• not less than 700 mm high
and 500 mm deep for knee
space
S.3.3. FM Radio in large public facilities such as • provide clearly marked
frequency airports listening zone
systems • include all important
announcements
S.3.4 Infrared systems contain in enclosed space

block interference with solid

barriers
shield from sun

66  Building Accessible and Inclusive Environments

 S Communications

Category Requirement Detail ✓

S.3.5 Signage simple and consistent, symbols • ensure legibility (font size,
preferable to words contrasting colours, plain
background)
• use recommended font,
25 mm for general
information, 37 mm for
directional signage
washrooms • internationally accepted signs
public buildings • internationally accepted signs
preferably both auditory and
visual information presented
S.3.6 Lettering and raised letters 1,350 mm from • 60 mm in height and raised
numbers floor, max., with separated 0.70 mm, min.
characters and standard • width-to-height ratio of
location 3:5 to 1:1
• stroke-to-width-to-height
ratio of 1:5 to 1:10
• simple font
• contrasting colours
S.3.7 Location of signs directional signs at focal points • refer to Sections A and B
on main traffic routes and at for suspended signs and
destination sandwich board signs
S.3.8 Building tactile maps • 1,200 mm in height
directional maps • tilted
• raised characters, lines
and symbols
audio maps • identify location
• enable users to get a sense of
direction and distance
S.3.9 Intelligent encouraged where warranted
Navigation
System

Building Accessible and Inclusive Environments  67

 T Plus 15 System

Category Requirement Detail ✓

T.2 General width • 4,500 mm, min.

requirements • 6,000 mm in high-traffic
pedestrian locations
See also Land elevators
Use Bylaw
accessible bridges, walkways
1P2007 +15
and lane links
Policy for
more details hard flooring surfaces
on these
stairs
requirements
sliding doors
U Light Rail Transit (LRT)

Category Requirement Detail ✓

U.3.1 Ramps weather • clear of ice and snow

U.3.2 Handrails and circumference • reduced in diameter
guards
U.3.3 Communication pay telephone • universal signage
and security • cane detectable
• emergency button
• glass walls
U.3.4 Elevators refer to Section K
U.3.5 Announcements announcements of delays and • visual and audible
emergencies
U.3.6 Platforms ground surfaces • slip-resistant flooring
• warning strips
• third handrail if bridge is
wider than 1,650 mm
U.3.7 Benches benches • 450 mm to 500 mm in height
U.3.8 Transit shelters decal around glass panels • 1,350 mm in height
• 150 mm in width
placement of shelter • set back to allow for
pedestrian clearance

68  Building Accessible and Inclusive Environments

 V Pedestrian Traffic Signals

Category Requirement Detail ✓

Contact also the Advisory Committee on Accessibility (ACA) for regulations governing
audible pedestrian cignals.

V.3.1 Pedestrian push tactile directional arrows

buttons
audible and visual signals • 1,000 mm to 1,100 mm in
height on side parallel to
sidewalk
V.3.2 Audible to be heard above
signals ambient noise
located in high-traffic areas
unified constant tone for
duration of crossing
signal posts to emit a low slow
sound
distinct tones • one for east-west direction
• one for north-south direction

Building Accessible and Inclusive Environments  69

 W Crime Prevention through Environmental Design (CPTED)

Category Requirement Detail ✓

For more information, or to receive a CPTED review of designs, please also contact:
Calgary Police Services.

W.3.1 General surveillance (compensate • placement of windows

requirements for lack of expensive human to allow for awareness of
resources with adequate outside/inside activity
design elements) • adequate lighting
• landscaping for unobstructed
views

walkways/transitions from • create clear border/barrier

public to semi-public to private definition
spaces • improve communication
via emergency phones,
pathways, etc.

public gathering areas • in places with natural

(or perceived natural)
surveillance and
access control
scheduling • provide effective and critical
intensity of uses

70  Building Accessible and Inclusive Environments

 X Universal Dwelling Units

Category Requirement Detail ✓

For more information on these requirements, see the Alberta Building Code 2006, 9.5.2.2,
STANDATA 06-BCI-010, the Canadian Institute for the Blind (CNIB), CAN/CSA-B651-04,
and the Canadian Mortgage and Housing Corporation (CMHC)
X.3.1 General turning spaces • 1,500-mm diameter
considerations
doors • 920-mm width, min.
• 850-mm clearance for
swinging or sliding
handles • lever on doors
• D-shaped on cabinets
and drawers
• lever or automatic faucets
• easy to manipulate on
windows
light switches • 1,000 mm above
finished floor
breaker panel • 1,200 mm above
finished floor
plumbing under sink • insulated
• protected with face panel
• offset to the rear
electrical outlets • 600 mm above finished floor
(to centre line)
wall thermostats • 1,200 mm above
finished floor
sliding shelves
cabinetry • 760-mm width, 485-mm
depth, 685-mm to 865-mm
height
walls • reinforced to support grab
bars where needed
baseboards • colour contrast
thresholds • not more than 13 mm higher
than finished floor, or bevelled

Building Accessible and Inclusive Environments  71

 X Universal Dwelling Units

Category Requirement Detail ✓

X.3.2 Entrances closets • D-shaped handles

• 1,200-mm height for
closet rods
X.3.3 Living spaces shelves • 150-mm to 450-mm depth
X.3.4 Kitchen countertops/sinks/work surfaces • capable of being adjusted to
same level
• from 765 mm to 850 mm
high, 600 mm deep
• lever type or automatic
faucets
drawers • full extension
• 150-mm to 450-mm depth
• D-shaped handles
X.3.5 Washrooms toilet • elongated seat
• 400 mm to 460 mm high
X.3.6 Laundry room in-suite laundry room • work surface 600 mm deep
x 765 mm to 850 mm high
common laundry room • work surface 600 mm deep
x 765 mm to 850 mm high
• washer and dryer with front
mounted controls
• doors swing 180°

72  Building Accessible and Inclusive Environments

 X Universal Dwelling Units

Category Requirement Detail ✓

X.3.7 Bedroom telephone jack • 450 mm to 1,200 mm AFF

closets • 1,200 mm high
• 810-mm clear opening
• 1,500-mm clear turning
radius in front
• D-shaped handle
clearance • 920 mm on both sides
of bed
X.3.8 Visual emergency visual signal devices • security and gate entrance
and non- • door bells
emergency
alarms

Building Accessible and Inclusive Environments  73

74  Building Accessible and Inclusive Environments
Building Accessible and Inclusive Environments  75
5 Policies supporting universal design

“The object of universal Legislative directives ensure there are the means
of enforcing such policies. Most importantly,
design is to create a building this section asks design professionals not to
or a product that can be used be limited to what is outlined in policy or
by both someone who is legislation, but to exceed these minimum
standards and aim to achieve the highest
eight years old and one who standards of safe, easy and inclusive access.
is 80. By designing for as
broad a market as possible, 5.1 International and
it’s no longer special – setting fundamental human
rights policies
a certain consumer apart Proclaimed in 1948 by the United Nations
from everyone else. Universal (UN), the Universal Declaration of Human
design at its best is seamless, Rights states:

almost invisible.” “…recognition of the inherent dignity and of the

– George Covington equal and unalienable rights of all members of

the human family is the foundation of freedom,
justice and peace in the world…”
(United Nations, 2008a).
Basic human rights legislation forms the
backbone to how accessibility and social Many policy makers use the UN’s Universal
inclusion are practised in regards to people with Declaration of Human Rights as a foundation
disabilities. The goal of this section is to convey to develop or enhance policies within their
the various international, national, provincial own area of interest. Further to the Universal
and local policies in place to encourage Declaration of Human Rights is the UN’s
citizens to re-think accessibility rights for people Adequate Standard of Living and Social
with disabilities. Protection, Article 28 (1):

“Parties recognize the right of persons with

disabilities to an adequate standard of living for
themselves and their families, including

76  Building Accessible and Inclusive Environments

adequate food, clothing and housing, and to the 5.2 Canadian Human
continuous improvement of living conditions, Rights Policy
and shall take appropriate steps to safeguard
5.2.1 The Canadian Charter of Rights and
and promote the realization of this right without Freedoms states:
discrimination on the basis of disability” (United “Every individual is equal before and under
Nations, 2008b). the law and has the right to the equal
protection and equal benefit of the law without
discrimination and, in particular, without
discrimination based on race, national or ethnic
origin, colour, religion, sex, age or mental or
physical disability” (Canadian Charter of Rights
and Freedoms, 2004).

Building Accessible and Inclusive Environments  77

The cornerstone of many government policies 5.3 Section 3.8 of the Alberta
and legislation is the fact that all people are Building Code
considered equal under the law. However, The Alberta Building Code (2006) governs
many of these laws may not be adopted, design professionals on minimally acceptable
enforced or translated into daily life for people levels of safety for a project. A component of
with disabilities. this is Section 3.8, Barrier-Free Design. This
code provides a baseline for providing access
5.2.2 The Canadian Human Rights and safety to all building projects. Going above
Commission and the Canadian and beyond these minimum requirements is the
Human Rights Act
desired goal of many design professionals, who
Article 28 (1) of the UN’s Adequate Standard
seek to accommodate a universally designed
of Living and Social Protection (see Section 5.1)
environment for all users.
provides a solid foundation for the Canadian
Human Rights Act for people with disabilities. Section 3.8, Barrier-free Design can be
The Act supports universal design on the found at: www.safetycodes.ab.ca.
premise that basic human rights include
access to services and facilities for people with
5.4 The City of Calgary
disabilities. The Act (and the Commission itself,
corporate Initiatives
by its very existence) recognizes that individuals
In keeping with The City of Calgary’s corporate
with disabilities must have access to premises,
vision, “Working together to create and sustain
services and facilities without discrimination
a vibrant, healthy, safe and caring community,”
(Canadian Human Rights Commission, 2003).
the following policies are a concrete, tangible
Although accessibility is embedded in way of accomplishing The Corporation’s goals
the Canadian Human Rights Act, it is the and objectives.
responsibility of the community and design
Five important City of Calgary policies: (1)
professionals to ensure access is provided to
Access Design Standards, (2) Calgary Corporate
people with disabilities. Using The Canadian
Accessibility Policy, (3) The Triple Bottom Line
Human Rights Act as a base for providing
(TBL), (4) Fair Calgary, and (5) Sustainable
access, projects need to go above and beyond
Environmental and Ethical Procurement Policy
province-specific building codes.
(SEEPP), all use, as their foundation, the
Universal Declaration of Human Rights, the
Canadian Charter of Rights and Freedoms and
the Canadian Human Rights Act – which apply
equality under the law for creating a community
of social inclusion.

78  Building Accessible and Inclusive Environments

5.4.1 Access Design Standards 5.4.3 The City of Calgary’s Triple
The Access Design Standards were developed Bottom Line (TBL) Policy
by The City of Calgary’s Advisory Committee The City of Calgary’s Triple Bottom Line
on Accessibility Access Design Subcommittee (2005) is an approach to decision-making that
and exceed Alberta Building Code Section 3.8 considers economic, social and environmental
requirements. These standards demonstrate issues in a comprehensive, systematic and
how design professionals, the building industry, integrated way for all Calgarians. Universal
government and the community can go above design principles align with all five social
and beyond requirements to ensure equal themes which for Calgary are defined as:
access for people with disabilities.
• An inclusive city: “The City of Calgary values
Use of the Access Design Standards as a and promotes independence and is a vital
reference guide increases awareness of the partner in creating an inclusive city where
needs of people with disabilities and older all Calgarians have the opportunity to take
adults. The Standards also focus on hidden an active part in the social, economic and
disabilities (for instance, sensory and cognitive cultural life of the community.
disabilities) and look at how universal design To accomplish this, The City of Calgary
principles may be applied across disabilities seeks to ensure equitable access to City
(The City of Calgary, 2009). services and amenities regardless of age,
income, culture or physical ability, and
5.4.2 Calgary Corporate fosters participation by persons from diverse
Accessibility Policy populations and seeks to ensure that civic
This policy acknowledges that in order to create programs and services reflect and respond
accessible environments, the process needs to to the changing social and demographic
start with City of Calgary owned and operated structure of society.”
facilities and services. As outlined in the Calgary
• A safe city: “The City of Calgary seeks to
Corporate Accessibility Policy, The City of
ensure a safe environment for individuals and
Calgary is committed to…
families through the provision of emergency
“. . . work towards the reduction and services (Police, Fire and Emergency Medical
elimination of barriers to the physical Services*). The City also works with the
access of City-owned and operated community to promote safety and prevention
buildings, walkways, pathways and through programs such as education and
parks, transportation access to all appropriate physical design.”
its services and communication *Calgary Emergency Medical Services transferred to the
Province of Alberta April 1, 2009, and now operates under Alberta
access in the form of interpretive Health Services.
services” (The City of Calgary, 2005).

Building Accessible and Inclusive Environments  79

• A cultural city: “The City of Calgary seeks A high quality of life in neighbourhoods is
to promote and maintain a high quality of maintained through planning approaches
life through the provision and support of that promote privacy, safety and quiet within
opportunities for recreation, leisure, artistic residential areas, with easy access to transit,
expression and appreciation, special events, community services, parks, open space
and the preservation of the city’s heritage. and amenities.
The City of Calgary is a vital partner in
creating an inclusive community where 5.4.4 Fair Calgary Policy
cultural diversity is embraced and valued The City of Calgary’s Fair Calgary Policy (2006)
as a community asset. The City of Calgary supports outcomes that directly relate to
both initiates and supports projects aimed to universal design principles by reinforcing
enhance and support diverse cultures social cohesion, healthy living, social integration
and traditions.” and security.
• An active city: “The City of Calgary strives
• Social cohesion is enhanced by strengthening
to create and sustain a healthy community
connections, interactions and accessibility –
by promoting active living through the
and allowing for opportunities to participate
provision of a wide range of sustainable and
in the community. As such, formal and
accessible recreational programs, services,
informal supports are established and
facilities, and amenities. The City of Calgary
individual support networks are optimized.
provides leadership and encourages physical
activity through funding, capital, promotion, • Healthy living occurs when the urban
partnerships and appropriate urban planning system contributes to an individual’s
and design.” physical, social, economic, emotional and
psychological well-being, as well as providing
• A city of strong neighbourhoods: “The City
for aesthetic enjoyment, recreation and
of Calgary promotes strong neighbourhoods
personal development.
through the development and support
of integrated communities with a varied
social composition and a strong sense of
place. Working in partnership with other
stakeholders, The City achieves this through
appropriate planning and design that provides
easy access to a compatible range of public
and private services and amenities that
respond to the needs of a diverse population.

80  Building Accessible and Inclusive Environments

• Social integration is fostered and supported The City of Calgary is committed to being
by The City’s contribution to a harmonious good stewards of our natural and economic
and diverse community, where mutual resources. A sustainable environmental and
respect is the basis for everyone enjoying the ethical procurement policy supports the
same rights and responsibilities, and where purchase of products and services that will
everyone is capable of participating and protect the environment and the welfare of
playing an active role in their community workers while representing the best value for
and neighbourhood. The Corporation by taking into account
• Security is what happens when a city, along the following:
with its corresponding neighbourhoods, is
• Social and ethical aspects – working conditions.
dedicated to safe, supportive and healthy
environments – be they social, economic, • Environmental aspects – over the life cycle
psychological or physical. of products.
• Price, quality, availability and functionality.
5.4.5 Sustainable Environmental & Ethical
Procurement Policy (SEEPP)
The City of Calgary’s SEEPP (2008) process not
only promotes awareness of environmental and
ethical issues, it also encourages supply chain
practices that have a positive impact on social,
economical and environmental sustainability.

Building Accessible and Inclusive Environments  81

82  Building Accessible and Inclusive Environments
6 The future of universal design is here

6.1 Urban Braille system The Urban Braille system is based on three
Have you ever walked through a maze and main elements: sensory channels, tactile
found it difficult to navigate your way? Did you information and orientation aids.
find the lack of signage and lack of orientation
Sensory channels are based on our five senses:
provided barriers in locating the exit? This is
sight, sound, touch, smell and taste. Once a
one example of what people with a visual
sensory channel is limited or diminishes, the
disability experience when walking downtown.
other channels are used as an alternative. The
They know where they need to go but have
Urban Braille system recognizes that not all
some difficulty getting there with limited, or no
users of public space utilize all five senses.
signage to direct them.
That being said, this system has integrated the
sense of touch into their way-finding scheme as
6.1.1 National initiatives
an alternative to sight and developed ways to
Hamilton, Ontario is one Canadian city which
navigate public space users more easily
has taken the lead in providing a way-finding
(Tomic, 2003).
system for people with a visual disability. Urban
Braille, developed by the City of Hamilton, Tactile information – two types of textures
is a system of tactile information serving the (smooth and grooved) produce up to 10 distinct
needs of people with vision loss. Markings are clues or “letters of Urban Braille” located
pressed on the concrete sidewalk as a way- on sidewalks and other horizontal surfaces
finding and safety aid for pedestrians with a (Tomic, 2003). Tactile information is one of the
visual or physical disability. This system of most important ways to guide people with a
markings indicates directional changes, sidewalk visual disability through the built environment.
boundaries, as well as minimum clearances for The blind and visually impaired can train to
mobility device access on the street. distinguish four or five materials and a variety
of textures with their hands and a cane
Hamilton is one of North America’s most
(Tomic, 2003).
accessible cities and is world-renowned
for its efforts to improve accessibility for
all citizens (Tomic, 2003). The “Made in
Hamilton” Urban Braille system was developed
through a collaborative effort between the
City of Hamilton (Planning and Public Works
departments and the former City’s Pathway
Committee), McMaster University, and the
Canadian National Institute for the Blind
(Tomic, 2003).
Building Accessible and Inclusive Environments  83
Orientation aids are another way to help all The public realm can be thought of as the
public space users navigate their destination. living room of a city. It’s a place where citizens
The following information is communicated sit, watch what’s going on around them like
through the Urban Braille system: directional watching television, or engage with other
change (compass North, South, East and West), citizens as one would at a dinner party. It’s
hierarchy of pathways (major path versus minor an important concept in any locale where
path), entrance to buildings, sidewalk/road individuals converge, live and share, but it’s
boundaries, ramps versus raised pedestrian expensive to construct and maintain. The
crossings/intersections and other/additional current practice – design for one season
information such as underpasses, social (summer) only and predominantly for a young
activities, building information, addresses and and healthy segment of population – does not
business information (Tomic, 2003). provide a safe and inclusive public realm.

Current demographic trends, including a

6.1.2 Calgary initiatives
rapidly aging population, challenge previous
Calgary is another Canadian city that adopted
approaches to the design of public realms. The
and incorporated Urban Braille in the plans to
Calgary Urban Braille System responds to this
revitalize its Centre City. Calgary Urban Braille
challenge by providing a range of low- to high-
is a comprehensive, user-driven approach
tech solutions that cater to a wide variety of
to planning and designing the public realm.
users and ages (The City of Calgary, 2007f).
In addition to traditional accessibility-related
streetscape elements, the Calgary Urban Braille
System (CUBS) engages other sensory channels, 6.2 Accessible websites
from tactile to auditory, to serve the needs of Universal design is not only for those
people with different levels of vision loss. By professionals who build physical environments,
utilizing colour and texture contrast and audio but also for web developers, information
devices, it provides warning signals and clues architects, content managers, graphic designers
related to orientation in complex urban space and writers constructing websites.
(The City of Calgary, 2007f).
Web accessibility refers to the degree a site
CUBS is primarily intended for public areas is accessible to the largest possible range of
with high volumes of pedestrian traffic. The people (Curran et al., 2007). The Web Content
system may also be appropriate for special Accessibility Guidelines (WCAG) are established
public spaces, or special character areas such for these professionals in order to promote an
as riverfronts and squares, where seasonal inclusive digital society.
events may attract large numbers of pedestrians
and users with special needs (The City of
Calgary, 2007f).

84  Building Accessible and Inclusive Environments

6.2.1 Research
Research on accessible websites is extensive
and a variety of investigators are continually
looking into the usability of such sites for people
with visual impairments, learning disabilities
and older adults.

Karreman et al. conducted a study on how

WCAG-designed websites work for people with
intellectual disabilities. The results show the
adaptation of the website worked well for these
participants. The study also showed that users
without identified intellectual disabilities were
as effective with the adapted site as with the
non-adapted site. The results form an empirical
basis for recommendations about applying
guidelines for easy-to-read text on websites for
people with intellectual disabilities (Karreman et Another news article found in The Times Online
al., 2006). headlined, “21st Century Entrepreneurs: Ahead
of the Final of Said Business School’s 21st
6.2.2 Media Century Challenge.” This article showcased
Media reports on accessible websites are modern day entrepreneurs developing
also becoming more and more available – leading-edge technologies. For instance, one
predominantly from Europe. For example, entrepreneur developed a screen that allows
an article in The European Commission (The visually impaired users to feel the content
Commission Européenne, 2007) headlined, appearing on the screen by using their fingers as
“European Initiative on an All-Inclusive Digital a mouse. The article reads:
Society: Frequently Asked Questions,” noted
that inclusion in the digital society (e-inclusion) “…[That] disabled people face disadvantages
was a necessity for everyone to be actively in today’s society is sadly, nothing new. But in
engaged with society and the economy. The our increasingly computer-dependent world,
article goes on to discuss why e-inclusion is the blind community in particular struggles with
important, how accessible Information and modern technology so central to most people’s
Communication Technologies (ICT) products personal and working lives. Attempts to make
and services are and how citizens and Europe computers suitable for blind people to use have
can benefit from e-inclusion. been largely unsatisfactory, says Ethan Smith,
25, the founder of Tactile Response and a
finalist in the Tomorrow’s People category.

Building Accessible and Inclusive Environments  85

Studying for a master’s degree in computer 6.2.3 World Wide Web Consortium
science and psychology at the University (W3C) Guidelines
of Central London, he spotted a gulf in the The Web Content Accessibility Guidelines, as
provisions for blind was very difficult for blind set out by the World Wide Web Consortium
people to use computer systems. Current Braille (W3C) Web Accessibility Initiative, explain how
display readers just show one line at a time – it’s to make web content accessible to people with
cumbersome and frustrating.” visual, auditory and cognitive disabilities.

Hence Tactile Response, the company he set These guidelines cover a set of checkpoints
up to market BrailleScreen, a revolutionary outlined in four principles:
computer screen that allows blind people to feel
(1) Perceivability: information and user
the icons, boxes and text, using their fingers as
interface components must be presentable
a mouse. Smith estimates equipment will cost
to users in ways that aren’t invisible to all of
less than $200 (£100) to purchase – compared
their senses.
with current readers costing more than £2,000
– and will change the lives of 20 million people (2) Operability: the interface cannot require an
coping with sight loss. interaction that a user is unable
to perform.
“It’s been a long time coming,” he says
(3) Understandability: the content, operation
(Ford, 2007).
or interface cannot be beyond their
A third article refers to Bill 511, known as the understanding.
Illinois Information Technology Accessibility Act, (4) Robustness: content must be interpreted
which became law in August 2007. The law reliably by a wide variety of user
requires Illinois state agencies and universities agents as they evolve, including assistive
to make their websites, systems and other technologies.
information technologies accessible to people
If any of these four principles are not inherent in
with disabilities. Western Illinois University
a site, users with disabilities will not be able to
developed a Web Accessibility Policy, which
use the Web (Web Accessibility Initiative, 2009).
was approved by the President of the University
(Western Courier, 2007).

86  Building Accessible and Inclusive Environments

6.2.4 Web accessibility checklist
The City of Calgary – along with a number of city-wide organizations – is committed to producing
an accessible website by following the W3C checkpoints summarized below (The City of Calgary,
2006c). A more detailed list, along with instructions about when and how to use the guidelines
on a case-by-case basis, are found at the World Wide Web Consortium (W3C) Web Accessibility
Initiative website (2009), under the Web Content Accessibility Guidelines v.2.0.

Guidelines Details ✓

Principle 1: Perceivable Information and user interface components must be

presentable to users in ways they can perceive.
1.1 Text alternatives Provide varying ways that non-text content can be changed to
other forms people need such as large print, Braille, speech,
symbols or simpler language.
1.1.1 All non-text content is presented along with a text
alternative that serves the equivalent purpose, except for the
following situations.
1.1.2 Controls, input: if a control, or accepts user input, then it must
have a descriptive name.
1.1.3 Time-based media: if moving, then text alternatives
provide description.
1.1.4 Test: if a test or exercise that is invalid if presented in text, then
alternatives must provide description.
1.1.5 Sensory: if intent is a sensory experience, provide
descriptive identification.
1.1.6 CAPTCHA: if to confirm that content is being assessed
by a person rather than computer, provide descriptors and
alternate forms of CAPTCHA-using output modes for different
sensory perception.
1.1.7 Decoration, formatting, invisible: if pure decoration, it must be
presented in a way that can be ignored by assistive technology.

Building Accessible and Inclusive Environments  87

 Guidelines Details ✓

1.2 Time-based media Provide alternatives for time-based media.

1.2.1 Audio-only/video-only (pre-recorded): provide
equivalent information.
1.2.2 Captions (pre-recorded): are provided for audio in
synchronized media.
1.2.3 Audio description or media alternative
(pre-recorded): alternative provided for synchronized media.
1.2.4 Captions (live): provided for all audio content in
synchronized media.
1.2.5 Audio description (pre-recorded): provided for video in
synchronized media.
1.2.6 Sign language (pre-recorded): interpretation provided for audio
in synchronized media.
1.2.7 Extended audio description: where pauses in foreground audio
are insufficient to allow audio descriptions, extended descriptors
are provided.
1.2.8 Media alternative (pre-recorded): an alternative for time-based
media is provided.
1.2.9 Audio-only (live): provided as equivalent information.
1.3 Adaptable Create content that can be presented in different ways
without losing information or structure (i.e. simpler layout).
1.3.1 Information and relationships: where being conveyed through
presentation is programmatically determined.
1.3.2 Meaningful sequence: when meaning is affected by sequence,
a correct reading can be programmatically determined.
1.3.3 Sensory characteristics: where instructions do not rely solely
on sensory characteristics such as shape, size, visual location,
orientation or sound.

88  Building Accessible and Inclusive Environments

 Guidelines Details ✓

1.4 Distinguishable Make it easier for users to see and hear content, including
separating foreground from background.
1.4.1 Use of colour: not used as the only visual means of conveying
information, indicating action, prompting a response or
distinguishing a visual element.
1.4.2 Audio control: mechanism provided to pause or stop or
control volume of any audio that plays automatically for more
than three seconds.
1.4.3 Contrast (minimum): text and images have contrast ratio
of at least 4.5:1 except for large text (3:1), incidentals or
logo/brand names.
1.4.4 Resize text: customized ability to resize without assistive
technology up to 200 per cent without loss of content
or functionality.
1.4.5 Images of text: use of text before images of text, except for
customizable text and when the presentation of text is essential
to information.
1.4.6 Contrast (enhanced): text and images have a contrast ratio
of at least 7:1, except for large text (4.5:1), incidentals or
logo/brand names.
1.4.7 Low or no background audio: for pre-recorded audio-only that
contains primarily speech in the foreground, is not an audio
CAPTCHA or audio logo and is not vocalization intended to
be primarily musical (singing or rapping). At least one of the
following must be true: no background sounds, has a turn-off
background capability and a background of at least 20 decibels
lower than foreground speech.
1.4.8 Visual presentation: a mechanism for blocks of text must be
available where foreground/background colours can be user-
selected, width is no more than 80 characters or glyphs (40 if
CJK), text is not justified, line spacing is at least space-and-a-half
within paragraphs and text can be re-sized without assistive
technology up to 200 per cent without requiring user to scroll
horizontally to read.
Building Accessible and Inclusive Environments  89
 Guidelines Details ✓

1.4.9 Images of text (no exception): only used as pure decoration

where text is essential to information being conveyed.
Principle 2: Operable User interface components and navigation must be operable
2.1 Keyboard accessible Make all functionality available from a keyboard.
2.1.1 Keyboard: as is relates to underlying function, not simply
input technique.
2.1.2 No keyboard trap: if focus can be moved to component of
page using a keyboard interface. If more than unmodified arrow
or tab keys are required as standard exit methods, the user must
be advised.
2.1.3 Keyboard (no exception): all functionality without specific
timings for individual keystrokes.
2.2 Enough time Provide users enough time to read and use content.
2.2.1 Timing adjustable: for each limit set by content, at least one of
these capacities must be provided. Turn-off, adjust, extend, real-
time exception, essential exception and 20-hour exception.
2.2.2 Pause, stop, hide: for moving, blinking, scrolling or auto-
updating information, all must be true. Starts automatically,
lasts more than five seconds and is presented parallel with
other content.
2.2.3 No timing: not an essential part of event or activity presented
by content, except for non-interactive synchronized media and
real-time events.
2.2.4 Interruptions: customized postponement or suppression.
2.2.5 Re-authenticating: when expired, user can continue activity
without loss of data.
2.3 Seizures Do not design content in a way known to cause seizures.
2.3.1 Three flashes or below threshold: no flashes that occur more
than three times in any one second, or the flash is below the
general flash and red flash thresholds.
2.3.2 Three flashes: no flashes that occur more than three times in
any one second.

90  Building Accessible and Inclusive Environments

 Guidelines Details ✓

2.4 Navigable Provide ways to help users navigate, find content and
determine where they are.
2.4.1 Bypass blocks: available mechanism to bypass blocks of
repeated content on multiple pages.
2.4.2 Page titled: all pages have titles that describe topic or purpose.
2.4.3 Focus order: sequentially navigated components must proceed
in manner that preserves meaning and operability.
2.4.4 Link purpose (in context): unambiguous purpose of each link,
as detailed in link text or programmatically determined context.
2.4.5 Multiple ways: more than one available path to locate a page
within a set of pages.
2.4.6 Heading and labels: accurately describe purpose.
2.4.7 Focus visible: interface where keyboard focus indicator
is visible.
2.4.8 Location: information about the user’s location within
site is available.
2.4.9 Link purpose (link only): purpose of each link is identified from
link text alone.
2.4.10 Section headings: used to organize content.
Principle 3: Information and the operation of user interface must
Understandable be understandable.
3.1 Readable Make text content readable and understandable.
3.1.1 Language of page: default language of each page is
programmatically determined.
3.1.2 Language of parts: same as above, except for proper names,
technical terms, words of indeterminate language and/or
vernacular words and phrases.
3.1.3 Unusual words: available mechanism for defining words or
phrases, idioms and jargon.

Building Accessible and Inclusive Environments  91

 Guidelines Details ✓

3.1.4 Abbreviations: available mechanism for expanding to reveal

true meaning.
3.1.5 Reading level: content not requiring more advanced reading
ability than lower secondary education level.
3.1.6 Pronunciation: available mechanism for identifying specific
pronunciation, where meaning of words may be hampered.
3.2 Predictable Make web pages appear and operate in predictable ways.
3.2.1 On focus: when any component receives focus, it does not
initiate a change of context.
3.2.2 On input: where changing an interface setting does
not automatically cause a change of context, unless
otherwise directed.
3.2.3 Consistent navigation: mechanisms are repeated on multiple
pages and occur in same relative order.
3.2.4 Consistent identification: components with same functionality
are identified consistently.
3.3 Input Assistance Help users avoid and correct mistakes.
3.3.1 Error identification: if automatically detected, error is identified
and described to user in text.
3.3.2 Labels or instructions: provided when content requires
user input.
3.3.3 Error suggestion: if automatically detected, suggestion for
correction are provided.
3.3.4 Error prevention (legal, financial, data): for inputs that
modify or delete user-controllable data, or submit user test
responses, at least one of the following is true: submissions
are reversible, data is checked for input errors, a mechanism is
available for reviewing, confirming and correcting data before
final submission.
3.3.5 Help: context-sensitive help is available.

92  Building Accessible and Inclusive Environments

 Guidelines Details ✓

3.3.6 Error prevention (all): at least one of the following is true:

submissions are reversible, data is checked for input errors, a
mechanism is available for reviewing, confirming and correcting
data before final submission.
Principle 4: Robust Content must be robust enough to be interpreted
reliably by a wide variety of user agents, including
assistive technologies.
4.1 Compatible Maximize compatibility with current and future user agents,
including assistive technologies.
4.1.1 Parsing: in content using markup languages, elements must
have start and end tags, elements are nested according to
specifications, elements do not contain duplicate attributes and
any IDs are unique.
4.1.2 Name, role, value: for interface components (including, but not
limited to form elements, link and scripts), the name and role
can be programmatically determined, states, properties and
values set by user can be programmatically set and notification
of changes to these items is available to user agents.

Building Accessible and Inclusive Environments  93

94  Building Accessible and Inclusive Environments
7 Conclusion

Until people find themselves in a situation

where they are disabled due to their
surroundings, they cannot fully appreciate
how the built and virtual environments can
throw obstacles in their paths – and indeed,
profoundly affect their quality of life. In other
words, the spaces where we live, work and play
are absolutely, critically and irrevocably tied to
where we go and what we do.

The concept of universal design is today’s best

practice for design professionals seeking to
eliminate these obstacles. It supports the idea
that the environment needs to be barrier-free for
all groups in society, regardless of ability or age.

While it’s a given that people with disabilities

and older adults benefit more directly from
universally designed projects, it is important
to remember there is a wide range of ability
existing within groups appearing similar. The
concept of universal design maximizes the
idea of people being able to manipulate their
environment to suit individual needs. This
minimizes the need for people to compromise
on living comfortably.

Throughout this handbook, the concept and

practice of universal design is explained and Lastly, while this handbook is primarily intended
extensive examples provided. Four detailed for design professionals, many sections also
checklists are provided to assist design apply to the general public. We all face the
professionals in thinking through each individual challenge of building a better future as our
project that comes across their desk to ensure population ages and changes. It is imperative
important elements are not overlooked. to keep universal design at the forefront of our
own decision-making, be it on a personal level
or in the interest of each other.

Building Accessible and Inclusive Environments  95

Acknowledgements

The authors of this handbook would like In addition, our thanks to Homes by Avi,
to acknowledge and thank the following Chinook Center and Cadillac Fairview for
organizations for their input and assistance allowing pictures of their buildings.
with this project:
A special appreciation to Sonny Tomic,
Accessible Housing Society, The City of Calgary Senior Urban Designer, formerly with The
Advisory Committee on Accessibility, Alberta City of Calgary’s Land Use, Planning & Policy
Amputee Sport and Recreation Association, Services, as well as Chuck Perry, head of
the Arthritis Society, Brain Injury Rehabilitation Legislative and Technical Services with The City
Center, Calgary Access Awareness Association, of Calgary’s Development & Building Approvals
Canadian National Institute for the Blind, (DBA) staff. Anna Ciarlo, Ulrik Seward, Janel
Canadian Paraplegic Association, Deaf & Hard Smith and Sarah Anderson provided endless
of Hearing Services, Kerby Centre, Multiple support and insight.
Sclerosis Society, and the Association for the
Finally, thank you to the various City of Calgary
Rehabilitation of the Brain Injured.
business units that repeatedly revised this
We would also like to thank the volunteers handbook – and those Calgarians who brought
from The City of Calgary Access Design this project to fruition.
Subcommittee, the Canadian Paraplegic
Association, The City of Calgary and private
citizens who graciously allowed their
experiences to be shared in this material.

96  Building Accessible and Inclusive Environments

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