Universal Design Handbook

8/8/2019 Universal Design Handbook

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U i e saDesiHa db

Building Accessible andInclusive Environments

Advisory Committee on Accessibility (ACA)Access Design Subcommittee

calgary.ca | call 3-1-1


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Publishi i mati

Auth : The C ty C g yC mm n ty & Ne ghb h d Se ces (CNS)S c P cy & P nn ng D s n

P i ti date:2010

D w l adable c pies (PDF):c g y.c /cns(C ck n P b c t ns, G des & D ect es)

T h e p nt c p es m ed nd/ t ns ted t B e,em s c ese ch@c g y.c

ph ne 403-268-5122

F m e i mati Access & Disabilit at The Cit Cal a , c tact Lea e Squai , Issue St ate ist

Em : e nne.sq @c g y.c

W k: 403-268-1352TTY: 403-268-1379

F m e i mati :C ty C g y3-1-1c nt ct s@c g y.c

www.g .c g y. b.c

Ed ted nd des gned by: C e t e Se ces


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T b e C te t

Executi e summa 2

1 Bac u de 41.1 MuNiCiPal CoMMiTTEES SuPPorTiNG

uNivErSal DESiGN . . . . . . . . . . . . . . . . . . . . . . 4

1.1.1 access Des gn S bc mm ttee . . . . . . . . .4

1.1.2 access b e T nsp t t nS bc mm ttee . . . . . . . . . . . . . . . . . . . . . 4

2 U i e sal desi 5

2.1 uNivErSal DESiGN CoNCEPT . . . . . . . . . . . . .5

2.2 uNivErSal DESiGN aNDiTS iNNovaTor . . . . . . . . . . . . . . . . . . . . . . . . . 5

2.3 CENTEr or uNivErSal DESiGN . . . . . . . . . . .6

2 4 UnIvErSAL DESIgnPrInCIPLES CHECkLIST 7

2.5 HoW DESiGN Pro ESSioNalS CaN BENE iTroM uNivErSal DESiGN . . . . . . . . . . . . . . .10

2.5.1 Enh nced c e t ty . . . . . . . . . . . . . . . .102.5.2 inc e sed e n ng p tent . . . . . . . . . . 10

2.5.3 B d ng bette b d ngs(the th ee Bs) . . . . . . . . . . . . . . . . . . . . . 11

2.5.4 l we ed c sts . . . . . . . . . . . . . . . . . . . . 11

2.5.5 aesthet cs . . . . . . . . . . . . . . . . . . . . . . . 12

2.6 uSErS o uNivErSal DESiGN . . . . . . . . . . . . 12

2.6.1 Pe p e w th d s b t es . . . . . . . . . . . . . 12

2.6.2 Pe p e w th t d s b t es . . . . . . . . . . . 12

2.6.3 o de d ts . . . . . . . . . . . . . . . . . . . . . 14

2.7 CriME PrEvENTioN THrouGHENviroNMENTal DESiGN (CPTED) . . . . . . . . . 15

2.8 EaSiNG CoNCErNS aBouT uNivErSalDESiGN CHallENGES . . . . . . . . . . . . . . . . . . . 15

3 Disabilit

3.1 uNDErSTaNDiNG DiSaBiliTY . . . . . . . . . . . . . 18

3.2 DiSaBiliTY: aN iNCrEaSiNG rEaliTY . . . . . . . 19

3.3 TYPES o DiSaBiliTY . . . . . . . . . . . . . . . . . . . . 21

3.3.1 Phys c d s b t es . . . . . . . . . . . . . . . .21

3.3.2 Sens y d s b t es . . . . . . . . . . . . . . . .22

3.3.3 C gn t e d s b t es . . . . . . . . . . . . . . . 24

3.3.4 acq ed b n nj y (aBi) . . . . . . . . . . 26

3.4 aGiNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

3.4.1 The 65+ ge g p . . . . . . . . . . . . . . . .273.4.2 B me s n eme g ng e ty . . . . . . . 28

3 5 TyPES oF DISABILITy CHECkLIST

3.6 TYPES o BarriErS . . . . . . . . . . . . . . . . . . . . . 34

3.6.1 Phys c b e s . . . . . . . . . . . . . . . . . .34

3.6.2 att t d n b e s . . . . . . . . . . . . . . . . .35

3.6.3 n nc b e s . . . . . . . . . . . . . . . . . .37

3.6.4 System c b e s . . . . . . . . . . . . . . . . . .37

4 Accessibilit = i clusi

4.1 aN iNCluSivE ENviroNMENT . . . . . . . . . . . . 39

4.1.1 M k ng c se ccess b ty . . . . . . . . 39

4.2 iNCluDED iN EMPloYMENT . . . . . . . . . . . . . .40

4.2.1 Emp yment p c es . . . . . . . . . . . . . . .42

4.3 aCCESS To HouSiNG . . . . . . . . . . . . . . . . . . . 42

4.3.1 l c c se st d es . . . . . . . . . . . . . . . . .43

4.3.2 inte n t n c se st d es . . . . . . . . . . . . 45

4.3.3 v s t b ty . . . . . . . . . . . . . . . . . . . . . . . . . 45

4.4 uSiNG PuBliC BuilDiNGS . . . . . . . . . . . . . . .46

4 5 ACCESS DESIgnCHECkLIST (ABrIDgED)

B d ng access b e nd inc s e En nments


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5 P licies supp tiu i e sal desi 72

5.1 iNTErNaTioNal aND uNDaMENTalHuMaN riGHTS PoliCiES . . . . . . . . . . . . . . .72

5.2 CaNaDiaN HuMaN riGHTS PoliCY . . . . . . . 73

5.2.1 The C n d n Ch te r ghts ndeed ms st tes: . . . . . . . . . . . . . . . . . . 73

5.2.2 The C n d n H m n r ghtsC mm ss n nd theCanadianHuman Rights act . . . . . . . . . . . . . . . . . 74

5.3 SECTioN 3.8 o THE alBErTaBuilDiNG CoDE . . . . . . . . . . . . . . . . . . . . . . . 74

5.4 THE CiTY o CalGarYCorPoraTE iNiTiaTivES . . . . . . . . . . . . . . . . . 74

5.4.1 access Des gn St nd ds . . . . . . . . . . . . 755.4.2 C g y C p te

access b ty P cy . . . . . . . . . . . . . . . .75

5.4.3 The C ty C g ys T p eB tt m l ne (TBl) P cy . . . . . . . . . . . .75

5.4.4 C g y P cy . . . . . . . . . . . . . . . .76

5.4.5 S st n b e En nment & Eth cP c ement P cy (SEEPP) . . . . . . . . . .77

6 The utu e u i e saldesi is he e

6.1 urBaN BraillE SYSTEM . . . . . . . . . . . . . . . . .79

6.1.1 N t n n t t es . . . . . . . . . . . . . . . . .79

6.1.2 C g y n t t es . . . . . . . . . . . . . . . . .80

6.2 aCCESSiBlE WEBSiTES . . . . . . . . . . . . . . . . . . . 80

6.2.1 rese ch . . . . . . . . . . . . . . . . . . . . . . . . 81

6.2.2 Med . . . . . . . . . . . . . . . . . . . . . . . . . . 81

6.2.3 W d W de Web C ns t m(W3C) G de nes . . . . . . . . . . . . . . . . . 82

6.2.4 Web ccess b ty check st . . . . . . . . . .83

7 C clusi

Ac wled eme ts

re e e ces

ii B d ng access b e nd inc s e En nments


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in the p st, des gn

p ess n s m y n t h ee zed th t when d s b tymeets b e , t c e tes

h nd c p. George Covington

E ch h m n be ng s d e ent. We c me n d e ent s zes, h e d e ent b t es, de e pd e ent p e e ences nd c nt n e t ch ngeth gh t es. C ns de ng the d e s ty

nd d s nd the needs, why s theen nment n wh ch we e st nd d zed tmeet the needs the e s e e ge pe s n?

G d des gn h s the b ty t d pt t se s nd en b e them t nct n s ccess y

w th w th n t. and th ts why, e e y t methey n t te new p ject, n e s des gnp ct t ne s sk, Why m ke spec de ce

sp ce ne g p ne? Why n t m ke

bette e e y ne?

indeed, why n t?

B t e me t t e e e me .

In the past, built environmentsre erred to physical spaces only.

A paradigm shi t has occurred or those pro essionals involved increating spaces where people live,

work and play.Now universal design principlescan be applied to virtual environments as well.

Exec t e mm

2 B d ng access b e nd inc s e En nments


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un e s des gn s the best p ct ce des gn ng new en nments t d y bec se temb d es tw s mp e yet c t c y e e nt tenets: ts s st n b e nd c st-e ect e.

M k ng b d ng ccess b e m the beg nn ng

s e s e nd m e c st-e ect e th n et tt ngn ex st ng b d ng. un e s y des gnedp jects e b t w th e e y ne n m nd ndc n bene t the g e test n mbe pe p e.reg d ess b ty, these en nments c n be

ccess b e, nct n nd esthet c y p e s ng.

Th s h ndb k nt d ces the c ncept n e s des gn, s we s the mp cts th t

st nd d nd t d t n des gn p jects h en pe p e w th d s b t es nd de d ts.*

it t nes wh t ccess- -e e y ne ent s,p des p cy th t s pp ts n e s des g

nd p ts the t e n e s des gn,nt pe spect e.

one bject e th s h ndb k s t enc gedes gn p ess n s be they des gne s,

ch tects, de e pe s p nne s nd thep b c t p t c p te n n e s des gn. Byp d ng ec mmend t ns nd ex mp es

des gn th t c n be mp emented n p b cnd p te sp ces, th s h ndb k seeks t

dem nst te the d nt ges g ng bey ndm n m m b d ng c de eq ements ndp d ng eq ccess, s c nc s n nd

e e p y ng e d .*Th gh t th s h ndb k, the te m de d ts e e s t pe s ns

ged 65 de , th se pp ch ng th s ge nge.



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1.1 MuniCipal CoMMiTTEEssupporTing univErsal

dEsignin M y 1999, C g y C ty C nc pp edthe est b shment the ad s y C mm ttee naccess b ty (aCa) s p t the T nsp t t nSe ces Pe p e w th D s b t es re ew.

The p m y p p se the aCa s t c sn b d p cy ss es nd d se C g y

C ty C nc n the ccess b ty m n c pp pe t es, n m t n nd se ces. aCa sc mp sed pp nted ep esent t es mthe c mm n ty nd C ty dm n st t e st .The e e tw s bc mm ttees the aCa:access Des gn nd access b e T nsp t t n(The C ty C g y, 2005).

1 1 1 Access Desi Subc mmittee

The access Des gn S bc mm ttee e ewsnd m kes ec mmend t ns n p nsnd/ ss es e t ng t ccess b ty pe p e

w th d s b t es. Th s nc des, b t s n t m tedt , the e ew m j p b c nd p tep jects (e.g., p pe t es, b d ngs, w kw ys,p thw ys nd p ks) t ens e the g e test

e e ccess b ty pe p e w thphys c , sens y nd c gn t e d s b t es(The C ty C g y, 2005).

1 1 2 Accessible T a sp tatiSubc mmittee

The access b e T nsp t t n S bc mm tteee ews nd m kes ec mmend t ns n

t nsp t t n se ces pe p e w thd s b t es. Th s c mm ttee ses c se y wC g y T ns t (T nsp t t n in st ct

nd access C g y nd l e y T nsp tSe ces (The C ty C g y, 2005).

1 B c e

Missi stateme t the ACAT p de ccess, ec mmend t ns nd

d ce t C g y C ty C nc n theghts nd se ce needs C g ns w th

d s b t es (The C ty C g y, 2005).



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r n M ce, n ame c n inst t te a ch tect ee w, w s n ch tect wh sed whee chnd pe s n y expe enced the st gmss c ted w th d s b ty. He ckn w edged

th t t me s needed t ch nge tt t des, b t

th t d y w d c me when n e s des gnp ct ces w d be st nd d zed. a ew ye s

te , n c dem c nst t te nc p tedn e s des gn s p t the c c m.

2.3 CEnTEr for univErsal dEsignThe Cente un e s Des gn w s est b shed

n 1989 t r e ghs N th C n St te

un e s ty. The Cente s n t n ese ch,n m t n nd techn c ss st nce cente th t

e tes, de e ps nd p m tes ccess b end n e s des gn n h s ng, b d ngs,

td nd b n en nments nd e tedp d cts (Cente un e s Des gn, 2007).

The Cente s m ss n s t mp e the b ten nment nd e ted p d cts se s

by mp ct ng ch nge n p c es nd p ced esth gh ese ch, n m t n, t n ng nddes gn ss st nce. The Cente de e ped

s ccess p g m ssemb ng ndd ssem n t ng ex st ng n m t n nd c e tesnew, ndm k m te s n ccess b e h s ng.



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2.4 univErsal dEsign prinCiplEs ChECklisTun e s des gn p nc p es, s t ned be w, p de the best p ss b e mew k dep ess n s t en s n des gn p ss b t es th t se s pe p e w th d s b t es bene t m.

P i ciples Details

P i ciple 1:Equitable use

The desi is use ul a d ma etable t pe ple with di e se abilities

1 P de the s me me ns se se s: dent cwhene e p ss b e; eq ent when n t.

1b a d seg eg t ng st gm t z ng ny se s.

1c P s ns p cy, sec ty nd s ety sh d be eq y

b e t se s.1d M ke the des gn ppe ng t se s.

P i ciple 2:Flexibilit i use

The desi acc mm dates a wide a e i di idual p e e e cesa d abilities

2 P de ch ce n meth ds se.

2b acc mm d te ght- e t-h nded ccess nd se.

2c c t te the se s cc cy nd p ec s n.

2d P de d pt b ty t the se s p ce.

P i ciple 3:Simple a di tuiti e use

Use the desi is eas t u de sta d, e a dless the use sexpe ie ce, wled e, la ua e s ills cu e t c ce t ati le el

3 E m n te nnecess y c mp ex ty.

3b Be c ns stent w th se expect t ns nd nt t n.

3c acc mm d te w de nge te cy nd ng ge sk s.

3d P t ze b sed n mp t nce.

3e P de e ect e p mpt ng nd eedb ck d ng nd tet sk c mp et n.



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P i ciples Details

P i ciple 4:Pe ceptiblei mati

The desi c mmu icates ecessa i mati e ecti el t theuse , e a dless ambie t c diti s the use s se s abilities

4 use d e ent m des c mm n c t n (p ct , e b ,t ct e) t p esent essent n m t n.

4b P de deq te c nt st between essent n m t nnd ts s nd ngs.

4c M x m ze eg b ty essent n m t n.

4d D e ent te e ements n w ys th t c n be desc bed ( .e.m ke t e sy t g e nst ct ns d ect ns).

4e P de c mp t b ty w th ety techn q es de cessed by pe p e w th sens y m t t ns.

P i ciple 5:T le a ce e

The desi mi imizes haza ds a d the ad e se c seque ces accide tal u i te ded acti s

5 a nge e ements t m n m ze h z ds nd e s: m st sede ements, m st ccess b e, h z d s e ements e m n ted,

s ted sh e ded.

5b P de w n ngs h z ds nd e s.

5c P de -s e e t es.5d D sc ge nc nsc s ct n n t sks th t

eq e g nce.

P i ciple 6:L w ph sical e t

The desi ca be used e cie tl , c m tabl a d with a mi imum ati ue

6 a w se t m nt n ne t b dy p s t n.

6b use e s n b e pe t ng ces.

6c M n m ze epet t e ct ns.6d M n m ze s st ned phys c e t.



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P i ciples Details

P i ciple 7:Size a d space app ach a d use

App p iate size a d space is p ided app ach, each,ma ipulati a d use, e a dless use s b d size, p stu e

m bilit

7 P de c e ne s ght t mp t nt e ements nyse ted st nd ng se .

7b M ke the e ch t c mp nents c m t b e nyse ted st nd ng se .

7c acc mm d te t ns n h nd nd g p s ze.

7d P de deq te sp ce the se ss st e de ces pe s n ss st nce.



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2.5 how dEsign profEssionalsCan BEnEfiT froMunivErsal dEsign

un e s des gn s bec m ng e e m ep p s m nst e m p jects e he ded bywe -kn wn p ct t ne s, nd p m nent des gnc mp n es nc e s ng y pp y ts p nc p es.Th s sect n d spe s the myth th t n e sdes gn s n nm ket b e, de st c des gn

pp ch. it seeks t sh w des gne s, ch tects,de e pe s, p nne s nd the p ess n s thebene ts d pt ng n e s des gn nt thep cess nd dem nst tes h w the p ct ce s

s st n b e e the ng te m.

D ng ct s beh nd n nc e sed nte est nn e s des gn e the p tent p ch s ng

p we pe p e w th d s b t es, g w ngn mbe s s w th d s b ty, nd

nc e s ng e sp ns (Ste n e d, 1994).

The es t the des gn p ess n ? Enh nc e t ty, nc e sed e n ng p tent , betteb t b d ngs (the th ee Bs), we c sts w th t s ng c s n esthet cs.

2 5 1 E ha ced c eati itun e s des gn p des n exce ent

pp t n ty t exe c se c e t ty n e d thw see nc e sed dem nd n c m ng ye s.a th gh des gn ng b de se m y be

m e ch eng ng t sk th n des gn ng sm g p, n e s des gn enh nces the

pp t n ty c e t e e ements. Des gne sh e the b ty t exp ess the t ent by

dent y ng h w p ject c n bene t e e y ne.

The m ket n e s des gn s n m tedbec se the c s s n bette des gns e e y ne, n t j st n ccess b e des gn pe p e w th d s b t es. (The d st nct nbetween ccess b e des gn nd n e sdes gn s det ed n Sect n 2.1.) un e sdes gn s c ncept p med g wth nd

pt m c e t ty.

2 5 2 I c eased ea i p te tialone w y des gne c n nc e se the e n ngp tent s t w den the t get d ence.M ny des gne s, de e pe s, ch tects ndp nne s h e spec c g p n m nd wh m they e des gn ng. W th n e sdes gn, pe p e e c ns de ed. The e e,n p t c g p s the c s. By des gn np jects nd s c nc s n, the q ty,

e nd nge ty p ject nc e ses w th the sc pe w k.

Universal design in practice

Gottschalk + Ash (G+A) isan example o an international company ocused on universal

design through environmental graphics speci cally, way-

nding. One o the major projects designed by G+A is theCalgary International Airport.G+A planned and implemented all acets o airport way- nding,

rom passenger terminal areas, to electronic visual in ormation displays.



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G b z t n h s nks t th s nc e sed e n ngp tent nd the c ncept n e s des gn.as we m e t w ds m e nteg ted s c etyby nc d ng pe p e, techn gy, b s nesses

nd de s n g b e e , t bec mes

pp ent th t the n e s des gn c ncept she d ts t me.

2 5 3 Buildi bette buildi s(the th ee Bs)

l nge ty s ne e c s n e e ydes gn p ject. once m ney s n ested, the

ss mpt n s th t the p ject s b t t nct n ye s nd w e e st ng mp ess n.

The ss mpt n nge ty me ns these m ybe the s me b d ngs the des gne s, ch tects,de e pe s nd p nne s w se n the t e.C ns de the ny n ch tect wh des gns

st te- -the- t m se m w th be t h ghce ngs, g ss d s nd s te st s e d ng p

t the m n ent nce. Th ty ye s te , th ss me ch tect de e ps med c c nd t n

wh ch c ne s needed. When s t ng them se m, she/he st gg es t c mb the st sbec se n n e s y des gned mp w s

nc ded n the b ep nts.

2 5 4 L we ed c stsGene y, ts m e c st e ect e tb d new h mes nd b d ngs th t e

ccess b e t w de nge pe p e th nt s t b d h mes nd b d ngs th t d ntnc de s me es ght, e n pp p te

ch ng ng needs. t n te y, n e s ydes gned p jects esee ch ng ngen nments nd e m e s t b e t theneeds t e p p t ns.

un e s y des gned p jects e m em ket b e bec se they dd ess the needs

m e d e se p p t n.



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2 5 5 AestheticsThe e s s me st gm tt ched t the c ncept

n e s des gn. Pe p e ten be e e th tt be y ccess b e, des gn m st s c ce

esthet cs n n nst t t n k

nd ee . Th s d es n t h e t be the c se.aesthet cs e n mp t nt p t ny des gn.By st t ng w th n e s des gn pp ch,des gne s nd ch tects c n c e te the kthey w nt w th t h ng t m ke ch nges

m d c t ns t cc mm d te g e ten mbe se s. By pp y ng n e s des gnp nc p es t the nt-end p ject, these

ss es e e dy dd essed. The e e, thenteg ty the p ject c n be m nt ned, s

we s ts m ket b ty.

2.6 usErs of univErsal dEsigno ten, ts n t pe s ns d s b ty th tc ses exc s n, b t the w y n wh ch b ten nments e des gned (G e te l nd na th ty, 2004). ex mp e, d s b ty

nc des pe p e w th pe m nent ss nct s we s pe p e wh h e temp y

nj es. un e s des gn s s se p ents w th st e s, pe p e wh se w ke

w ke s m k ng de e es, t p de ew ex mp es.

2 6 1 Pe ple with disabilities

Pe p e w th d s b t es e the m st b sbene c es n e s des gn. The g e tesd nt ge these p nc p es pe p e w th

d s b t es s eq t b e se: they c n ccess en nment j st ke n b e-b d ed pe s n.The e s n st gm , n spec t e tment ndn c s n the d s b ty. un e s des gnhe ps nteg te pe p e w th d s b t es ntm nst e m s c ety. They e n nge

dent ed by the d s b ty. dd t nd sc ss n n the spec cs d s b ty,see Sect n 3.

2 6 2 Pe ple with ut disabilitiesM st pe p e expe ence s me e e d s b

n the et me. Whethe ts n nj ed m m g ne he d che, se eye s ge y the

f , t s me p nt s e y n the b ten nment t c mpens te b t es.


Living in a time where individualsare more conscious about hygiene, germs and passing

something on to others,the provision o touchless,sensor-operated aucets inwashrooms or kitchens assists

people who have di culty grasping knobs and providesothers with a hygienic alternative.



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a s gn c nt e t e n e s des gn s thee e yd y bene ts e e y ne. Des gne s whc ent y se the c ncept sk, Why m ke spec de ce ne g p? Why n t m ke bette de ce e e y ne?

un e s des gn ses the st nd d des gn.reg d ess b ty, n e s des gn mp esthe q ty e e e y ne. C ns de theses t t ns nd h w n e s des gn w d

ect e ch:

Person entering a building carrying age b x.

Person using a shower with a slippery oor. Germ-conscious person turning taps in a

p b c w sh m.

Shorter person reaching for an item in ak tchen c b net.

Taller person working at a standardhe ght c nte .

Person entering a dark home late at night. Person wearing mittens, turning a

nd kn b.

Person using a mobility device visiting end m ys h me ( s t b ty s

d sc ssed n Sect n 4.3).

These ex mp es e ne the e next d n y. They d , h we e , p nt tthe bene ts n e s des gn. a th gh wec n see the c ncept nd s, des gnp ess n s need t g step the ndp ct se t w th ntent n.

o c se, ccess b ty s n t n y b ts pp t ng pe p e w th phys c d s b t esWhee ch mps e m e c mm n y

sed by p ents w th st e s, st dents w thb cyc es nd de e y pe p e, th n by pe p e whee ch s. G d des gn s g d des gn.

T ke, ex mp e, s dew k c b c ts. Thesewe e g n y ntended pe p e s ng m b ty de ce. N w, c ty-w de s dew k cc ts bene t p ents p sh ng st e s, n- nesk te s, pedest ns s ng ng gg ge ndsh ppe s b ng ng h me the g ce y p -c

Personal encounter

Hundreds o people go throughMovie Place Cinemas doors every day. When planning the acility,

the architect designed a set o stairs and an access ramp to thebuilding. Now Lucas, who uses awheelchair, can go to the movieswith his riends. Azmeena usesthe ramp entrance to push her children in the stroller, and Gavinuses it with his crutches.



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2 6 3 olde adultsThe bene ts n e s des gn de

d ts e extens e. a n e s y des gneden nment d pts t the ch ng ng needs

ts se s, nd th s he ps m n m ze the mp ct g ng. Th s s p t c y mp t nt g en

C g ys g ng p p t n.

a n e s y des gned sett ng g es ded ts the pt n c nt n ng t e n the

h mes nd c mm n t es desp te ch ng ngb t es. Th s c ncept g ng n p ce

en b es de d ts t e nd p d ct ees we nt the sen ye s. They c n

em n n the c mm n ty whe e they e

m st c m t b e, the th n m ng ntnst t t n c e, wh ch m ght the w se h

been the n y pt n. The d pt b ty n e s y des gned en nment c n m n mee ngs st t n s me m y enc ntes they ge nd expe ence ch nges n

pe s n m b ty.



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2.7 CriME prEvEnTion ThroughEnvironMEnTal dEsign(CpTEd)

The c ncept C me P e ent n th ghEn nment Des gn (CPTED) w s g n y

c nce ed by c m n g st C. r y Je ey.H s m s b k the s me n me w sp b shed n 1971, nd bec me the nd t n

ese ch n m t ng c me by b d ngs e en nments.

Spec c y, CPTED ws pe p e t see nd beseen c nt n s y. W th t b nd sp ts s ch sd k c ne s bst cted ews, n nd d

s e ted t p tent sks be e they h ppen.inc e sed s b ty s ke y t dete pe pet t s,bec se they e m e e s y dent ed nd

pp ehended. The e s s g e te ch nceth t es dents w be seen ( nd th s p tected)by the membe s the c mm n ty.C nseq ent y, the e s e ed ced.

the m e, when n nd d s sense

sec ty n the c mm n ty s nc e sed,they e enc ged t t ke c nt theen nment nd ss me n wne sh p e.Th s, n t n, en b es m e nte ct n w th

ne n the nd the nc e sed ke h d nte ent n nd when c me cc s.

2.8 Easing ConCErns aBouTunivErsal dEsignChallEngEs

es ght nd nde st nd ng e necess yp e eq s tes n e s des gn t be

p ct sed e ect e y nd e c ent y.The e e, ts se des gn p ess nt ex m ne s me the ss mpt ns

ss c ted w th the p ct ce n e sdes gn w th n eye t nd ng s t ns,

the th n s mp y dent y ng bst c es.

it s mp t nt t n te th t s the p nc p es n e s des gn e m e e d y pp e

n en nment e t me, the ch engessted be w w d m n sh cc d ng y. Th

bec se new de s ten eq e m e e tn the beg nn ng, b t ess s s they bec me

n m zed nd h b t n th nk ng.

Challe e: p t b ty.S luti : ese ch nt pc m ngdem g ph c ch nges.

M ny des gn p ess n s e tt cted tc ents w th extens e p ject p p s s. inthe p st, des gn ng m g n zed g psw s e y c t e, b t th s h s ch ngedw th the nset n g ng p p t n nd tsc esp nd ng nc e se n d s b ty tes. (SSect n 3.4 m e det s.)



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Challe e: es st nce t ch nge.S luti : e de sh p.B e c c es e n t s p c ngc nst nts n the p th des gn p ess n

nd n nc c nst nts m st ten st

p p sed nn t ns. By c mm n c t ng nded c t ng c ents b t c ent p p t nt ends nd the h ghe c sts et tt ngb d ngs, des gne s, de e pe s nd ch tecth e the n q e pp t n ty t p de

e de sh p nt new des gn p ss b t es ndc e te s st n b e, w n-w n s t t ns

Challe e: p z t n.

S luti :c b t n.in de t ch e e n e s ty, c b tp m nt. a th gh des gn p ess n s h

ested nte est n p m t ng the p ess syne gy m st de e p between c dem c

d sc p nes th t k t t ends, se needs,etc. (e.g. s c sc ent sts, p p t n he th

ese che s, m ket ese che s, ge nt g snd the s), n de t s ccess y p s en e s des gn nd d et t.

Challe e: ck nde st nd ng.S luti :ed c t n.a med w th ese ch b t wh t c ns me s

e y w nt m the p d cts ndw th n penness t c b t n t d ys des gn p ess n s e nd ng

themse es t the e nt n exc t ng,nn t e nd e y c t e m ket n e s y des gned en nments.



21/102B d ng access b e nd inc s e En nments


22/102

S , th s h ndb k h s p esented n e sdes gn s the best p ct ce c e t ng

ccess b e en nments se s, eg d ess the b ty. W th th s n m nd, e n ng

m e b t d s b t es n gene nd yc mp ehend ng the h d es pe p e w thd s b t es ce en b es des gn p ess nt t nscend these b e s nd c e te t y

nc s e, nct n nd be t sp ces.

When d s b ty s wh y nde st d, t eccess b ty ws.

3.1 undErsTanding disaBiliTyM ny d s b t es ent e s y c ss ed. E ch s

n q e n ts c se, the w y t s expe enced bythe nd d nd ts p tent des gn s t ns.

ex mp e, s me d s b t es de e m b th,whethe th gh he ed ty (s ch s m scdyst phy) c mp c t ns d ng p egn ncy

nd the b th ng e ent (s ch s et a c hSpect m D s de ce eb p sy). These

t c ses es t n nge ch engesth t the nd d w expe ence th gh tthe es.

D s b t es s ch s p p eg , s n ssst ke, n the the h nd, m y be cq ed

te n e, d e t n cc dent ness p cess g ng, nd m y ntens y e t meand these t es t n nge ch enges

the nd d , m phys c , t sens yt c gn t e.

Desp te the d c t es ss c ted w thc ss c t n, th s h ndb k ttempts tde ne the d e ent types d s b ty the

e de , n h pes s mp y ng the pp c t n e s des gn p nc p es. T s m p,

th s sect n desc bes nc e s ng d s b tytes m ng d e ent ge g ps nd eg ns

n C n d , nd exp ns h w these tes ee ted t p p t n g ng. as we , me ns

d st ng sh ng d e ent types d s b tys p ded n the tt ched check st n

Sect n 3.3.4.

Fast act

Its estimated that one in sevenCanadians has a disability.

3 d b t



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3.2 disaBiliTy: aninCrEasing rEaliTy

The W d He th o g n z t n (WHo) h sde e ped b d de n t n d s b ty s ny est ct n ck n b ty t pe m

n ct ty n the m nne , w th n the ngec ns de ed s , h m n be ng.

P p t n p ject ns the c ty C g ydem nst te th t d s b ty tes m ngC g ns e nc e s ng s gn c nt y.Wh e t s c mm n y ccepted th t

nd d s ged 65 ye s nd de eep t ng the h ghest nc dents d s b ty,

t ends dem nst te th t n eme gentp p t n d ts between the ges 45 nd 64 e e dy ep t ng h gh tes.in C g y, th s ge g p sh ws n est m ted

nc e se 27 pe cent (see g e 1).

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

0%

10%

20%

30%

40%

50%

60%

41%

18%

4%

4%

27%

48%

21%



24/102

When c mp ed g nst the 2001 nd 2006ede cens ses, wh ch e e 17 pe centnc e se n 2001 nd n 18 pe cent nc e sen 2006 (see g e 2), ne c n n y c nc de

th t the n mbe d s b ed nd d s n

C g y ( nd C n d ) w c nt n e t m t p yn c m ng ye s.

M ny ct s c nt b te t the nc e se nd s b ty tes, th ee be ng:

More people are diagnosed because of nc e sed ed c t n nd w eness.

More people survive dif cult births,

cc dents nd d se ses bec se med ctechn gy, the e e m e pe p e e

ng w th d s b t es.

In general, life expectancy is increasing. In2004, e expect ncy n C n d b thgende s s p ssed 80 ye s the st t me,

nc e s ng m 79.9 ye s t 80.2 (St t st csC n d , 2006c).

a d s b ty ghts m de desc bes ccess bs s c et esp ns b ty t ens e pe p e

w th d s b t es get the s pp t they needt p t c p te nd c nt b te t s c ety(K n d et ., 2007).

The e e, 30 ye s m n w, d s b ty wke y be t e ted d e ent y th n t s t d y.

Pe p e w th d s b t es e n t sm ,ns gn c nt g p s ent m n ty. as pe p

w th d s b t es nd the membe s s c etc nt n e t bby eq pp t n ty, ch ng

s ne t b e nd m ch needed. P t c ,ec n m c nd s c ch nges w c nt n e

d ng the m ement t ec gn ze d e encem ng pe p e.

0

10

20

30

40

50

60

2 24 5 4 5

7 8

17 18

3133

5356



25/102

3.3 TypEs of disaBiliTyM ny kn w the s y ng, n tw sn wf kes

e ke. The s me c n be s d b t pe p ew th d s b t es, wh m y dem nst te nge

ch cte st cs. in ct, m ny pe p e w th

d s b t es k ke b e-b d ed nd d s, b tthe d s b t es e h dden.

in 2006, a be t w s m e- - ess n p w thn t n st t st cs eg d ng d s b ty type, w thm b ty (9.4 pe cent), g ty (9.0 pe cent) ndp n (9.3 pe cent) ep ted s the th ee m stp e ent (see g e 3).

The w ng p g phs desc be the d etypes d s b t es nc d ng phys c , sens

nd c gn t e d s b t es, nd p de genedes gn c ns de t ns e ch type.

3 3 1 Ph sical disabilitiesThe e e tw types phys c d s b t es:

g ty nd m b ty. M ny b e-b d ed pe pss c te phys c d s b ty w th pe s ns ng m b ty de ce wh h s m b

ch enge. H we e , s me pe p e w th phys cd s b t es d n t se de ce, the

mm b ty m y n t be n t ce b e t st. ex mp e, pe s n n b s w th e y nset P k ns ns d se se m y n t ppe t h e d s b ty nt they st nd t e e. Th ts whe

n bse e m ght n t ce t em n the h nnd n nste dy g t.

0

2

4

6

8

10

D I S A B I L I T Y R A T E ( % )

TYPE OF DISABILITY

O t h e r

C h r o n

i c

D e l a y

P s y c h o l o g i c a l

D e v e l o p m e n t a l

M e m o r y

L e a r n

i n g

P a i n

A g i l i t y

M o b i l i t y

S p e e c h

S e e i n g

H e a r i n g

Canada AlbertaFigure 3. Prevalence of Disabilities in 2006 (by type)

Source: Statistics Canada, 2006d

4 . 1

4 . 2

2 . 6

2 . 4

1 . 8

1

. 6

9 . 3

8 . 0

9 . 0

7 . 8

9 . 4

8 . 6

2 . 4

2 . 1

1

. 6

1 . 4

0 . 6

0 . 6

2 . 1

1

. 6

0 . 1

0 . 1 0

. 4

0 . 5

0 . 4

0 . 4



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A. Agilityag ty s the ss dexte ty, c - d n t n nd/

sens t n wh ch c n ect pe s ns b tyt nct n n the e s d y ng ct t es,

e s e nd c t n (W gh, 1997). The

n b ty t bend e ch t, d ess nd essnese , get t bed ch , se nge s t

g sp, pen h nd e bjects, c t d nd sn, c n be e y st t ng.

When des gn ng th s p p t n, c ns deth t pe p e wh h e p b ems w th thesense t ch nd dexte ty m y h e t b ed st ng sh ng text es nd sh pes, s ce

tempe t es s bst nces nd ch nges np ess e (J hns n et ., 1999).

B. MobilityM b ty m t t ns pe t n t the b tyt w k, m e m m t m, c y

n bject 10 met es m e, nd st nd ng pe ds t me (W gh, 1997).

l ng-te m m b ty ch enges m y nc demp t t n, th t s, m t p e sc e s s (MS

sp n c d nj y. Sh t-te m m b tych enges m y nc de b ne ct e sp n (W gh, 1997).

Pe p e w th ed ced st ength nd nge m t n m y be n b e t st nd c y bjectsThey m y be n b e t t, p sh p bjectThey m y be n b e t e ch, extend the ms

bend, t p ceed e s y t w ds thedest n t n (J hns n et ., 1999).

3 3 2 Se s disabilitiesPhys c d s b t es e s y e sy pt n t ce, b t n t d s b t es e s b etypes h dden d s b t es e he ng nd

s n ss.

Personal encounter

Evas arthritis was restricting her daily living more and more.Opening cupboards was di cult

i the handles had little sur ace to grab. When she bought a new homeshe requested the builder install Dhandles on all cupboards soshe could open the doors withlittle e ort.



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A. AuditoryHe ng ss es n deg ee m m d ( m st

nn t ce b e he ng ss) t the t t n b tyt he nd nde st nd speech nd thes nds. He ng ss c n be es t ge,

he ed ty, ness cc dent nd m y nh b tc mm n c t n. it s de ned by ts y ngdeg ees ss s te de ened, h d he ng

nd de (W gh, 1997).

He ng ss s the gest d s b ty w th n thesens y d s b ty c teg y ect ng C n d ns.P ject ns e th t the n mbe pe p e ngw th he ng ss w nc e se t ste te

th n the t t te p p t n g wth. C entest m tes e 15 pe cent C n d ns e w ths me s t he ng ss, th gh m ny d n t

e d y dent y themse es s h ng he ngss. ag ng b by b me s e expected t d e

the n mbe s pe p e ng w th he ng sst e en h ghe e e s. l sten ng t PoDs ndMP3 p ye s t h gh me e s st nedpe d t me s c ses he ng ss ny nge gene t ns.

When des gn ng nd d s w th d t yss, emembe th t pe p e w th he ng ss

y n the nge s nd they he . S mepe p e c nn t he t . othe s c n hes nds n y when they e e y d, nd

the s h e d c ty he ng ce t n t nes.

The e e, ts mp t nt t c ns de c st cswhen des gn ng sp ces (J hns n et ., 1999).

P ject ns e th t the n mbe pe p e ng w th he ngss w nc e se t stete th n the t t te

p p t n g wth.

Personal encounter

Damien who has some hearing loss has been instrumental in securing avisual re alarm in his o ce building.

When the alarm sounds and fashesone a ternoon, Damien heads toward the nearest exit. He notices one o hisco-workers still hunkered over his desk and taps him on theshoulder to get his attention. Whenthe co-worker looks up and removeshis headphones, he is alerted to the

alarm and immediately gets up toleave the building.

On the way out, Damien shares how its possible to be disabled by onessurroundings, even i one doesnt have a disability.



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B. VisionM ny pe p e w expe ence s types

s n ss t s me p nt n the es. S mew g d y se the b ty t see bjects

w y. othe s m y h e p b ems e d ng sm

p nt. These types c nd t ns e ten e s yt e ted w th eyeg sses c nt ct enses. v sd s b t es, n the the h nd, nc de ngebetween s mp ment nd b ndness.

a pe s n wh h s s n ss m y h e m tedb ty t e d eg -s zed p nt, c n n y

see s me ne met es w y w th c ect eenses (W gh, 1997).

at the the ext eme, pe s n wh s b ndh s ess th n 10 pe cent s n w th c ect e

enses. a pe s n w th th s c nd t n m y n ybe b e t see the ge E n the eye ch t.Th s c teg y c n be the s bd ded nt

ng-te m s d s b t es s ch s c t cts g c m , nd sh t-te m s d s b t es s ch

s temp y b ndness th t es ts m n

cc dent ness (W gh, 1997).

Th ngs t c ns de when des gn ng pe p ew th s n ss nc de nde st nd ng th tthey m y h e d c ty d st ng sh ng smdet s n the en nment. They m y n ysee th ngs th gh b nd be sens t e t

b pt ch nges n ght ng nd g e. They m ys h e d c ty w th depth pe cept n

(J hns n et ., 1999).

3 3 3 C iti e disabilitiesC gn t n s the ct kn w ng, wh ch nc d

nes b ty t p y ttent n, t pe ce e, tmem ze, t e s n, t j dge, t m g ne, tth nk nd t spe k. M ny b e-b d ed pe p e

h e expe enced s me deg ee c gn t emp ment d ng pe ds h gh em t n

(wh ch c n nte e e w th the b n be ng b ep cess n m t n) nd/ h gh st ess (wh chc n es t n d st ct ng th ghts g ng th gthe he ds).

Pe s ns w th c gn t e d s b ty, n thethe h nd, m y nd t pe s stent y d c t t

c ncent te nd g n ze the th ghts n g c m nne . They m y s bec me e s y

d st cted nd h e d c ty cc mp sh ngce t n t sks th t the s nd e sy.



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The e e tw types c gn t e d s b ty:de e pment (p e s y e e ed t s

nte ect ) nd e n ng. B th ect nesb ty t cq e kn w edge, b t n y the st

h s ny e t nsh p t nte gence.

A. DevelopmentalThe e e m ny c ses t th s d s b ty,

ng ng m m te n ness d m ge tthe b n d ng b , t genet c c nd t ns.app x m te y th ee pe cent the p p t n

s c ns de ed t be ected, the st m j ty(80 pe cent) h ng m d c nd t n. a pe s nw th de e pment d s b ty de e ps

nte ect y nd s c y t s we teth n b e-b d ed nd d s. Ex mp es

de e pment d s b t es nc de t sm ndD wns synd me (W gh, 1997).

B. Learning disabilitiesit h s been est m ted th t e n ng d s b t es

ects ne n 10 pe p e nd nh b ts the bt e the nte p et wh t they he see, t

nk n m t n m d e ent p ts th

a th gh n nd d w th e n ng d s bw ke y h e n e ge, b e eiQ, the d s b ty bec mes e dent n b th

c dem c nd s c s t t ns whe e p tte exce ng t ce t n types t sks s ten

c nte ed by m ked d c t es t the s.

le n ng d s b t es wh ch attent n DeD s de (aDD), attent n De c t Hype ct ty

D s de (aDHD), dys ex nd dysg ph eb t ew se m pe cept p b ems

e d ng t s gn c nt de ys n mp t nte n ng ch enges. o ten, th s c nd t n se e ed t s h dden d s b ty s nce ew

t -n b s exte n ch cte st cs c sethe nd d t be seen s d e ent. T

cc te y d gn se nd d s w th e nd s b t es, p ess n s e t thec nd t ns st, s ch s de e pmentd s b ty, em t n d st b nce, c td s d nt ge, nd sens y dep t n (le nD s b t es ass c t n a be t C gCh pte , 2004).

Personal encounter

Since his brain injury, Daniel ndsit challenging to recall simplein ormation. He nds parking lots

particularly rustrating. He usually ends up wandering the lot or awhile be ore he spots his car. He

nds it easier to recall coloursthan numbers, so when parking lot section signs vary in colour, he

nds his car quicker.



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3 3 4 Acqui ed b ai i ju (ABI)The b n s e y c mp ex g n nd sp ts t e esp ns b e ce t n nct ns.The e e, nj y t ne p t the b np tent y p d ces spec c de c ts c ss

the b dy nct ns sted b e: phys c ,sens y nd c gn t e. th s e s n ts been

g en ts wn c teg y.aBi e e s t d m ge c sed by t m t c,ch n c p th g c nj y, nd s n t

e ted t c ngen t d s de degene t e d se se s ch s a zhe me sd se se m t p e sc e s s.

in c ses, t m t c nj es t the b n es tn b s ng, te ng, b eed ng nt s t b n

t ss es , s n n n-t m t c b n nj es(e.g. ne -d wn ng, ch k ng st ng t n),ch n c nd p th g c nj es es t ng m

nte e ence w th the xygen s pp y t the b n(ass c t n the reh b t t n the B ninj ed, 2009).

3.4 agingThe s types pe m nent d s b tyex m ned s h e the c mm n t nhe ed ty, ness cc dent. o c se ny

them c n s be tt b ted t g ng.

S , n ke s me the d s b t es p e sd sc ssed, d s b t es b ght n by g ng mbe c m t e, s we s ntens ed e t m

it s st t ng s me de d ts t bwh t they w nt t d w th wh t they ec p b e d ng. independence s ten theg e test ss nd the b t en nment m ye the he p, h nde th s. o de d ts e

k ng s pp t e en nments t m nthe e e ct ty.

its mpe t e t keep th s n m nd whendes gn ng n g ng p p t n. The b ten nment sh d en b e ct e c mm n typ t c p t n nd ndependence ges

b t es. M st , ke e e y ne e se, d ts w nt sett ng th t c nt n y en b es

them t be s ct e n s c ety s they w sh tbe, desp te the ge. a st ng des e t m nt

ndependence nd p t c p t n n s c etyppe t be c t c ct s.

Personal encounter

Saira likes to walk to the local market to buy her groceries. Shetakes a small cart with wheels to

carry her purchases. One day,while she struggles to get her cart over the curb, the cart tips and all her items all onto the street.From now on, Saira detoursseveral blocks to use the curb cutsthere; to pull her cart more easily onto the sidewalk.



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in dd t n t ch nges n the s c , ec n m cnd techn g c en nments, s me ded ts m st s g pp e w th ste e types b t

the es nd b t es ss c ted w th g ng.These m y m ke them ee ne b e nd ess

ed s pe s n, wh ch c n c nt b te ts sp c n nd es st nce t ch nge.

Des gne s h e n q e pp t n ty tdec e se the e e pp ehens n pe p em y h e b t g ng. acc d ng t the W dHe th o g n z t n (WHo), n ge- end yc ty d pts ts st ct es nd se ces t be

ccess b e nd nc s e de pe p e w th

y ng needs nd c p b t es (WHo, 2007).an ge- end y b t en nment c n extend

ndependence, essen the mp ct d m n sh ngb ty nd ts ss c ted c sts t s c ety, nddd mmense y t the q ty e ng ng p p t n.

3 4 1 The 65+ a e upWe kn w d s b ty tends t nc e se w th ge.

type cent a be t sen s ep td s b ty, s ght y h ghe th n the n t n

41 pe cent (The C ty C g y, 2007 ). in

2006, 9.4 pe cent C g ns we e 65 ye snd de . By 2036 th s g e w d b e t

18.5 pe cent (see g e 4).

0%

5%

10%

15%

20%

Figure 4. Percentage of Calgarians comprised of persons aged 65 or older,1936 to 2036

1936 1946 1956 1966 1976 1986 1996 2006 2016 2026 2036

5.0

8.28.5

6.7 6.5 6.9

8.49.4

11.3

15.6

18.5

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



32/102

3 4 2 B me s a eme i ealitB by b me s e the gene t nb n between 1946 nd 1964, ndthe st w e them s set t et e n2011. as they ge, they w c nt n e

t nf ence s c , ec n m c ndp t c en nments, m ch s theyh e th gh t the et mes. in p b b ty, they w bec me e enm e nf ent when w k s n

nge the p m y c s. T s pp tth s n t n, p jected g wth p tte ns

C g y nd c te th t nd d s65 ye s nd de w tn mbe the0-14 c h t by the e y 2030s (see

g e 5). Th s w be the st t me n h st y s ch dem g ph c sh t

h s cc ed.

0

50,000

100,000

150,000

200,000

250,000

300,000

350,000

0 14 years old 65 years and older

Figure 5. Number of persons 0 14 vs. 65 and older,Calgary, 2006 to 2036

2006 2011 2016 2021 2026 2031 2036

P E R S O N S

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



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3.5 TypEs of disaBiliTy ChECklisTThe w ng check st p des n e ew the d e se types d s b t es m

cq ed th gh genet c nhe t nce, cc dent, the p cess g ng c mb n t n thesh w e ch c es ts n q e tt b tes nd ccess b ty eq ements.

re de s w s nd c mm n te ms th t he p dem nst te wh t ts ke t e w th d s bst y, th s check st nc des s ss st e de ces/me s es th t pe p e w th d s b tt he p them m e th gh, p t c p te w th nd c mm n c te n the b t en nment.

Disabilit t pe Ph sical: a ilit /m bilit

C mm te ms Ambulat : b e st ng en gh t w k.

Semi-ambulat : b e t w k sh t d st nces w th sm steps.

n -ambulat : n b e t w k.

F actu es:the b e k ng b nes nd c t ge (n te: pe s ns c n nedt whee ch s h e m e b tt e b nes nd e m e s scept b et ct es).

Pa aple ia: b e k mb nj y c s ng t t p t p ys s the we mbs, wh ch m y be sp st c f cc d.

Quad iple ia: t t p t p ys s mbs nd the t s .

Amputati : ss em mb.

P sthetic: n t c extens n th t ep ces m ss ng b dy p t.

Spi al c d i ju :c ses d m ge t wh te m tte , mye n ted bet cts th t c y s gn s t nd m the b n. it s d m ges g y m tte

n the cent p t the sp ne c s ng segment sses nte ne nsnd m t ne ns. Sp n c d nj y c n cc n m ny w ys, nc d ngcc dents, t m s (c nce ), de e pment d s de s (sp n b d ),nf mm t n (st ke) nd sc m m t ns ( ne ysm).



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Disabilit t pe Ph sical: a ilit /m bilit (c ti ued)

Assisti ede ices

Wheelchai : e ge m n ch me s es 92 cm he ght t h nd es;76 cm he ght t m est; 66 cm w dth; 106 cm ength. (P we chd mens ns y g e t y nd e n t nc ded he e.)

Ca e: sed by pe p e wh m y expe ence ck st b ty b nce.The t the c ne m y y cc d ng t ts pp c t n (see t p d

nd q d p d be w).

C utch: nde m (w den nd m n m); p m y se pe p e w th temp y d s b ty.

Ca adia C utch: nde m est cc mp n ed w th m e mh nd e; se by pe p e w th pe m nent nj y.

T ip d:c ne w th th ee p ngs t ts t.

Quad ip d: c ne w th p ngs t ts t.

Wal e : sed ke c tches, w th enh nced st b ty d nt ge. (W ke seq pped w th whee s c st s e ext eme y nst b e n nc nes.)

Disabilit t pe Se s : audit / isi

C mm te ms:audit l ss

C ducti e hea i l ss: s y c sed by d se se dest ct n n them dd e e , nd gene y n t se e e.

Se s i eu al hea i l ss e e dea ess:d m ge t the sens yh ce s ne e be s the nne e . Th s ss c n nge m m dt se e e de ness.

Acqui ed hea i l ss:the s dden s w ss he ng n d th d.The p m y m de c mm n c t n pe s ns w th th s type he ng ss s the sp ken ng ge.

C e ital hea i l ss: cc s t b th t e y e y ge. i p nd, the m st c mm n m de c mm n c t n s s gn ng ge.



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Disabilit t pe Se s : audit / isi (c ti ued)

Assisti ede ices:audit l ss

Hea i aid:m n t e d mp e th t nc e ses ( ) s nd w th n nge, nc d ng b ckg nd n se. use m st e n t dj st the me

t s t the needs n e t nsh p t mb ent n se.

Assisti e liste i de ice (ALD): sed n dd t n t , nste d he ngds (s me de d ts p e e t t he ng d). alDs se n ed gh

w e; M d w e nd m gnet c p nd ct n t nsm ss ns wh chhe ps ed ce the e ects b ckg nd n se nd e e be t n.

Capti i ( pe , cl sed, eal-time): sed p m y n c ts, d ngg e nment p ceed ngs nd by the b dc st nd st y. Th s s bt t ngse ce s pe med by t ned typ st n excess 225 w.p.m., w th 99 pe cent cc cy e e . T ew t, nes te e s n m st be eq pped

w th n nte n exte n dec de ch p.Telec mmu icati de ice the dea (c mm l e e ed t as TTy): p t b e te eph ne mp e , wh ch s dded n t n ex st ng te eph ne,en b ng the stene t type nd e d the mess ges e ph ne nes.

Hea i ea d :c mp n n d gs t ned t e t the m ste t n se s y dent ed by n nge c nd e sh.

Si la ua e i te p ete s:ded c ted pe s n t t ns te c n e s t n(n t p t c p te n t), t ned t m nt n c n dent ty nd d sc et n

t t mes.o al acilitat :ded c ted pe s n t t ke sp ken w ds nd m ke themm e s b e th se wh e p- e d ng.

C mm te ms:isi l ss

visual acuit : th s ep esents the eyes b ty t pe ce e det m espec c y, t d e ent te between tw c se p nts.

visual eld: the ent e nge the eye c n see, extend ng t 180, wh chs m ch ge th n th t ny pt c nst ment.

Macula: the spec zed p t n the et n esp ns b e c s ndsm det s, e d ng nd d e ent t ng between ces.

Dea -bli d:pe p e w th d d s b ty wh c mm n c te by ngespe ng n the p m the h nds. us y cc mp n ed by n

ttend nt nd/ nte p ete .



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Disabilit t pe Se s : audit / isi (c ti ued)

Assisti ede ices:

isi l ss

Ca e ( i id c llapsible):wh te, ng nd tted t the nd d she ght nd w k ng sty e.

Se ice d : nd d p e e ence n m c ne, n t e ted t

deg ee s n ss.B aille:t ct e system sed d ts ep esent ng ette s the ph bet

e d ng p p ses.

Si hted uide: pe s n wh e s the e xed m t the s y-mp ed pe s n t g sp, nd then e ds by nn nc ng s ch pc m nge t es s h nd s, d s, st s, s pes n the f ng, w ys

w ng the s y- mp ed pe s n t me t nte p et nd e ct.

Disabilit t pe C iti e: de el pme tal a d lea i

Assisti ec mmu icati

Be s e t h e the ttent n the pe s n wh e c mm n c t ng ( .e.m nt n eye c nt ct, p ce b d s gn ge, etc.).

Keep sentences sh t nd c e , nd s mp y c b y s necess y.

Pe s ns w th c gn t e d s b ty ten c n seup w thd w , i ht w thle t, bac w th t, etc. C mb ne w ds w th m ges t he pc y mess g ng.

Be p ep ed t epe t nd eph se ( .e. p de deq te dest n t n

s gn ge th gh t nes p th t e ).P t test ny c mm n c t ns ende s w th c s g p, s ch

s s gn ge nte p et t n. Ne e ss me th t y ntent n w bende st d w th t test ng t st.



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Disabilit t pe Acqui ed B ai I ju (ABI)

C mm te ms T aumatic b ai i ju : n ss t t the b n es t ng m n mbe c ses nc d ng, b t n t m ted t , m t eh c e cc dent, ,

sp ts nj y j b- e ted cc dent.

Ch ic b ai i ju :cc s s es t s bst nce b se, nc d ng thenh t n t x c s bst nces ch n c c h sm.

Path l ical b ai i ju :m y n e n ect n ( ex mp e,Enceph t s), ce eb sc d se se (e.g. st ke), t m s, cysts met b c d s de s ( ex mp e, e k dney d se se).

Assisti ede ices a d/c mmu icati

C ns de the b e (the ent e check st) s p tent ds tpe s ns w th aBi.



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3.6 TypEs of BarriErsa b e s n bst c e th t m kes t d c t

pe p e t get whe e they need t g ne. in the w ds, en nments h e the

p tent t en b e, d s b e, s. Th s

s bsect n det s th se b e s m t ng b e,t beh th t p e ent pe p e mm ng w d.

in h s b k,High Access Home, Ch esr ey iii s ms p the t th t b t en nmentsh e n pe p e w th d s b t es when he q tesGe ge C ngt n, c -ch the un e sDes gn T sk ce the P es dents C mm ttee

n Emp yment Pe p e w th D s b t es:M st the e ements n s c ety th t de ne

s s the d s b ed e c sed by p des gn.i i c nn t nd b d ngs dd ess bec sethe n mbe s e t ny t st c y h dden, i

m s y mp ed. i end m ne n whee ch b cks the n w s e n g ce yst e c nn t get nt s dew k bec se

the e s n c b c t, my end s m b tymp ed.a ndsc pe ch tect, des gne n t e nd c mp te eng nee e

des gne s, n m tte wh t the t t es. The e sn t s ng e spect d y es n ectedby des gne s. T ten the c e t ns th w

p b e s th t es t n be ng be ed thed s b ed (r ey C., 1999).

B e s c n be c ss ed nt c teg es:phys c , tt t d n , n nc nd system c nd

e mp t nt c ns de t ns b th se s nddes gn p ess n s.

3 6 1 Ph sical ba ie sa phys c b e pe t ns t ccess ng p b

nd p te sp ces w th n the b t en nmeTh s n t n me ns m e th n n bst cted

ent nce. it c n h e q te s bt e mp c t ns,depend ng n nes type d s b ty ndwhethe n t n e s des gn p nc p es

pp ed th gh t.



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nst nce, b d ngs m y ppe t beccess b e t st g nce s ch s h ng

des gn ted e whee ch se t ng b t n te e y pe s n s ng whee ch m y w sh t s twhe e the ch ces e m ted. Ch ce s g en

t b e-b d ed nd d s nd pe p e w thd s b t es dese e the s me deg ee ch ce

nd ndependence.

3 6 2 Attitudi al ba ie sPe p e w th d s b t es ce m ny b e se e y d y, m phys c bst c es n b d ngs,t system c b e s n emp yment. Yet,

ten the m st d c t b e s t e c mee tt t des the pe p e h e eg d ng

pe p e w th d s b t es. Whethe b n gn nce, e , m s nde st nd ng h te, thesett t des keep pe p e m pp ec t ng nd

expe enc ng the p tent pe s n w th d s b ty c n ch e e. The m st pe s e

neg t e tt t de s c s ng n pe s nsd s b ty the th n b ty.

Pe p e d n t g whe e they eenc m t b e, nwe c me nd exc ded

(W gh, 1997). att t des nf ence pe p esn ement n the c mm n ty, w kp ce ndthe s c en nments. Des gn p ess n s

e n key p s t n t ens e se s enj y p s t e expe ence wh e n ne the sp ces.P ess n s ch e e th s by d spe ng myths

th t m y ect the wn tt t des.

The w ng e d e ent types ndexp n t ns tt t d n b e s p ded bythe N t n C b t e n W k ce ndD s b ty (2007):

InferiorityBec se pe s n m y be mp ed n

ne e , s me pe p e be e e they e sec nd-c ss c t zen. H we e , m st pe p ew th d s b t es h e sk s m k ng the

mp ment m t.

PityPe p e ee s y the pe s n w th d s bwh ch c n e d t p t n z ng tt t des. Pe pw th d s b t es gene y d nt w nt p ty nch ty, j st n eq pp t n ty t e n the

wn w y nd e ndependent y.

Hero worshipPe p e c ns de s me ne wh es

ndependent y, p s es p ess n wh eh ng d s b ty t be b e. B t m st pe pw th d s b t es d n t w nt cc des pe m ng d y-t -d y t sks. The d s b ty

s the e: the nd d h s e ned t d ptby s ng the sk s nd kn w edge, j st s

e e yb dy d pts t e t es s ch s be ng tsh t, st ng, st, e sy-g ng, b d shy.

IgnorancePe p e w th q d p eg d e c s nd hch d en. Pe p e wh e b nd te t me n w tch nd s t m se ms. Pe p e wh e de p y b seb nd enj y m s c. Pe p e w th

de e pment d s b t es c n be c e t e.H we e , phys c b e s e n p cebec se s me ne e ked the s gn c ncethen m ny these pe p e c nn t enj y wh t

e h s t e .



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The Spread effectPe p e ten ss me th t n nd d sd s b ty neg t e y ects the senses, b t es

pe s n ty t ts, th t the t t pe s n sected. ex mp e, m ny pe p e sh t t

s me ne wh s b nd, d nt expect pe p es ng whee ch s t h e the nte gence t

spe k themse es. c s ng n the pe s nsb t es the th n the d s b ty c nte s th s

type p ej d ce.

StereotypesThe the s de the sp e d e ect s thep s t e nd neg t e gene z t ns pe p e

m b t d s b t es. ex mp e, m nybe e e pe p e w th s n ss e g e tm s c ns, h e keene sense sme ndhe ng. Pe p e wh se whee ch s c mpete

n the P ymp cs. Pe p e w th de e pmentd s b t es e nn cent nd sweet n t ed, pe p e w th d s b t es e gene y s d ndb tte . as de m d m n sh ng the nd d nd

the b t es, s ch p ej d ce c n set t h gh, t w st nd d nd d s wh e

me e y h m n.

BacklashM ny pe p e be e e pe p e w th d s b t es

e g en n d nt ges s ch s e s ew k eq ements. Emp ye s need t h dpe p e w th d s b t es t the s me j b

st nd ds s c -w ke s, th gh the meth ds cc mp sh ng the t sks m y d e m

emp yee t emp yee.

DenialM ny d s b t es s ch s e n ng d s b tment nesses, ep epsy, c nce , th t s

nd he t c nd t ns e h dden. Pe p e tendt be e e these e n t b n de d s b t esneed ng cc mm d t n. By ng nd

nde st nd ng the needs, des gn p ess nhe p nd d s w th these types d s benj y m e pp t n t es.

FearM ny pe p e e d they w d s y thw ng th ng nd s me ne w th d s b ty

The e e, they e t the wn d sc m t byd ng the nd d ent e y. as w th mee

pe s n m d e ent c t e, eq entenc nte s c n se the c m t e e .



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3 6 3 Fi a cial ba ie sone w y t k t n nc b e s s t

nde st nd the w ys they mpede nn t n.i nd ng s m ted, the ch nce t de e p

n e s y des gned p jects c n be

c nst ned. a s , pe s n w th d s b tyc nn t ccess, h s m ted ccess t nen nment whe e they w k, e p y,they w ne e tt n ep esent t n m ngthe b e-b d ed pe p e wh s se thesp ce. in t n, w ep esent t n d sq es

n nc n estment n des gn ng et tt ngen nments th t cc mm d te nd d sw th d s b ty. it s C tch-22 s t t n.

3 6 4 S stemic ba ie sThe te m system c b e e e s t s t t ns,p c es nd/ p ct ces th t n yexc de membe s des gn ted g ps mp t c p t ng n the c mm n ty. System cb e s e ten h d t detect nd e enh de t p e. ag n, eg d ess b ty,

m ny pe p e ce system c b e s nd thesew be d sc ssed n Sect n 4.

The tte tw bst c es t n e s des gn,n nc nd system c, pp y t b th c ents

wh m y h e the q ty e ected bythese b e s nd des gn p ess n s whm y expe ence ch enges neg t t ng themwhen w d ng the c se n e s des gn.



42/10238 B d ng access b e nd inc s e En nments


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4.1 an inClusivE EnvironMEnTWhethe n t ne h s d s b ty, ccess sthe dete m n ng ct whethe n nd d

s nc ded exc ded n s c ety. The e e,ccess b ty s the mb e te m th t ex m nes

the w ys pe p e p t c p te n the w dnd them nd enj y the s me ch ces

s b e-b d ed pe s ns.

When des gn p ess n ssesses h wthe en nment c n be d pted t meet theneeds ts se s, ts mp t nt t nde st ndth se needs. as ment ned n Sect n 3.3Types D s b ty pe p e w th phys c ,sens y c gn t e d s b t es need t be

nc ded n sh ed sp ces, nd th s th ppen des gn p ess n s m st nde st ndthe nge ct t es n wh ch these se sw be eng ged. Th s, when pe p e nd the

ct t es e y nde st d, the en nmentc n be m d ed cc d ng y.

Th s sect n d sc sses the mp t nce ccess b ty, the mp ct emp yment n

pe p e w th d s b t es, the b ty ccess b e, d b e h s ng, ex mp es n e s y des gned h mes nd c t es nd

wh t e ccess t p b c b d ngs ent s.

as we , n b dged check st b d ngm d c t ns b sed n the access Des gnSt nd ds, p b shed by The C ty C g ysad s y C mm ttee n access b ty (aCa) sp ded. the set these st nd ds,p e se see append x a (p nt e s n), theaccess Des gn St nd ds PD , p sted n TheC ty C g ys webs te:calgary.ca.

4 1 1 Ma i a case accessibilitaccess b ty s m e th n meet ng m n m m

b d ng c des. its c e t ng n tm sphe ewhe e e e y pe s n s en b ed nd g en

pp t n t es t e w th eed m nd d gnits b t mp ng q ty e.

Des gn ng w th ccess b ty n m ndmp es pe p es b ty t p t c p te s endependent y nd w th d gn ty. Th ee e s

pe t n ng t ccess b ty e s ws:

S cial i clusi :pe p e w th d s b t es enc ded n m nst e m s c ety when they e

n t den ed ccess.

ri ht t access: pe p e h e b s c ghtt ccess. Pe p e w th d s b t es e n tsec nd-c ss c t zens.

Usabilit : ccess s mp t nt. H we e , t m st

g step the nd be p ct c t se.

4 acce b t = c



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Figure 6: Interconnectivity model

4.2 inCludEd in EMployMEnTWhen y c e te pp p te phys cen nments n the w kp ce, m

w kst t ns nd t nsp t t n, t e se- - sen the st k tchen nd w sh m, y c e te

s ccess emp yees. in t ng, tt ct e sp cesnf ence h w we emp yees e ec ted ndet ned. i these en nments we e s

m e ccess b e, h ghe ep esent t n pe p e w th d s b t es w d be nd

n the w kp ce.

Be ng th s n m nd, m ny emp ye s e n wec gn z ng th t the w k en nment h s the

p tent t be n ns e, h z d s p ce.

They e t k ng steps t emedy th s the emp yees.

Acti it

E i me t Pe s



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Pe p e w th d s b ty e eq ent y den ethe pp t n ty t w k d e t d sc m n t y

tt t des by emp ye s, n ccess b e w k ngen nments, ck ccess t ed c t n

nd t n ng pp t n t es, ck s t b e

n m t n nd s pp t, nd ss mpt ns thw k s n t s t b e p ce the d s b ed.T ens e pe p e w th d s b t es e y

nc ded n w k ng e, new de e pments nc d ng ce sp ce nd the emp yment

c t ns sh d be y ccess b e (G e tl nd n a th ty, 2004).


Employers, including The City o Calgary, have

provided ergonomically

supported workstations or their employees since 1999.Ergonomics, the science o designing the job, equipment and workplace to t the worker, is as

proactive in preventing a chronic disability as it is in compensating

or existing disabilities. Proper ergonomic design is necessary to

prevent repetitive strain injuriesrom worsening over

time and developing intolong-term disabilities.

20,000

22,000

24,000

26,000

28,000

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

$22,600

$27,100

Person with disability Person without a disability

Source: Statistics Canada, Participation and Activity Limitation Survey, 2001



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4 2 1 Empl me t p liciesonce p c es e w tten t nc de pe p ew th d s b t es n the w kp ce (see Sect n5.4, The C ty C g y C p te in t t es),system c b e s e ed ced. The a be t

H m n r ghts nd C t zensh p C mm ss n(2008) nt d ced theDuty to Accommodatep cy nde the ng the S p eme C t C n d . Th s ens es emp ye s t ke e s n b esteps n p c es c nd t ns w k t

cc mm d te n emp yees nd d needs.

Th s d ty, the exp ned n Sect n 5.2.2, sthe b g t n the emp ye t me n ng y

nc p te d e s ty nt the w kp ce.Th s p cy n es e m n t ng ch ng ng

es, p c es, p ct ces nd beh s th td sc m n te g nst pe s ns b sed n s chch cte st cs s ce, n t n ethn c

g n, c , e g n, ge, gende ( nc d ngp egn ncy), sex ent t n, m t st t s,

m y st t s nd d s b ty (C n d n H m nr ghts C mm ss n, 2004).

4.3 aCCEss To housingSt t st cs C n d de nes the P esence D s b ty n the H seh d (PDiH) s t e st

ne pe s n n the h seh d h ng ng-te md s b t es ct ty m t t ns. acc d ng t2006 ede cens s d t , PDiH ep esents 29.3pe cent 383,640 h seh ds n C g y(St t st cs C n d , 2006 ). Twenty-tw pe cent

PDiH h seh ds need d b e h s ngbec se they s e w- nc me nd spendm e th n 30 pe cent the g ss h seh d

nc me n she te (St t st cs C n d , 2006 ).

Th s sect n c ses n c nd nte n t nex mp es n e s y des gned h mes, nd

nt d ces s me s ccess st es d b eh s ng n C g y.

Fast act

In 1990, a U.S. survey by DuPont de Nemours revealed that 86

per cent o employees with

disabilities were rated average or above or attendance. DuPonts

30-year analysis also showed that Americans with disabilities haveequal or higher per ormanceratings, less absenteeism and better retention rates. The result was reduced costs associated withturnover (DuPont, 1996).



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4 3 1 L cal case studies

Crestwoodin 2006, $13.2 m n, 60- n t d b eh s ng de e pment n M c n-ogden,

c mm n ty n s the st C g y, t k

n mp t nt step w d. The C estw da d b e H s ng De e pment w s c e tedt he p w k ng m es nd pe s ns w th

d s b ty n C g y ccess be w-m keth s ng, w th m ney em n ng t meet theb s c q ty- - e eq ements (The C ty C g y, 2006b).

The b d ng nc des se en ne-bed m ndth ee tw -bed m whee ch ccess b e n tothe e t es nc de b c n es nd c typ t s, nde g nd b cyc e nd t m b ep k ng, ch d p y e , nd y e ,

es ce cent e, dm n st t n ce, n-s tesec ty, nd d p- e es dents wm b ty est ct ns.

The de e pment ses s st n b e le de sh pn Ene gy nd En nment Des gn (lEED)e t es t ed ce ene gy c ns mpt n ndpe t n c sts e the e the b d ng.

H gh q ty c nst ct n m te s the

de e pments ng-te m s st n b ty.



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Universal Home for Safe LivingThe un e s H me S e l ng p t p ject

e t ed h se b t ccess b ty nds ety. Th s h se w s c e ted n p tne sh pw th the C g y P ce Se ces, The C ty

C g y P nn ng & B d ng dep tment,H mes by a , nd l nn e Tse, cen nment des gne .

Des gned pe p e w th y ng d s b t es,the h me m nt ns dc wh e em n ng

se - end y nd c me- es st nt (The C ty C g y, 2007e). it e t es n e e t ,

whee ch ccess, text ed p nt, e n ced

w s, nded c ne s, nd ect ght ng,m b e c b nets, s e nce c me s,

se -t gge ed ght sw tches nd m ch m e.as s ch, t dd esses the s ety nd c mep e ent n needs pe p e w th sd s b t es wh e em n ng pp c b e t nyh me wne s needs, eg d ess b ty (TheC ty C g y, 2007e).

the m e, the un e s H me S el ng nc ded g een n t t es s ch s

w-f w p mb ng xt es, w-em tt ngp nt nd dhes es, e c ent ght ng nd

c st c s nded c ng f m tt ng. it slEEDTM ce t ed. The un e s H me S el ng w s w ded the a be t H me B de sass c t n 2000 aw d Exce ence n

inn t n nd ece ed the M y s aw d access b ty th t s me ye .

Personal encounter

Camika is invited to be the guest speaker at an awards luncheon.Knowing that she requires

accessible acilities, the organizer calls the con erence acility wherethe unction is being held and asks i the acilities are accessible.

Absolutely, replies themanager. Camika is pleased to

nd automatic doors entering the acility and a ramp onto the

plat orm where she can deliver her address.

A ter speaking, Camika goesto use the washroom and isextremely disappointed to

nd that although there is anaccessible washroom, it isnearly impossible to use. Her mobility device barely ts intothe stall and the door doesnt close. The toilet paper dispenser is placed too high and behind the toilet on the adjacent wall.Seeing this, Camika leaves thewashroom and heads straight tothe manager. She brings him into

the washroom and shows him the problems. He promises to havethe alterations done immediately.



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4 3 2 I te ati al case studies

Lifetime Homesan ex mp e n e s y des gned h me sl et me H mes, b sed n l nd n, Eng nd. Th sde e pment c mp nys bject e s t m ke

e s e sy s p ss b e se s, s ng sp ss b e. They b d h mes pe p e

ges t ens e ny ne es d ng n them bene tsm the m ny c st m zed ch ces nd d s

c n m ke. The fex b ty nd d pt b ty l et me H mes cc mm d te e e entsq ck y, c st-e ect e y nd w th t phe(l et me H mes, 2007).

l et me H mes nc des 16 des gn e t es tens e new h se s fex b e en gh t meetthe ex st ng nd ch ng ng needs m st h seh ds. l et me H mes nc de

n mbe tt ct e e t es t he pm ke h mes n e s n the ppe nd

pp c t n, yet d n t s bst nt y nc e se thec nst ct n c sts (l et me H mes, 2007).

Bec se l et me H mes b ds st ct es/ h mes s t b e de pe p e (the

st m j ty wh ch h e d s b ty) theyh e w de m ket p tent b ye s nd

es dents, th s nc e s ng the e nd thee se w th wh ch they e es d (l et meH mes, 2007). These h mes e de n thec ntext n g ng p p t n.

4 3 3 visitabilitWhen en s n ng n ccess b e h me, m nybe e e n y pe p e w th d s b t es es de

n these types h mes. act y, ccess b eh mes s e e t es dences pe s n w th

d s b ty m y s t (e.g. end mmembe s h me). The C n d n Cent e nD s b ty St d es (CCDS) de nes s t b ty

m ement, s we s p cy nd techn c st tegy, t ch nge h me c nst ct np ct ces s th t t y new s ng e- mh mes e ew spec c e t es th t m kethe h me e s e pe p e w th phys c

d s b ty t e n nd s t. v s t b ty eth t e e y ne, eg d ess m b ty, w be

b e t t e st s t s me ne e ses h me, sethe w sh m nd ex t the h me (The C ty C g y, 2007d).

The th ee m n m m st nd ds s t b eh me e: 1) ze -step ent nce t the nt,b ck s de ent nce ( c ted n n ccess b e

te m the st eet), 2) w de d w ys n m n f d s (m n m m 813 mm c e d

pen ng), nd 3) h -b th n the m n f(m n m m eq ements nc de s nk, t et

nd w de d w y) (C n d n Cent e nD s b ty St d es, 2007).



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4.4 using puBliC BuildingsThe aw d access b ty ec gn zes b d

n C g y s gn c nt y exceed ng the m n meq ements the a be t B d ng C de ccess b ty. The C ty C g y access

Des gn S bc mm ttee ch ses the ec p ente ch ye nd n 2007, the C g y aw d

access b ty w s p esented t the a be tCh d ens H sp t .

The a be t Ch d ens H sp t w s des gnedby K s n a ch tect e inte Des gn ndP nn ng l m ted. E e y e the c ty

ccess b e by whee ch s, nc d ng ex m

ms, w sh ms nd p yg nds. othee t es nc de p yg nd t ee h se w th

whee ch ccess, p k de w thw-s ped f s e s e whee ch

nd st e t e , m t n-sens ed s d ngd s, we ed c nte s t n se st t ns nd

ecept n desks, nd w-p ced w nd ws ndq ms (760 mm b e f e e t n)

t ens e sm ch d en, nc d ng th se nwhee ch s, c n see the ew.



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p e n d i n g C o u n c

i l a p p r o v a l

4.5 aCCEss dEsign ChECklisT (aBridgEd)Th s check st b d ng m d c t ns s b sed n the access Des gn St nd ds (2010),p b shed by The C ty C g ys De e pment & B d ng app s. the set these st nd ds, p e se see append x a (p nt e s n), the access Des gn St nd ds PD , sp sted n The C ty C g ys webs te: calgary.ca.

A* Exte i Ba ie -F ee Path T a el

Cate requi eme t Detail

A 3 1 Su aces a dtextu es

p pe d n ge

s p es st nt

st b e nd e en text e

c ns stent t ct e q t es

A 3 2 ge e al p th

s dew k j nt

est e s

A 3 3 obst ucti s h z nt y p ject ngbst ct ns

s dew k/e ect ct g t ngs

p ked eh c es nd eget t n

st eet n t e

temp y s gns

g y-w es

*in the nte est c ty, c teg es i nd o h e been de be te y m tted m the w ng t b es.



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i l a p p r o v a l

A* Exte i Ba ie -F ee Path T a el


A 3 4 Cu b amps(desi ed t The

Cit Cal asta da ds)

c t n

spec c t ns

nd ect p cement nc ne

c e y de ned

s ces

A 3 5 S w em al n mpeded t e



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i l a p p r o v a l

B I te i Ba ie -F ee Path T a el


B 3 1 ge e al c d s w de en gh twwhee ch s t p ss

nc de t est n t n ng d s d w ys nd c ne s

c ns stency m te snd c s

m te s t p m te b nceds nd tten t n

B 3 2 obst ucti s st c ses

s gn ge

p t s ns

B 3 3 Fl su aces n mpeded pedest nm ement

s p- es st nt

n mpeded pe cept n



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i l a p p r o v a l

B I te i Ba ie -F ee Path T a el


B 3 4 Wall su aces sm th s ces

n mpeded pe cept n

n mpeded pedest nm ement

C vehicula Access


C 3 1 La -b s c se t m n ent nce

c b sep t n

c e dj cent ent nce

C 3 2 La ut pa i a eas

s e, c e p th t e

d e ent ted pedest n tes

g e ts

s bd de ge ts w theget t n



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i l a p p r o v a l

C vehicula Access


C 3 3 o -site adpa i

ccess b e st s t b th ends b ck

ne s dew k nd mps

p k ng mete s/m ch nes th t dn t eq e tw st ng p nch ng

ct n t pe te

C 3 4 Pa i stalls nd d p e st s

tw m e dj cent st s

C 3 5 Si a e nte n t n symb s

C 3 6 Pa ades ccess b e st s n e ch e e



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i l a p p r o v a l

D Illumi ati a d Ac ustics


D 3 1 Illumi ati c nt g e

enh nce m n t n tc t c c t ns

c nt s nd pe t ngmech n sms

enh nced e e m n t n td s

D 3 2 Ac ustics s nd- bs b ng m te s

sw tches t t n n sy de ces

d spe ke s w y m c ce s c mm n c t n

E L cati C t ls, Dispe se s a d receptacles


E 3 1 ge e alequi eme ts

pe t n

E 3 2 Sa et a dEme e cC t ls

p cement

E 3 3 Li hti xtu es ght sw tches

cke sw tches p e e ed

E 3 4 Elect ical utlets p cement

E 3 5 Faucets w te t ps



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i l a p p r o v a l

F Buildi E t a ces, D s a d D wa s


F 3 1 E t a ces d st ng sh b e c de

c ns de t n we the e ects

g d ght ng nd s gn ge

s d ng d s

F 3 2 Speci cati s pe ple with

isi l ss

t ns t n sp ce

d p sh p tes

m ked g ss d s

n mbe s n d s

ex t d s pen ng nt h ght c e s sh be ecessed

F 3 3 D pe e sa d ha dwa e

pen ng d s

d - e e se h dw e

h nd es

sec ty

sm th k ckp te



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i l a p p r o v a l

F Buildi E t a ces, D s a d D wa s


F 3 4 D s a d ates d pen ng

d s n se es sh be p wess sted

d w dth

e ng d t nst e

t m ng

g ramps


g 3 1 ge e alequi eme ts

c te n p te p pe ty,ts de d ght- -w y

s pes

w dth

whee ch p ss ng

nd ngs

pe p e w th s n ss

c ss s pe



59/102


i l a p p r o v a l

g ramps


g 3 2 Exte i amps we the

H Stai s

Cate requi eme t

H 3 1 ge e alequi eme ts

c t n

d mens ns

m n t n

n s ng

H 3 2 I te i stai s d n t se he yp tte ned c pet

H 3 3 Exte i stai s we the



60/102


i l a p p r o v a l

J Ha d ails a d gua ds


J 3 Ha d ails c ted n b th s des mp st w y

t ct e c es nd ws nh nd t t p nd b tt m st s nd mps

h nd s t c nt st w ths nd ng s ces

e e sp ce between h ndnd w

k Ele at sCate requi eme t Detail

k 3 1 ge e alequi eme ts

e e t s t be ccess b e

w a be t B d ng C de

k 3 2 Ele at l bbies e e t d s

c b tt ns

s gn ge

k 3 3 Fl e ist atibutt s

ns de e e t



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i l a p p r o v a l

k Ele at s


k 3 4 Exte i ele at swe the

sec ty

L Public Wash ms


L 3 1 E t a ces d est b es w th tw d s

L 3 2 Stalls c e pen ng

L 3 3 Fixtu es t et p pe d spense s

s p d spense s

h nd t we s/d ye s

t et se t c e d spense

w ste ecept c es

L 3 4 k ee space P t ps set h z nt y

L 3 5 U i e salwash ms e s y ccess b ec ted n m n f nem n ent y

c b tt ns n b d ngs w thsec ty pe s nne



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i l a p p r o v a l

M rec eati al a d Cultu al Ce t es


M 3 1 Swimmi p ls mp nd st s w th h nd s

p we h st

s gn ge

M 3 2 Ice i s a dexe cise a eas

p ex g s s edge h ckeyew ng

p ye nd pen ty b xes

se t ng nd h nd s

sed p t ms st etch ng

whee ch ccess t s meexe c se eq pment

t ct e s gn ge

M 3 3 Exhibits m e th n ne meth d p esent t n

d sp y c ses

s gn ge



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i l a p p r o v a l

M rec eati al a d Cultu al Ce t es


M 3 4 D i iu tai s

p cement

c nt s

M 3 5 Sh we xtu es d e te mech n sm

st ge she

M 3 6 C mm

sh we s

be e ed th esh d

fex b e h nd-he d sp ye

1:20 s pe d n ge

M 3 7 I di idualcha e/sh we

m

sp ce m y membend c eg e s

e e ted ch nge p t m

t n ng d s

g b b s, c t h ksnd she ng

n Public Facilities


n 3 1 C u te s se ce c nte s/w k s ces

knee sp ce

spe ke system tw -w y c mm n c t n



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i l a p p r o v a l

n Public Facilities


n 3 2 Ca ete ias c nte

q d d spense s

c t n d

n 3 3 Assembl seatii public

acilities

ch s

s ght nes

e e sp ces whee ch s

ccess b e se t ng sp ce

n 3 4 Pe ma e tba ie s

em b e p sts

pedest n f w b e s

d se c b es, ch ns pes



65/102


i l a p p r o v a l

P Pa s, Pathwa s a d Pla u ds


P 3 1 ge e alc side ati s

p ks t be ccess b e m thec mm n t es

ences, e th be ms, etc.

s gn ge

est e s

y t

we the

P 3 2 Pathwa s s ces

f w

we the

P 3 3 P sts a d mazeates

p sts

m ze g tes



66/102


i l a p p r o v a l

P Pa s, Pathwa s a d Pla u ds


P 3 4 Be ches se t nd m est

nc de hee sp ce

we the

se c nt st ng c

dj cent t ccess b e tes

P 3 5 Pic ic tables c t n

knee sp ce

we the

P 3 6 T ash c tai e s c t n

pe t n

we the

P 3 7 Child e spla spaces

des gned n cc d nce w thCaN/CSa Z614-07, annex H



67/102


i l a p p r o v a l

Q Pati s


Q 3 ge e alc side ati s

w dth ent y nd ex ts

c e t n ng d s

t e st ne e t ng s ce

s ces

dec

r Eme e c E ess, Ala ms a d Wa i Su aces


r 3 1 Eme e ce acuati

ex ts nd p st t ns e s yc ted

r 3 2 visual eala m de ices

s nd d t y s gn

r 3 3 Detectablewa i su aces

c ns stent se t ct e s ce

detect b e w n ng st ps nw k ng s ces



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i l a p p r o v a l

r Eme e c E ess, Ala ms a d Wa i Su aces


r 3 4 A eas e u e st we s est p ce

e ted

se ed by n ex t e ghte e e t

bst ct n

tw -w y cec mm n c t n system

d ect n nddent c t n s gns

S C mmu icati s


S 3 1 Teleph es b ty

c t n

spec c t ns

we the ( exte ph nes)



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i l a p p r o v a l

S C mmu icati s


S 3 2 T a sacti s eq e b th d ndtext mess g ng

t m t c te e m ch nes

S 3 3 FM radieque c

s stems

n ge p b c c t es s chs p ts

S 3 4 I a ed s stemsc nt n n enc sed sp ce

b ck nte e ence w ths d b e s

sh e d m s n

S 3 5 Si a e s mp e nd c ns stent, symb s

p e e b e t w ds

w sh ms

p b c b d ngs

p e e b y b th d t y nds n m t n p esented



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i l a p p r o v a l

S C mmu icati s


S 3 6 Lette i a dumbe s

sed ette s 1,350 m fm x., w th sep ted ch cte s

nd st nd d c t n

S 3 7 L cati si sd ect n s gns t c p ntsn m n t c tes, nd t

dest n t n

S 3 8 Buildidi ecti al maps

t ct e m ps

d m ps

S 3 9 I telli e t

na i atiS stem

enc ged whe e w nted



71/102


i l a p p r o v a l

T Plus-15 S stem


T 2 ge e alequi eme ts

w dth

See als La dUse B law1P2007+15 P lic m e details

theseequi eme ts

e e t s

ccess b e b dges, w kw ysnd ne nks

h d f ng s ces

st s

s d ng d sU Li ht rail T a sit (LrT)


U 3 1 ramps we the

U 3 2 Ha d ails a dua ds

c c m e ence

U 3 3 C mmu icati

a d secu it

p y te eph ne

U 3 4 Ele at s e e t Sect n K

U 3 5 A u ceme ts nn ncements de ysnd eme genc es

U 3 6 Plat ms g nd s ces

U 3 7 Be ches benches

U 3 8 T a sit shelte s dec nd g ss p ne s



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i l a p p r o v a l

v Pedest ia T a c Si als


C tact als the Ad is C mmittee Accessibilit (ACA) e ulati s e iaudible pedest ia T a c Si als

v 3 1 Pedest ia pushbutt s

t ct e d ect n ws

d b e nd s s gn s

v 3 2 Audiblesi als

t be he d b e mb ent n se

c ted n h gh-t c e s

n ed c nst nt t ne d t n c ss ng

s gn p sts t em t ws w s nd

d st nct t nes



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i l a p p r o v a l

W C ime P e e ti th u h E i me tal Desi (CPTED)


F m e i mati , t ecei e a CPTED e iew desi s, please als c tact: Cal aP lice Se ices

W 3 1 ge e alequi eme ts

s e nce (c mpens te ck expens e

h m n es ces w thdeq te des gn e ements)

w kw ys/t ns t ns m

p b c t sem -p b c tp te sp ces

p b c g the ng e s

sched ng



74/102


i l a p p r o v a l

X U i e sal Dwelli U its


F m e i mati these equi eme ts, see the Alberta Building Code 2006, 9.5.2.2,STANDATA 06-BCI-010, the Canadian Institute or the Blind (CNIB), CAn/CSA-B651-04, a dthe Ca adia M t a e a d H usi C p ati (CMHC)

X 3 1 ge e alc side ati s

t n ng sp ces

d s

h nd es

ght sw tches

b e ke p ne

p mb ng nde s nk

e ect c t ets

w the m st ts

s d ng she es

c b net y

w s

b seb ds

th esh ds



75/102


i l a p p r o v a l

X U i e sal Dwelli U its


X 3 2 E t a ces c sets

X 3 3 Li i spaces she es

X 3 4 kitche c nte t ps/w k s ces

d we s

X 3 5 Wash ms t et

X 3 6 Lau d m n-s te nd y m

c mm n nd y m

X 3 7 Bed m te eph ne j ck

c sets

X 3 8 visualeme e c a d

-eme e cala ms

s s gn de ces



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The bject n e s

des gn s t c e te b d ng p d ct th t c n be sedby b th s me ne wh se ght ye s d nd ne wh

s 80. By des gn ng sb d m ket s p ss b e,

ts n nge spec sett ng ce t n c ns me p t

m e e y ne e se. un e sdes gn t ts best s se m ess,

m st n s b e. George Covington

B s c h m n ghts eg s t n ms theb ckb ne t h w ccess b ty nd s c

nc s n e p ct sed n eg ds t pe p e w thd s b t es. The g th s sect n s t c n eythe s nte n t n , n t n , p nc

nd c p c es n p ce t enc gec t zens t e-th nk ccess b ty ghts pe p ew th d s b t es.

leg s t e d ect es ens e the e e the me en c ng s ch p c es. M st mp t nt y

th s sect n sks des gn p ess n s n t tbe m ted t wh t s t ned n p cy

eg s t n, b t t exceed these m n m mst nd ds nd m t ch e e the h ghestst nd ds s e, e sy nd nc s e ccess.

5.1 inTErnaTional andfundaMEnTal huMan

righTs poliCiEsP c med n 1948 by the un ted N t ns(uN), the Universal Declaration o HumanRights st tes:

ec gn t n the nhe en

Universal Design Handbook

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