UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
1. Statement of1. Statement of problemsproblems
Universal Design as design paradigm
Hubert Froyen argues that the followin...
1. Statement of1. Statement of problemsproblems
UD is:
– Contextually integrated universal
matter
– Contributes to a more
...
2. Begrippenkader2. Begrippenkader
UD is:
– No eufemism for the term « accessibility »
– “Accessibility” and “accessible d...
2.2. FrameworkFramework ofof termsterms
UD & threshold:
– Universal Design is about ‘spatial mediation’
– Spatial and temp...
2.2. FrameworkFramework ofof termsterms UDEP.be
2.2. FrameworkFramework ofof termsterms UDEP.be
2.2. FrameworkFramework ofof termsterms
UD is:
“In-obtrusive”
bv. Ramp at the World
expo Hannover 2000
“multiple choice as...
● clearlyclearly defineddefined
positionposition ofof thethe
entranceentrance
● pyramidspyramids asas
distinguishingdistin...
TATE MODERN GALLERY
MILLENIUM BRIDGE
ST. PAUL’S CATHEDRAL
View from the top
of Tate modern.
From St. Paul’s to
the Tate mo...
MILLENIUM BRIDGE
http://upload.wikimedia.org
ST. PAUL’S CATHEDRAL
3. UD as3. UD as politicalpolitical tooltool
Resolution ResAP (2001): February 15th, 2001
– “The Universal Design Concept ...
3. UD as3. UD as politicalpolitical tooltool
ResAP (2001) & design education:
– The resolution recommends that governments...
4.4. UDUD--PrinciplesPrinciples asas guidelineguideline UDEP.be
The 7 Universal Design Principles:
– 1. ‘EQUITABLE USE’ (B...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclu...
5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture
Structural approach:
– Three Flemish schools of architecture ta...
5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture
UDEP.be:
– From Octobre 2001
onwards, structurally and
pedagogi...
5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture
EIDD-Belgium:
–Against the background of the
UDEP.be project, f...
5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture
META-University:
– Against the ongoing BaMa-reforms, integratin...
6. UD at6. UD at StSt--LucasLucas ArchitectureArchitecture
Educational approach
– 6.1. Building up competence by:
– Establ...
6. UD in6. UD in StSt--LucasLucas ArchitectuurArchitectuur UDEP.be
Designing in the dark working process
EXPERIMENTAL STUD...
6. UD at6. UD at StSt--LucasLucas ArchitectureArchitecture
Designing in the dark workshop
– 6.1. Building up UD-competence...
6. UD at6. UD at StSt--LucasLucas ArchitectureArchitecture
Designing in the dark workshop
– 6.1. Building up UD-competence...
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.1.6.1. SystematicSystematic POEPOE UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
Design studio strategy
A two-way introduction of the
UD-concept
• Imp...
6.2. Research6.2. Research byby DesignDesign UDEP.be
Design studioDesign studio strategystrategy (Design Studio M.Dujardin...
6.2. Research6.2. Research byby DesignDesign UDEP.be
“Low by the ground”:
– Reconversion: re-designing of
Silo’s Blancke, ...
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
“disabled persons and fire hazards”
– Assisted
Resue
Evacuation
6.2. Research6.2. Research byby DesignDesign UDEP.be
“Step by step”
– Design of a home for a group
of mentally retarded pe...
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
“sustainable dwelling”
Flexibility in usage of the proposed project:
...
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
“The new norm man”
– Reconversion of
‘Palinghuizen’, a
neighbourghood...
6.2. Research6.2. Research byby DesignDesign UDEP.be
“Trans-generative”
Neighbourhood
concept
– Collective dwelling block
...
6.2. Research6.2. Research byby DesignDesign UDEP.be
“Life long dwelling”
– ADL dwelling concept
– LAT dwelling concept
– ...
6.2. Research6.2. Research byby DesignDesign UDEP.be
“Universal Hotel”
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
“Groendreef”
– Reconversion of a black building
spot in Ghent
– UD-Ke...
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
“life long dwelling”
– Design strategies for social inclusion
– The v...
6.2. Research6.2. Research byby DesignDesign UDEP.be
“Community center en ADL-
dwellings”
– Meeting and dwelling within th...
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
“Leiekaai”
– Reconversion of a ‘black
building block’ in Ghent
– UD-k...
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
“Macharius”
– Reconversion of a ‘black building
block’ in Ghent
– UD-...
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
6.2. Research6.2. Research byby DesignDesign UDEP.be
UDUD--studentsstudents 20002000-- UDEP.be
“St-Lucas Architects, the next generation”
B E U S M A N S S t a c e y , D A E M...
UDUD--projectproject outputoutput UDEP.be
UDUD--projectproject outputoutput UDEP.be
Marc Dujardin Introduction of a user-orientated design paradigm
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Marc Dujardin Introduction of a user-orientated design paradigm

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Universal Design as design paradigm Hubert Froyen argues that the following question should be asked at the beginning of any design task:
􀁺 “How can a product, a graphical message, a building, a public space, etc. be both esthetical and of optimal use for an as large as possible group of persons?
􀁺 According to Froyen, there is no scientific ground that may justify the segregation between physically and/or mentally handicapped persons and the non-handicapped”
(Froyen, 2001, from UDEP.be report)

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Marc Dujardin Introduction of a user-orientated design paradigm

  1. 1. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.be
  2. 2. 1. Statement of1. Statement of problemsproblems Universal Design as design paradigm Hubert Froyen argues that the following question should be asked at the beginning of any design task: “How can a product, a graphical message, a building, a public space, etc. be both esthetical and of optimal use for an as large as possible group of persons? According to Froyen, there is no scientific ground that may justify the segregation between physically and/or mentally handicapped persons and the non-handicapped” (Froyen, 2001, from UDEP.be report) UDEP.be
  3. 3. 1. Statement of1. Statement of problemsproblems UD is: – Contextually integrated universal matter – Contributes to a more « inclusive » man-built environment UD & education: – Ethical problem of the designer – No exclusive field of the designer – Interdisciplinary field of action – Involvement of the enabling and dis-enabling end-user UDEP.be
  4. 4. 2. Begrippenkader2. Begrippenkader UD is: – No eufemism for the term « accessibility » – “Accessibility” and “accessible design” are dated terms with a mere focus on ‘Design for Special Needs’ UDEP.be
  5. 5. 2.2. FrameworkFramework ofof termsterms UD & threshold: – Universal Design is about ‘spatial mediation’ – Spatial and temporal characteristics of the threshold: • Spatial and physical thresholds/barriers • Temporal and mental thresholds/barriers (stigma) UDEP.be
  6. 6. 2.2. FrameworkFramework ofof termsterms UDEP.be
  7. 7. 2.2. FrameworkFramework ofof termsterms UDEP.be
  8. 8. 2.2. FrameworkFramework ofof termsterms UD is: “In-obtrusive” bv. Ramp at the World expo Hannover 2000 “multiple choice as standard” eg. Layout of InterCity (IC)-trains versus InterRegion (IR)-trains UDEP.be
  9. 9. ● clearlyclearly defineddefined positionposition ofof thethe entranceentrance ● pyramidspyramids asas distinguishingdistinguishing orientationorientation pointspoints ●● equalityequality ofof experienceexperience enteringentering thethe hallhall usingusing lift orlift or staircasestaircase
  10. 10. TATE MODERN GALLERY MILLENIUM BRIDGE ST. PAUL’S CATHEDRAL View from the top of Tate modern. From St. Paul’s to the Tate modern is step free walk.
  11. 11. MILLENIUM BRIDGE
  12. 12. http://upload.wikimedia.org ST. PAUL’S CATHEDRAL
  13. 13. 3. UD as3. UD as politicalpolitical tooltool Resolution ResAP (2001): February 15th, 2001 – “The Universal Design Concept promotes a shift to more emphasis on user-centered design by following a holistic approach and aiming to accommodate the needs of people of all ages, sizes and abilities, including the changes that people experience during their life span. Consequently, universal Design is a concept that extends beyond the issues of mere accessibility of buildings for people with disabilities and should become an integrated part of architecture, design and planning of the environment” UDEP.be
  14. 14. 3. UD as3. UD as politicalpolitical tooltool ResAP (2001) & design education: – The resolution recommends that governments of member states take into account the ‘principles’ of Universal Design in curricula and other matters of education, training and awareness-raising – The concept of Universal Design should be an integral and compulsory part of the mainstream initial training of all occupations working on the built environment UDEP.be
  15. 15. 4.4. UDUD--PrinciplesPrinciples asas guidelineguideline UDEP.be The 7 Universal Design Principles: – 1. ‘EQUITABLE USE’ (Bruikbaar voor iedereen) – 2. ‘FLEXIBILITY IN USE’ (Flexibiliteit in het gebruik) – 3. ‘SIMPLE AND INTUITIVE USE’ (Eenvoudig en intuïtief gebr.) – 4. ‘PERCEPTIBLE INFORMATION’ (Verstaanbare informatie) – 5. ‘TOLERANCE FOR ERROR’ (Marge voor vergissingen) – 6. ‘LOW PHYSICAL EFFORT’ (Beperkte inspanning) – 7. ‘SIZE AND SPACE FOR APPROACH AND USE ( Geschikte afmetingen en gebruiksruimten)
  16. 16. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE ONE: Equitable Use The design is useful and marketable to people with diverse abilities. 1a. Provide the same means of use for all users: identical whenever possible; equivalent when not. 1b. Avoid segregating or stigmatizing any users. 1c. Provisions for privacy, security, and safety should be equally available to all users. 1d. Make the designappealing to all users.
  17. 17. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE ONE: Equitable Use The design is useful and marketable to people with diverse abilities. 1a. Provide the same means of use for all users: identical whenever possible; equivalent when not. 1b. Avoid segregating or stigmatizing any users. 1c. Provisions for privacy, security, and safety should be equally available to all users. 1d. Make the designappealing to all users. YESNO
  18. 18. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE TWO: Flexibility in Use The design accommodates a wide range of individual preferences 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.
  19. 19. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE TWO: Flexibility in Use The design accommodates a wide range of individual preferences 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. YESNO
  20. 20. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE THREE: Simple and Intuitive Use Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. 3a. Eliminate unnecessary complexity. 3b. Be consistent with user expectations and intuition. 3c. Accommodate a wide range of literacy and language skills. 3d. Arrange information consistent with its importance. 3e. Provide effective prompting and feedback during and after task completion.
  21. 21. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE THREE: Simple and Intuitive Use Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. 3a. Eliminate unnecessary complexity. 3b. Be consistent with user expectations and intuition. 3c. Accommodate a wide range of literacy and language skills. 3d. Arrange information consistent with its importance. 3e. Provide effective prompting and feedback during and after task completion. YESNO
  22. 22. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE FOUR: Perceptible Info The design communicates necessary information effectively to the user, regardless of the user's sensory abilities. 4a. Use different modes (pictorial, verbal, tactile) for redundant presentation of 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 used by people with sensory limitations.
  23. 23. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE FOUR: Perceptible Info The design communicates necessary information effectively to the user, regardless of the user's sensory abilities. 4a. Use different modes (pictorial, verbal, tactile) for redundant presentation of 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 used by people with sensory limitations. YESNO
  24. 24. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE FIVE: Tolerance for Error The design minimizes hazards and the adverse consequences of 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.
  25. 25. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE FIVE: Tolerance for Error The design minimizes hazards and the adverse consequences of 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. YESNO
  26. 26. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE SIX: Low Physical Effort The design can be used efficiently and comfortably and with a minimum 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.
  27. 27. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE SIX: Low Physical Effort The design can be used efficiently and comfortably and with a minimum 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. YESNO
  28. 28. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE SEVEN: Size and Space for Approach and Use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. 7a. Provide a clear line of sight to important elements for any seated or standing user. 7b. Make 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.
  29. 29. UniversalUniversal DesignDesign ““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive DesignDesign”” IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm dr.Marcdr.Marc DujardinDujardin, architect, architect Intensive program (IP) « Designing in the Dark » Gh t 3 D b 2007 EducationEducation ProjectProject UDEP.bePRINCIPLE SEVEN: Size and Space for Approach and Use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. 7a. Provide a clear line of sight to important elements for any seated or standing user. 7b. Make 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. YESNO
  30. 30. 5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture Structural approach: – Three Flemish schools of architecture take the lead: • Hogeschool Antwerpen (HA), Departement Ontwerpwetenschappen (Carl Asaert) • Hogeschool voor Wetenschap en Kunst (WENK), Departement Architectuur, Brussel-Gent • (Marc Dujardin) • Provinciale Hogeschool Limburg (PHL), Departement Architectuur (Hubert Froyen) – The Universal Design Education Project (UDEP.be), with support of the Flemish Government (Equal Opportunities) – Within the new (Bologna) educational landscape, develop Universal Design as one of St-Lucas’ ‘areas of competence’ UDEP.be
  31. 31. 5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture UDEP.be: – From Octobre 2001 onwards, structurally and pedagogically introduce UD by means of • Theoretical courses and workshops • Research by design projects, • Building a UD-toolkit • Sensibilisation – Organisation of a Scientific Contact forum, with the support of the Royal Flemish Academy of Belgium - KVAB (Koninklijke Vlaamse Academie van België), Brussels, 17 may 2002 UDEP.be
  32. 32. 5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture EIDD-Belgium: –Against the background of the UDEP.be project, founding of the national branch of the European Institute for Design and Disability, in order to bring together all Belgian ‘Design-for-All related Professionals (DfA’s) UDEP.be
  33. 33. 5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture META-University: – Against the ongoing BaMa-reforms, integrating the topic as part of the newly formed Meta ‘Joint masters Program’ – Universal Design is a component of the course module‘Sustainable and User-Orientated Planning and Design’ – At European level the concept of Universal Design resorts under the umbrella of ‘Sociallly Sustainable Development’ USO-Built Graduate School: – Participating in an international network of research and research by design at PhD level – UD resorts under International research Unit 3 that stands for User-Orientation and Built-in Quality (BQL) UDEP.be
  34. 34. 6. UD at6. UD at StSt--LucasLucas ArchitectureArchitecture Educational approach – 6.1. Building up competence by: – Establishing a state of mind among designers by experience- based activities guided by impaired accessibility experts – Developing a common and comprehensive UD-vocabulary – Systematic Post Occupancy Evaluation (POE) of celebrated architecture in search for best practice examples – 6.2. Research by design: – Designing as core competence – Studio work als lab for the development of a fundamental theoretical research basis that can be lead to knowledge transfer between the academic field, the industry and end-user UDEP.be
  35. 35. 6. UD in6. UD in StSt--LucasLucas ArchitectuurArchitectuur UDEP.be Designing in the dark working process EXPERIMENTAL STUDIO dr. Marc Dujardin
  36. 36. 6. UD at6. UD at StSt--LucasLucas ArchitectureArchitecture Designing in the dark workshop – 6.1. Building up UD-competence by: – Sensibilisation and simulation UDEP.be
  37. 37. 6. UD at6. UD at StSt--LucasLucas ArchitectureArchitecture Designing in the dark workshop – 6.1. Building up UD-competence by: – Reconnecting the designer with the ‘dis-enabling end-user UDEP.be
  38. 38. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  39. 39. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  40. 40. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  41. 41. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  42. 42. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  43. 43. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  44. 44. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  45. 45. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  46. 46. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  47. 47. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  48. 48. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  49. 49. 6.1.6.1. SystematicSystematic POEPOE UDEP.be
  50. 50. 6.2. Research6.2. Research byby DesignDesign UDEP.be Design studio strategy A two-way introduction of the UD-concept • Implicit: Stimulate a design attitude that is based on a more ‘inclusive’ approach and conceptualisation of any design task • Explicit: Apply the design tools and skills as developed in UD-guidelines and standards addressing the requirements of a multi-sensorial man-made environment.
  51. 51. 6.2. Research6.2. Research byby DesignDesign UDEP.be Design studioDesign studio strategystrategy (Design Studio M.Dujardin) A design task that takes the UD-paradigm into account is characterised by: – 1. Key issues and questions that are drawn from current social debates e.g. ageing, handicap,...... – 2. An high reality factor concerning programmatic demands and contextual determinants – 3. Interdisciplinary approach of the design task by involving the knowledge transfer of D-f-A-specialists – 4. Interactive involvement of the enabling en dis-enabling expertise of relevant end-users
  52. 52. 6.2. Research6.2. Research byby DesignDesign UDEP.be “Low by the ground”: – Reconversion: re-designing of Silo’s Blancke, a 37m high grain storage facility at Aarsele as an interactive complex of work and leisure. – UD-key question: Why is it that the architect merely thinks the built space of disabled persons horizontally and in most cases merely at ground floor level? Why does the architects thinks the spatial intercommunication between disabled and non- handicapped in one-way direction
  53. 53. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  54. 54. 6.2. Research6.2. Research byby DesignDesign UDEP.be “disabled persons and fire hazards” – Assisted Resue Evacuation
  55. 55. 6.2. Research6.2. Research byby DesignDesign UDEP.be “Step by step” – Design of a home for a group of mentally retarded persons in Ghent – UD-key question: Why is the life of adult persons with mental and or physical disablilities merely confined to cloister type building estates excluded from the city?
  56. 56. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  57. 57. 6.2. Research6.2. Research byby DesignDesign UDEP.be “sustainable dwelling” Flexibility in usage of the proposed project: – Kangoeroe housing: 1 social worker and dwelling group – Dwelling of the owner and rental students chambers – Dwelling with attached at home working situation
  58. 58. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  59. 59. 6.2. Research6.2. Research byby DesignDesign UDEP.be “The new norm man” – Reconversion of ‘Palinghuizen’, a neighbourghood situated at the 19th century belt of the city of Ghent – UD-key question: How can an existing tram line, cutting a problematic building block in two halves act as a spatial mediator instead of a burden in the process of re-designing?
  60. 60. 6.2. Research6.2. Research byby DesignDesign UDEP.be “Trans-generative” Neighbourhood concept – Collective dwelling block – Individual housing – Universal Hotel
  61. 61. 6.2. Research6.2. Research byby DesignDesign UDEP.be “Life long dwelling” – ADL dwelling concept – LAT dwelling concept – Pre-fitted technology
  62. 62. 6.2. Research6.2. Research byby DesignDesign UDEP.be “Universal Hotel”
  63. 63. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  64. 64. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  65. 65. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  66. 66. 6.2. Research6.2. Research byby DesignDesign UDEP.be “Groendreef” – Reconversion of a black building spot in Ghent – UD-Key issue: Inclusive approach of the scale between the neighbourhood and the city – Urban design en architecture: word and counter-word
  67. 67. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  68. 68. 6.2. Research6.2. Research byby DesignDesign UDEP.be “life long dwelling” – Design strategies for social inclusion – The vicinity of the water front benefits all users of the neighbourhood and is not restricted to the better-off class
  69. 69. 6.2. Research6.2. Research byby DesignDesign UDEP.be “Community center en ADL- dwellings” – Meeting and dwelling within the vicinity of water – Assistence Daily Living
  70. 70. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  71. 71. 6.2. Research6.2. Research byby DesignDesign UDEP.be “Leiekaai” – Reconversion of a ‘black building block’ in Ghent – UD-key issue: Socio-cultural and spatial mediation between two urban tissues: the urban and sub- urban type.
  72. 72. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  73. 73. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  74. 74. 6.2. Research6.2. Research byby DesignDesign UDEP.be “Macharius” – Reconversion of a ‘black building block’ in Ghent – UD-key issue: Inclusieve approach of the tension field between the scale of the neighbourhood and the
  75. 75. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  76. 76. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  77. 77. 6.2. Research6.2. Research byby DesignDesign UDEP.be
  78. 78. UDUD--studentsstudents 20002000-- UDEP.be “St-Lucas Architects, the next generation” B E U S M A N S S t a c e y , D A E M S A l e x a n d e r , D E C S I J e s s i c a , D E N Y S W i m , H E N R I S T E r i c , H O G A N G e r a l d , H O U S T O N C a t h e r i n e , P E V E N A G E J o a c h i m , R O B B E R E C H T S I v a n , S M E T F a b i a n , S T E R C K X S t i j n , V A N d E N H O V E C a r l , V A N H O V E J e r o e n - A S S E L B E R G P i e t e r - B E C K E R S J o n a s - B U L C K A E N D a v i d - C R A B B é L o r e - D E C L E R C Q A r n a u d - D E V O S K r i s t o f - E E R E N S F r e d e r i k - P L A S S t e v e n - O O S T E R L I N C K S t i j n - S T R A G I E R C a r l - V A N B E L L E G H E M M a a r t j e - V A N D E K E R C K H O V E A n n i e k - V A N E E S B E E K S t e p h a n i e - V A N D E W A L L E P i e t e r - B L O M M E C h r i s t o p h e , C A R R E I N W i m , D E K E G E L B a r b a r a , D E M E Y W i m , D E C L E R C Q K a t r i e n , D E C O E N E M a r i e k e , D E S C H I E T E R E L i e s , H A E G E N S N i c o , H O F M A N S K o e n , M A S S O N K a t r i e n , V A N L I E F F E R I N G E C i n d y , V A N L O O C K J e f , V A N W A S S E N H O V E L a n d e r , V A N D A E L E K o e n - B A E Y E N S K o e n - C A R R E I N W i m - D E K E G E L B a r b a r a - D E V O S K r i s t o f - D E L A R I V I E R E X a v i e r - D E S C H I E T E R E L i e s - G A R D I N C h r i s t o p h e - G R A U X B a s i l e - L E S C R A U W A E T S t e f a n - M E E R T A n n - S T A E L E N s L y n n - V A N S L E M B R O U C K K l a a s - V E R M E U L E N R u b e n - P A L M E R N i c o l a - C L A E S S E N S A n n i c k - D E S P I E G E L E I R E K r i s t o f - D E V O S K r i s t o f - D O O G H E D a v i d - S C H U T Y S E R F r e d e r i k - S E M I N C K B a r b a r a - S O E T E N S E v a - S T O F F E L S A l e x a n d e r - T O Y i L i n g - V A N H O E C K E G o e d e l e - V A N M A L D E G H E M M i c h a e l - V I L L A Y S P e t e r - B O M M E R E Z J e r o e n - B O N N Y M a r v i n - C U S T E R S J a n - D E B E R D T S o f i e - H A U W A E R T S A n n e l i e s - H O U B A E R T A n j a - J A C O B S T i m o t h y - L A N C K R I E T W e s l e y - P A R E T T h o m a s - P I T T O O R S A n - S T E E N L A N D T B r a m - V A N B E V E R E N R o b i n - V A N D A M M E C h a r l o t t e - V A N N I E U W E N H U Y Z E J o - V A N S T E E N K I S T E L i e n - V E R F A I L L I E P i e t e r - A E L T E R M A N E l i n e - B E E U S A E R T T o m - D E S M E T S u z a n n e - D E S P I E R R E B r u n o - G E L D E R S M a n u - K E P P L E R E l s - R O B B E R E C H T J o - S A N D E R S L e s l e y - S P I T T A E L S K a r l - V A N H O O F N a t h a l i e - V A N W I L D E M E E R S C H S t e v e n - L O P E Z L u c i a - I n a k i - O T A L M a i d e r - S T R U K E L J E v a - Z U B I A U R R E L u c i a - A C K E J a n - A U W E R C K X L a w r e n c e - F R A N C H I T T I P h i l i p - H E U L E U B r u n o - K E P P L E R E l s - S C H R E U R S S a r a h - B O M M E R E Z J e r o e n - D E B R A B A N D E R E L e e n - D E S M E D T F r e d e r i k - D E V O C H T S a m - S P I Y A E L S K a r l - G R Y S P E E R D T E m m e l y n - V A N B E L L E M a a r t e n - V A N D E N H O U W E R o b b y - W E N E S N e l e
  79. 79. UDUD--projectproject outputoutput UDEP.be
  80. 80. UDUD--projectproject outputoutput UDEP.be
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