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Managing inclusive building design for higher educationEquality briefing and process checklist
Foreword
© Equality Challenge Unit
November 2009
ContentsIntroduction 11Definitionofinclusivebuildingdesign 32Writinganinclusivedesignbrief 43Legalandregulatoryresponsibilities 54Equalityimpactassessments 85Involvementofusersandstakeholders 96Accessconsultants 117Accessstatements 148Accessguides 169Health,safetyandfirelegislation,andconservation 1810Conclusions 1911Managementprocesschecklist 2012Referencesandbibliography 2213Sourcesoffurtherinformation 25AppendixA:Draftingabuildingprojectbriefforanewbuildproject 27AppendixB:Samplequestionstousewhenchoosingaprojectmanagerorotherkeymembersofadesignteam 30
Equality Challenge UnitManaginginclusivebuildingdesignforhighereducation
Equalitybriefingandprocesschecklist
Definition of inclusive building design
2 Managinginclusivebuildingdesignforhighereducation
ContentsForeword ii
Executivesummary 1
Introduction 3
Section A 4
1. Termsofreference 4
2. Language 8
3. Themedicalandtheoreticalexplanationoftranssexualism 84. Thelegalframework 10
Section B 165. Generalgoodpractice 16
6. Supportingamemberofstafforstudent 22
7. Discussingtransitionwithothers 25
8. Thedayoftransition 279. Post-socialtransitionsupport 27
10. Bullying,harassmentanddiscrimination 28
11. Monitoring 29
Annexes 32
A Suggestedformatforpolicystatement 32
B Anexampleofthetransitionprocess 34C Transrespect 35D Checklisttoconsiderwhendiscussingtransition 36E Indicatorsofsuccessfulpolicies 40
F Usefuladdresses,publicationsandwebsites 41
Coordinated by Sue Cavanagh with support from Stuart Moore.
AcknowledgementsECUwouldliketothankthefollowingmembersoftheworkinggroupfortheirparticipationinproducingthisbriefingandchecklist:
GaryCox,OperationsDirector,DurhamUniversity
MichaelMurray,DirectorofHospitalityServices,CanterburyChristchurchUniversity
LeviPay,HeadofEqualityService,UniversityofLeeds
IanRobertson,AssistantDirector(Residences),Residential&CommercialServices,UniversityofLeeds
IanTallintire,DeputyDirectorofEstatesandBuildings,DurhamUniversity
CraigWebster,EstateManager,CanterburyChristchurchUniversity.
Wewouldalsoliketothankthefollowingfortheirsupportandcontributionstothispublication:
KeithBright,EmeritusProfessorofInclusiveEnvironments,theUniversityofReading,IndependentAccessConsultant
SuzanneIrwin,ExecutiveOfficer,AUDE
PatrickFinch,ChairmanofAUDEandDirectorofEstatesattheUniversityofBristol
KathleenGrehan,LiberationResearch&DevelopmentOfficer,NUS
ValNicolls,TrainingOfficer,ASRA
MarkSwales,ChairmanofCUBO.
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ContactDrSueCavanagh,DeputyChiefExecutiveEmail:[email protected]
1Managinginclusivebuildingdesignforhighereducation
IntroductionThisbriefingandchecklisthavebeendevelopedbyEqualityChallengeUnit(ECU)inpartnershipwithmembersoftheAssociationofCollege&UniversityBusinessOfficers(CUBO)andtheAssociationofUniversityDirectorsofEstates(AUDE).Theaimofthebriefingistopromoteinclusivepracticeinbuildingdesignandrefurbishmentinhighereducation,throughoutliningaprocessthatwillensureequalityistakenintoconsiderationatkeystagesofdevelopment.
Thisdocumentwillhelpthoseresponsibleforpubliclyandprivatelyfundedestatesandfacilitiestomeettheirlegalresponsibilitiesandbebetterinformedaboutcurrentgoodpractice.Itshowshowinclusivemanagementcaneasilyandcost-effectivelycreatephysicalenvironmentsthatgobeyondsimplymeetingbasiclegalcompliancetobecomingenvironmentswherepositiveandequalopportunitiesareexperiencedbothbystaffandstudents,regardlessoftheirage,disability,sexualorientation,race,religionorbelief,genderorgenderidentity.
Theinformationitcontainsisrelevanttoallthoseconnectedtocommissioninganddevelopinghighereducationinstitution(HEI)buildings,including:
seniorofficersinuniversities
estatemanagers
projectmanagers
designersandarchitects
purchasingofficers
equalityanddiversityspecialists
privateandpublicsectoraccommodationmanagersandproviders
managersoffacilitiesandservices.
Thereisastrongbusinessargumentforensuringthecampusenvironmentaddressesequalityissues.Thephysicalenvironmenthasamajorinfluenceonthestudentexperience,ontheexperienceofstaffmembers,andonthereputationofaninstitution.Institutionsareincreasinglyconcernedwithattractingadiverserangeofstudentsanddeliveringaworkingandlearningenvironmentthatiswelcoming,popularandinclusive.
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2 Managinginclusivebuildingdesignforhighereducation
Highereducationinstitutionsarealsodevelopinganunderstandingofhowtheirsizeandactivitiescanhaveanimpactonthelocalandglobalenvironment.Considerationsofequalityanddiversityissuesandinclusivedesignstrategieswillformpartofanycomprehensivecorporateresponsibilityanalysis.
Consideringandaddressingequalityissuesfromtheoutsetofanynewdevelopmentwillusuallyprovetobecost-effectivebyreducingtheneedforcostlyalterationsoradaptationstoaccommodateabroaderrangeofneedsinthefuture.Theintentionistoenhancevalueinnewdevelopmentsandrefurbishments,andtomanageoutproblemsbeforetheyarise.
TheinformationinthisbriefingsupplementstwoearlierECUpublicationsthatconsidertheneedsofdifferentequalitygroupsandissuesrelatingtotheprocurementofstudentaccommodation:
Inclusive Campus: Accommodation and Social Spacewww.ecu.ac.uk/publications/inclusive-campusHandbook for Student Accommodation Providers: Support and Guidance for Equality and Diversity www.ecu.ac.uk/publications/files/student-accommodation-providers-handbook.pdf/view
Althoughtheprocessoutlinedherefocusesonlarger-scaleprojects,aninclusiveapproachtobuildingdesignisrecommendedatalllevelsofacommission,fromredecorationtorefurbishmentandrestructure.
Evensmallinteriordesigndetailscanaffectsomepeoplesignificantlyandchangescanprovideopportunitiesforimprovement.Forexample,thechoiceofpaintcolourswhenrepaintingacorridorwillhaveeitherapositiveornegativeimpactontheexperienceofmanypartiallysightedpeople.Similarly,therefurbishmentofacafeteriawilloftenprovideanopportunityformeetingabroaderrangeofdifferentdietaryrequirements–whichstudentsandstaffmayhaveformedical,culturalorreligiousreasons–andforcreatingexcitingnewspacestoencouragestudentsfromdifferentbackgroundstomixandsocialise.
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Introduction
3Managinginclusivebuildingdesignforhighereducation
1 Definition of inclusive building designWhenconsideringinclusivityinhighereducationbuildingdesign,thoughtshouldbegiventothevariousenvironmentalandculturalbarriersthatcanbeencountered.Barrierscanincludeinaccessibleorinappropriatemaincampusbuildings,circulationareas,accommodation,socialspacesandamenities,andpoorteachingandlearningenvironments.Inclusivebuildingdesignaimstoremovebarriersandenabletheenvironmenttobeusedbyeveryonewithouttheneedformuchindividualcustomisation.
Althoughaninclusivedesignapproachisimportantforallequalitygroups,itcanbeparticularlyimportantfordisabledstaff,studentsandvisitors.Historically,disabilitywasconsideredalmostexclusivelyamedicalproblem,butsincethe1990sgovernmentpolicieshavebeenreinforcingthemessagethatdisabilityshouldberegardedasanequalopportunitiesissueonaparwithgender,race,ethnicity,sexualpreferenceandage.The1995DisabilityDiscriminationAct(DDA)markedanimportantstageinemphasisingtheimportanceofeliminatingphysicalandattitudinalbarriersthatwerepreventingdisabledpeoplefromaccessingmainstreamopportunities,includingaccesstohighereducation.See�A fuller�Afullerunderstandingofinclusivedesign’,Section3inBuilding and Sustaining a Learning Environment for Inclusive Design(CEBE,undated).
Inclusivebuildingdesignaddressesthelegalresponsibilitytoanticipatetheneedsofdisabledpeopleandeliminateorganisationalbarriers.Thisapproachhasalsobeendescribedbydisabledpeopleasadoptingthesocialmodelofdisability,whichplacestheemphasisonmakingtheenvironmentaccessibleratherthanfocusingonaperson’sindividualcircumstances(referredtoasthemedicalmodelofdisability).Inpractice,someoneusingthemedicalmodelmightdescribeasituationbysaying�Jeremyisdisabled,heusesawheelchair...’,whereaswhenusingthesocialmodeltheywouldfocusonhowthephysicalandsocialenvironmentrenderscertainpeopledisabled–forexample,�Jeremyisdisabledbythisbuildingbecauseithasonlystepsandnoramp...’.
Furtherinformationonthesocialandmedicalmodelsofdisabilityisavailablein:
theDDACode of Practice Post-16(DRC,2007:�Understandingthesocialdimensionofdisability’,section2.3)
The Disability Equality Duty: Guidance on Gathering and Analysing Evidence to Inform Action(DRC,undated:page9).
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2 Writing an inclusive design briefFormajorarchitectural/interiordesignprojects,aprerequisiteforensuringthenewdevelopmentreflectsinclusivedesignprincipleswillbetowriteadesignbrief(seeAppendixA).Manyinstitutionsalreadyhaveequalityanddiversityasimportantprincipleswithintheirvisionstatement,withendorsementbyseniormanagers.Ifthisisso,thedesignbriefshouldlinktorelevantequalityanddiversityprinciplesstatedinthewiderHEIbusinessplan.Itshouldalsolinktoinclusivedesignstrategiesintheactionplansdevelopedfromthepublicsectorduties,aswellasbeinginfluencedbytheuser/stakeholderinvolvementstrategyoutlinedinthechecklist(section11).
Theresponsibilityforcreatinganinclusiveenvironmentrestsnotsolelywiththedesignersofthebuiltenvironment,butwiththewholeprojectteam.Thisincludesquantitysurveyors,contractorsandsiteoperatives,serviceengineers,planners,developers,CDMcoordinatorsandplanningsupervisors–anyonewhomakesadecisionoractsinawaythatcreates,altersorinfluencesthenatureoftheenvironment.Allprojectmanagersandarchitects/designersshouldbeexpectedtodemonstratetheirexpertiseandcommitmentinthisareabeforetheyareappointed(seeAppendixBforsuggestedquestionstobeaskedattenderstage).
Everyoneinvolvedinaparticularprojectshouldbeaskedtoendorsetheprinciplesofcreatinganinclusiveenvironmentandgivenopportunitiestoofferfeedbacktotheprojectmanagerifbarrierstoanyoftheequalitygroupsareperceived.Theprojectmanagerwillthenbeexpectedtodesignin,andtakeactionon,theseobservationsandthoseofusergroupsasthebuildingdevelops.
Toworkinaccordancewithcorporatesocialresponsibilitycommitmentstoprotecttheenvironmentandpublichealth,designers,architectsandbuildersshouldalsoconsiderhowtoachieveaninclusivedesign,whilegivingconsiderationtoimprovingenergyefficiency,recycling,eliminatingthereleaseofpollutants,andothersustainabilityissues.
Managinginclusivebuildingdesignforhighereducation 5
3 Legal and regulatory responsibilitiesComplying with current anti-discrimination legislationHighereducationinstitutionshavealegalresponsibilitytoensuretheycomplywithequalitylegislationthroughthegeneralandspecificpublicduties(seesection12andwww.ecu.ac.uk/law.
Responsibilitiesincludeundertakinganticipatoryadjustmentstotheestate(ECU,2008a),equalityimpactassessments(ECU,2008b),andinvolvingusersandotherstakeholdersinthedecision-makingprocess(seewww.ecu.ac.uk/our-projects/furthering-the-involvement-of-disabled-students).
Whenfunctionsarecarriedoutbyanexternalsupplier,theinstitutionretainsresponsibilityforensuringthesuppliercarriesouttheirworksuchthattheinstitutionremainscompliantwiththepublicduties.Ifallprocurementprocessesbuildinequalityconditionsfromthestart(asoutlinedintheAppendices),thiscanhelpensureequalityissuesareaddressedappropriatelyatallstages.
Building and planning regulationsWhenissuesofinclusivedesignarediscussed,peopleoftenrefertotheguidancedescribedinApprovedDocumentM(ADM2004)oftheBuildingRegulations(OfficeOfficeoftheDeputyPrimeMinister,2004)or the more detailed guidance covered in BSorthemoredetailedguidancecoveredinBS8300:2009(BSI,2009).Peoplemayalsoconsiderorrefertoplanningregulations,forexamplethoserelatingtotheminimumnumberofdisabledparkingspacesrequiredwhenanewcarparkisdesigned.
Suchguidancewillbefamiliartomostprojectmanagersandarchitects,andcanbeusefulinprovidingminimumspecificationsforcommonfacilitiesandfeatures.However,complyingwithbuildingandplanningregulationswillnot,initself,ensurethatabuildingisdesignedtobeinclusiveorensureanHEI’scompliancewithanti-discriminationlegislation,forthefollowingreasons.
TheguidancedescribedinADM2004identifiestheminimumlegalstandardofaccessibilityacceptableforagivenprojectorsituation.Someissuesthatarevitaltotheaccessibilityandusabilityofaspaceorenvironment,suchassignage,surfacefinishesandlighting,arenotcoveredinmuchdetailbytheregulations.
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Thereisalsooftenatimedelayinrelationtoupdatingtheregulationsinlinewithlatestgoodpractice.ThiscanbeaproblemforHEIsinseveralsituations,forexamplewhereprovidingthecurrentminimumsizeofaliftasprescribedinbuildingregulationsmaynotmeettheaccessrequirementsofstudentsusinglargerandmorecomplexwheelchairsthaninthepast.
Buildingregulationsgenerallyapproachissuesfroma�minimumdimensions’perspective,ratherthanan�inclusivedesign’perspective.Forexample,regulationsmaysetoutaminimumwidthforadoorwayandcorridor,butmaynotexplainhowtodesignthatdoorwaysothatitisfullyaccessibleandinclusive.Thismeansitispossibletoachieveanappropriatebuildingregulationsstandardbydesigninganentrancewitharevolvingdoorandaseparateentranceforwheelchairusersandotherdisabledpeople,eventhoughhavingseparateentrancesfordisabledandnon-disabledpeopledoesnotfitwiththeprinciplesofinclusivedesign.
Buildingandplanningregulationsgenerallyfocusondisabilityaccessissuesratherthanotherequalitiesissues.Forexample,theprovisionofparentandchildparking,babychangingfacilities,spacesforprayerandcontemplation,awideselectionoffoodoptions,andclearandaccessiblesignageareallrelevantforHEIsintermsoftheircompliancewithanti-discriminationlegislation,buttheyarenotgenerallycoveredbyregulations.
Buildingregulationsandplanningdocumentsareimportantsourcesofguidanceandregulationwhenplanningabuildingorrenovationproject.However,thedutiesplacedonHEIstopromoteequalityandmakereasonableadjustmentsfordisabledpeoplerequirethemtothinkmuchmorebroadlyaboutissuesofinclusivenesswhenmanagingsuchprojects.
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Legal and regulatory responsibilities
Managinginclusivebuildingdesignforhighereducation 7
Examples of the types of issue not covered by building regulations
Theneedforseparatefacilitiesfortheserviceoffoodandforstorageandpreparationoffoodincateringoutletsandresidencesforreligiousobservances.
Theneedforaccommodationfacilitiesappropriateforstudents’familiesandprovisionforchildrenoncampus.
Thediversenatureoftoday’sstudents,includinggrowingnumbersofmaturestudentsandpostgraduateswhomayhavedifferentrequirementsfromrecreationalandsocialspaces.
FurtherexamplesareavailablefromECU(2008a,2009).
Forthcoming legislationTheEqualityBillannouncedinApril2009hasproposedageneralpublicequalitydutyonpublicauthorities(clause143).HEIs,aswellasthefundingcouncils,willbesubjecttothisduty.Itwillreplacethethreeexistingduties(relatingtorace,gender,disability)withasingledutycoveringtheprotectedcharacteristicsofrace,sex,pregnancyandmaternity,genderreassignment,disability,age,sexualorientationandreligionorbelief.
ThegeneralpublicequalitydutywillrequireHEIstohavedueregardtotheneedto:
eliminatediscrimination,harassmentandvictimisation
advanceequalityofopportunitybetweenpersonswhoshareaprotectedcharacteristicandpersonswhodonotshareit
fostergoodrelationsbetweenpersonswhoshareaprotectedcharacteristicandpersonswhodonotshareit.
TheEqualityBillisexpectedtoreceiveRoyalAssentinspring2010.Themajorityofthebillisexpectedtocomeintoforceinautumn2010,withthegeneralpublicdutyfollowingin2011.Thebillisexpectedtocontainadditionaldirectivesforensuringprocurementprocessesarecompliantwiththepublicequalityduties.
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Legal and regulatory responsibilities
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4 Equality impact assessmentsEqualityimpactassessmentsarecurrentlyarequiredpartofthespecificpublicduties.Theyareintendedtoensureallnewpoliciesandpracticesareconsideredfromtheperspectivesofadiverserangeofpeople.Thisprocessinvolvesscreeningpoliciesandpracticesfortheirpotentialtoaffectanygroupofstudentsorstaffadversely,andthentotakeappropriateactiontoaddressanyissuesthatarise.Anymajorrebuildorrefurbishmentprojectshouldbeequalityimpactassessedandthefindingsshouldhelptoinformaccessstatements(section7).
ECUhasproducedguidanceonundertakingequalityimpactassessments(ECU,2008b).
Managinginclusivebuildingdesignforhighereducation 9
5 Involvement of users and stakeholdersItisimportantthatprojectsdevelopstrategiesforuserinvolvementtoensuretheinformationheldisup-to-dateandrelevanttothefulldiversityofthestudentandstaffpopulation,sothattheperspectivesofdifferentequalitygroupsareincluded.Usergroupsandotherstakeholdersshouldbeinvolvedsystematicallyintheprocessforagreeingnewdesignandrefurbishmentproposals,ortheyareunlikelytobecomeinclusiveenvironments.
Involvingstaffandstudentsneednotbeacostlyundertaking.Forexample,invitingarangeofpotentialuserstoviewearlyplansorideasandofferingafreelunchinexchangefortheirresponsesisanoptionthathasbeenusedsuccessfully.However,costshouldnotbeusedasanexcusetoavoidordemotetheprocessofuserinvolvementtoatokenisticlevel.
Anotherpossibilityistoworkwiththeequalityanddiversitydepartmenttodevelopuserinvolvementmechanisms.Userinvolvementneedstobemanagedappropriatelytoensurerepresentativesareknowledgeableandeducatedtoalevelthatwillenablethemtomakeinformeddecisionsandprovidequalityinput.Accessconsultantsshouldbepartoftheconsultationandinvolvementprocesstohelpprovideguidanceandexpertiseontheaccessibledesignoftheenvironment.
Whensurveysofestatesbuildingsidentifyconsiderableworkneededtomakebuildingsfullyaccessibletodisabledusers,itcanbedifficulttoprioritisethework.Involvingagroupofuserstoactasaccessrepresentativescouldbeusefultohelpdeterminetheorderofworktobedone.Accessrepresentativesshouldbestudentsandstaffwithastrongawarenessof,orwillingnesstolearnabout,differentwaysinwhichthedesignofbuildingscanrestrictorfacilitateaccesstotheHEI’sservices.
10 Managinginclusivebuildingdesignforhighereducation
Example – University of Salford
DuringarecentprogrammeofimprovementscarriedoutattheUniversityofSalford,estatesworkedwiththeequalityanddiversityofficetocreateanetworkofaccessrepresentativestocoverallthenon-residentialbuildingsacrosstheHEI.Theaccessrepresentativeswereaskedtocontributetooneortwonetworkmeetingsandasitevisit.Itwasintendedthateachbuildingwouldberepresentedbysomeonewhoworkedorstudiedregularlyinit,andwhowasfamiliarwithitsdesign,whatitisusedfor,andbywhom.Thishelpedtoensureeverybuildinghaditsrightfulplaceintheprogrammeofaccessimprovementundertakenbytheestatesdivision.
Itmaynotalwaysbepossibletosatisfyeveryoneduringtheuserinvolvementprocess,butiftheprocessistransparentandthereasonsforfinaldecisionsaregiven,thencompromiseswillusuallybeunderstoodandaccepted.Aneffectivecommunicationsstrategyisanecessarypartoftheuserinvolvementprocess.
Userinvolvementprocessesareoftenbelievedtobelengthy,butanyadditionaltimespentneedstobebalancedagainstthelikelihoodofimprovedqualityandusersatisfactionresults.Thefinancialbenefitofgettingitrightfirsttimebyinvolvingusersearlyintheprocessshouldnotbeunderestimated.
Involvement of users and stakeholders
Managinginclusivebuildingdesignforhighereducation 11
6 Access consultantsIndividualestatesdepartmentswillneedtodecidehowtoaccessspecialistadviceonaccessibleandinclusivedesignissuesthatbestmeetstheirneedsandsuitstheirowncontext.Manyinstitutionsmayfindtheyalreadyhavesomeexperienceofworkingwiththeseissues–forexample,estatesservices,equalityanddiversityteamsorstudentdisabilityservicesmaybeabletoprovidesomeinitialadviceaboutinclusivedesignissues.However,suchadviceisrarelyasubstituteforadvicefromaqualifiedandspecialistaccessconsultantoraccessauditor.
Manyinstitutionswillneedtocontractintheservicesofanaccessconsultancy,sothatspecialistaccessconsultantscanbebroughtintoworkondesignteamsandoverseeindividualprojects.Thisapproachisparticularlyimportantforlargerormorecomplexprojectsorwheretheequalityimpactassessmentprocesshasidentifiedtheneed(seesection4).
AccessconsultantsshouldbesourcedviaanaccreditedbodysuchastheNationalRegisterofAccessConsultants(NRAC,www.nrac.org.uk)ortheRoyalInstitutionofCharteredSurveyors(RICS)InclusiveEnvironmentsConsultantsScheme(www.rics.org/site/scripts/documents_info.aspx?categoryID=375&documentID=317).Itisimportanttoensureaccessconsultantsunderstandculturalissuesaswellasthephysicalaspectsofinclusivedesign.AppendixBprovidessomesamplequestionswhichcanbeusedwhenselectinganaccessconsultant.Accessconsultantscanprovideconsiderablebenefitstoprojectsandshouldworkinpartnershipwith(butshouldnotreplace)consultationwithusergroups(seesection5)toensureawideunderstandingofrequirementsisfacilitated.
HEIswillalsoneedtosourcespecialistadviceonaccessibilityandinclusivedesignissuesforotherreasons–forexample,to:
carryoutafullaccessauditoftheirexistingbuildingsandgroundsandproducealistofrecommendedadjustments
engageaspecialisttotrainestatesstafftoensuremainstreamestatesworktakesproperaccountofaccessibilityandinclusivedesignissues.
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Example – University of Leeds
AttheUniversityofLeeds,aregisteredaccessconsultant(NRAC)hasbeenengagedtoworkwithdesignandprojectteamstodeliveraccessiblenewaccommodationatnewresidentialdevelopmentbuilds.Theconsultant’sremitistoinformandinfluencethedesignandconstructionofthebuildingsandtheirlandscapestodeliveroutcomesinlinewith:
achievingaccreditationintheVisitBritainNationalAccessibleSchemeQualityStandard(Visit Britain, 2004)
complyingwithADM2004
complyingwithBS8300:2009
meetingotherrecognisedstandards,specificationsandgeneralaccesssolutionsconsideredapplicable(andreasonable)totheproject,forexampleprovidingdécorinsuitablecolours,lighting,wayfindingandsignage.
TheinvolvementofanappropriatelyexperiencedandaccreditedaccessconsultanthasenabledtheHEItomeetitsdutiesundertheDDAandprovideaninclusive,accessibleenvironmentthatcanbeusedbyeveryone.
InadditiontomeetingtherequirementsoftheHEI’sbrief,theconsultanthasalso:
maderecommendations,incorporatedintotheearlydesign,whichhavebeencost-neutral
helpedtheHEIdesignaccommodationthatwillnotneedexpensiveadaptationatalaterdate
helpedmakeacaseforsomederogationfromtheguidanceinADM2004inordertoprovideabettersolutiontomeetingtherequirementsofbuildingusers
helpedtheHEItoplanequipmentinstallationtomeettheneedsofbuildingusers
developedanaccessguideforusebybuildingusersandstaff.
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Access consultants
Managinginclusivebuildingdesignforhighereducation 13
Insteadofbringinginanexternalconsultancy,someHEIsmayprefertorecruitanin-housespecialistonaccessibilityandinclusivedesignissuestobeamemberofalldesignteams,trainestatesstaff,andcarryoutaccessaudits.Ineachofthesedifferentscenarios,thesamplequestionsinAppendixBcanassistwiththeselectionprocess.
Inlarger,complexprojects,oranyprojectwheretheequalityimpactassessmentprocesshasidentifiedaneed(seesection4),projectmanagersshouldberequiredtousetheservicesofanaccessconsultanttoapproveplans,suggestdesignamendments,monitortheprojectduringthebuildprocessagainstanagreedaccessstatementand,eventually,developapracticalaccessguideformanagementofthebuildingaftercompletion.
Access consultants
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7 Access statementsAdetailedaccessstatementshouldbedevelopedasanexpressionofintentatthedesignbriefstage,andbeexpandedasaprojectdevelopstoincludeplanning,design,managementandmaintenancerequirements.
Anaccessstatementshouldberegardedasadetailedworkingdocumentsettingoutallthespecificaccessstandardsandrequirementsthatwillneedtobemetwithinthebuilding.Usuallythesestandardsandrequirementsaresetoutunderheadingssuchasinternalcirculation,parkingandsignage,andoftenthedocumentisamendedaseachrequirementismet.Forexample,theaccessstatementwillexplainwhatkindoflightingandlightswitchesshouldbeusedwithinthebuildingfromanaccessibilitypointofview.Oncetheprojectteamissatisfiedthatthesehavebeeninstalled,theaccessstatementwouldnormallyindicatethatthisstandardhasbeenmet.
Accessstatementsshouldbesignedoffandmonitoredbytheusergroup.MoreinformationaboutaccessstatementsisprovidedinCABE (2006) and a number ofCABE(2006)andanumberofdocumentsatwww.accessunlimited.org/downloads.html.
Toimproveinclusivityinbuildingdesign,itisimportanttohaveacreativeapproach.Thiswilloftenmeanexceedingminimumstandardguidance,asoutlinedinADM2004,tomeetthewiderscopeofguidancecontainedinBS8300:2009andtheHEI’sbroadercommitmentsandobligationsinrelationtoequalityandinclusiveness.
ADM2004(Office of the Deputy Prime Minister, 2004) states that adopting theOfficeoftheDeputyPrimeMinister,2004)states that adopting thestatesthatadoptingtheguidanceitcontainsrepresentsonlyonewayofmeetingtherequirementsoftheregulations.Importantlyfordesignersandmanagersofenvironmentsandspaces,italsostatesthattheremaybeotherwaysofachievingcompliancewiththeregulations–butwhereproposalsdeviatefromtheguidanceintheADM,thereasonswhy,andevidencethatwhatisproposedisofastandardthatisequaltoorbetterthanthatdescribedintheADM,shouldbeidentifiedandarguedinanaccessstatement.
Inthatrespect,theaccessstatementisthevehiclethroughwhichdesignerswhowishtobecreativeandinnovativecandemonstratetheinclusivenessand
Managinginclusivebuildingdesignforhighereducation 15
accessibilityoftheirdesigns,andthatalthoughtheirproposalmaynotfollowthegeneralorstandarddesignguidancecontainedintheADM,itisnonethelesssuitabletoaddresstheneedsofallthepeoplewhowilluseit.
Access statements
16 Managinginclusivebuildingdesignforhighereducation
8 Access guidesThereisnopointinhavingaccessiblefeatureswithinbuildingsif,afteritscompletion,thosemanagingorstaffingthebuildingdonotknowabouttheexistenceofthesefeaturesorhowtousethem.Thereforethepreparationofabespokeaccessguide,generallybyanaccessconsultant,atthefinalstageofthebuildingdevelopmentshouldbeconsidered–certainlyforallmajorprojects.Anaccessguideisapracticaldocumentaimedatbuildingmanagersandthosestaffingthebuilding(receptionstaff,customerservicestaff,etc.),whichwillhelpensureasmoothhandoverofinformationfromthosewhohavedesignedandcreatedthebuildingtothosewillbeworkingwithinit.
Anaccessguidewilloftencontaindetaileddescriptionsofthefollowing.
Thespecificfeaturesthatexistwithinthebuildingtomakeitinclusive.Forexample,thismightincludeinformationaboutthelocationsofinfraredandinductionloopsystemsforpeoplewhoarehardofhearing,thefirealarmandevacuationfacilitieswithinthebuildingfordisabledpeople,theavailabilityofbaby-changingandreservedparkingfacilities,etc.
Practicalissuesthatmanagersandstaffwillneedtoconsiderwhenoccupyingorusingthebuilding.Forexample,theguidemaysetoutimportantrestrictionsontheselectionandlocationofloosefurnituretoensureclearcirculationroutesareretained,informationabouttheongoinguseandmaintenanceofanyassistivetechnology,anddesignrulestoensureanysignageinstalledinthebuildingisaccessible.Also,wherelatermanagementactions(e.g.lockingofparticularroutesintoorwithinthebuildingatcertaintimes)mayrestrictaccess,theguideshouldsetoutpracticalactionsrequiredtoavoidcompromisingtheaccessibilityofthebuilding.
Recommendedactionsforcommunicatingtheaccessibilityofthebuildingtoitsusers.Forexample,theaccessguidemaysetoutimportantrecommendationsforproducingatactilemaporleafletaboutthelayoutofthebuildinginBrailleandotheralternativeformatsforvisitorsandotherbuildingusers.Itmayalsoexplaintheneedtoincorporatesomeinformationaboutthisspecificbuildingintoabroadercampusaccessibilitydocumentforstaffandstudents(e.g.informationproducedbytheUniversityofEssex:www2.essex.ac.uk/stdsup/disab/access.shtm).
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Awellwrittenaccessguideforabuildingwillbeextremelyvaluableinsupportingstafftrainingtomaintaininclusiveaccesstofacilitiesandservicesthroughoutthebuilding,andparticularlytocommunicateanyfeaturesthatarenotalwayswellunderstood.
Access guides
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9 Health, safety and fire legislation, and conservationInadditiontoconsideringtheneedsofallusers,aninclusivedesignapproachcansupporttheneedsofthoseconstructing,maintainingandservicingthebuilding.BS9999:2008isanewcodeofpractice,applicablefrom1April2009,whichaimstosupportthehealthandsafetyofthoseinvolvedintheconstruction,designandmanagementofbuildings.BS9999:2008isapplicabletothedesignofnewbuildings,andtoalterations,extensionsandchangesinuseofexistingbuildingsoncampus.Itprovidesguidanceontheongoingmanagementoffiresafetythroughouttheentirelifecycleofabuilding,includingensuringtheoveralldesignofthebuildingassistsandenhancesthemanagementoffiresafety.Itcanbeusedasatoolforassessingexistingbuildings,althoughfundamentalchangesinlinewiththeguidelinesmightwellbelimitedorimpractical.
Wherethereisaconflictofinterestbetweenachievinginclusivedesignandmaintaininghealthandsafety,thesafetyissuesshouldprevail.However,oftenwhatappearstobeaconflictbetweentheseissuescanberesolvedinawaythatsatisfiesbothanHEI’saccessibilityresponsibilitiesanditshealthandsafetyresponsibilities.Forexample,installingaseriesofcorridorfiredoorswillbevitalfromafiresafetyperspective,butthiswillalsocreateaccessbarriersfordisabledpeople.Inthesecircumstances,itbecomestheresponsibilityofprojectmanagerstostrivetocomeupwithawayforwardthattakesaccountofbothregulatoryframeworks.Havingallcorridordoorsonhold-openmechanismswhereverpossible,sothattheycloseautomaticallyintheeventofafire,isonewayofminimisingaccessbarrierswhilealsomeetingfiresafetyrequirements.Theuseofsuchhold-opendevices,andhowtheywillaffecttheabilityofadisabledpersontoescapefromanareaoncetheyaredeactivated,wouldthenbeaddressedinanappropriatepersonalemergencyevacuationplanforpeopleusingthespace.
Buildingdesignersmayexperienceoppositiontoimprovingaccesswhenworkingonrefurbishmentstolisted/historicbuildings.Negotiationswithplannersandconservationistsarelikelytoberequired,butplannersandconservationistsalsohaveobligationstoimproveaccesstopublicbuildings,sosolutionsshouldbepossible.
Managinginclusivebuildingdesignforhighereducation 19
10 ConclusionsToooftenHEIsmayoverlookthecontributionthephysicalenvironmentmakestoshapingapositivestudentandstaffexperience.Indevelopingnewbuildingsorrefurbishingexistingbuildings,theendusersneedtobeconsideredandinvolvedfromtheoutset.
Usersofbuildingswillhavediverseneeds,sodesigninginasmanyfeaturesaspossiblewillhelpensurethesuccessofthefinalproject.Thisbriefingisintendedtosupportamoveawayfrommeetingminimumrequirementsandfollowingregulations.Instead,thefocusshouldbeonpeople,andonthewayinwhichtheyinteractwiththephysicalenvironmentswecreate.ThismovewillenableHEIstominimisetheneedforthecostlyretro-fittingofadjustments,andistheonlywaytocreatephysicalenvironmentsthatcontributetotheorganisation’sbroaderstrategicobjectivesanddeliverbuildingsandoutdoorspaceswhicharegenuinelyfitforpurpose.
20 Managinginclusivebuildingdesignforhighereducation
11 Management process checklistInclusivebuildingdesignaimstoenabletheenvironmenttobeusedbyallpeoplewithoutthefurtherneedforcustomisation.Thefollowingprocesswillsupporttheimplementationofaninclusivebuildingdesigninhighereducation,andisintendedtobeusefultoseniormanagerswithresponsibilityforestatedevelopment.
Process Responsibility Done
1 Determineaninclusivebuildingdesignapproachfortheproject’svisionstatementandensureitisprominentwithinthebriefatallstages(AppendixA)
HEI
Estatesmanager
Facilitiesmanager
2 Appointaprojectmanagerwithcommitmentandabilitytodelivertheinclusivevision(AppendixB)
Estatesmanager
Facilitiesmanager
3 Formauser/stakeholdergrouptoscopetheprojectanddevelopastrategythatwillensureinvolvementofallequalitygroupsandrelevantprofessionalsatkeystages
Projectmanager
Equalityanddiversityoffice(toensureperspectivesofage,disability,gender,trans,race,religionandbeliefandsexualorientationarerepresented)
Userandstaffrepresentatives
Occupationalhealth
Otherrelevantprofessionalgroups
4 Produceacommunicationstrategytosupporttheinvolvementprocess
Projectmanager
5 Carryoutequalityimpactassessmentofthefinalvisionandscopingoftheproject
Revisetheseifnecessarytoensuretheneedsofallareprovidedfor
Usergroup
Managinginclusivebuildingdesignforhighereducation 21
Process Responsibility Done
6 Developaccessstatementbasedontheimpactassessment
Projectmanager/designteam
7 Appointdesignteam;includeanaccessconsultanttoadviseoninclusivedesign,ensurecompliancewithlegalequalityrequirements,andaddvaluetotheprojectthroughaddressingdiverseneeds
Projectmanager
8 Developoutlinedesignthatincludesusergroupinput
Designteam
9 Reviewaccessstatementandsupplementwithadditionalequalityrequirements
Usergroup
10 Ifadjustmentsaremadeforcostorotherreasons,usergrouptobekeptinformedandaskedtoprioritisechoicesandpreferencesbasedonfurtherimpactandriskassessments
Projectmanager
11 Usergroupconsultedondevelopmentsinthedesignuntilsatisfiedanddesignsignedoffbythem
Designteam
Projectmanager
12 Communicatewiththepublicusingdifferentmethodsatkeystagesofdevelopmenttoensurewideconsultation
Projectmanager
13 Produceaccessguideatfinalstageofdevelopmenttoensurestaffandusersareinformedaboutaccessfeatureswithinthebuilding
Accessconsultant
14 Onceprojectisdelivered,undertakepost-occupancyauditandusefindingstoinformsubsequentprojects
Estatesmanager
Facilitiesmanager
Management process checklist
22 Managinginclusivebuildingdesignforhighereducation
12 References and bibliographyBCIS(2002)BCIS Access Audit Price Guide.BuildingCostInformationService, RoyalInstitutionofCharteredSurveyors,London.
Bell,J.A.(2004)Resource Disability Portfolio Guide 9 – Accessible Environments.TheCouncilforMuseums,ArchivesandLibraries,London.www.mla.gov.uk/what/support/toolkits/libraries_disability/~/media/Files/pdf/2003/dis_guide09.ashx
Bright,K.(2009)Making Buildings Inclusive and Accessible 2009: Special Report.WorkplacelawNetwork,London.
Bright,K.T.et al.(2004)Buildings for All to Use.CIRIA,London.
BSI(2009)BS 8300:2009, Design of Buildings and their Approaches to Meet the Needs of Disabled People – Code of Practice.BSI,London.
CABE(2006)Design and Access Statements – How to Write, Read and Use Them. CommissionforArchitectureandtheBuiltEnvironment,London.www.cabe.org.uk/publications/design-and-access-statements
CABE(2008)Inclusion by Design – Equality, Diversity and the Built Environment.CommissionforArchitectureandtheBuiltEnvironment,London.www.cabe.org.uk/publications/inclusion-by-design
CEBE(undated)�Afullerunderstandingofinclusivedesign’,Section3inBuilding and Sustaining a Learning Environment for Inclusive Design: A Framework for Teaching Inclusive Design within Built Environment Courses in the UK. CentreforEducationintheBuiltEnvironment,Cardiff/Salford. http://cebe.cf.ac.uk/learning/sig/inclusive/full_report.pdf
Coleman,R.,Clarkson,J.,Dong,H.andCassim,J.(2007)Design for Inclusivity – A Practical Guide to Accessible, Innovative and User-centred Design. GowerPublishing,Aldershot.
DesignCommissionforWales(2008)Design and Access Statements in Wales – Why, What and How.DesignCommissionforWales,Cardiff.
DRC(2003)Creating an Inclusive Environment.DisabilityRightsCommission,London.http://83.137.212.42/sitearchive/DRC/PDF/4008_157_CreatingInclusiveEnvironment.pdf
Managinginclusivebuildingdesignforhighereducation 23
DRC(2006)Disability Discrimination Act 1995 – Code of Practice – Rights of Access: Services to the Public, Public Authority Functions, Private Clubs and Premises. DisabilityRightsCommission,London.
DRC(2007)DisabilityDiscriminationAct1995:Code of Practice Post-16. Code of Practice (Revised) for Providers of Post-16 Education and Related Services. DisabilityRightsCommission,London.www.equalityhumanrights.com/uploaded_files/code_of_practice__revised__for_providers_of_post-16_education_and_related_services__dda_.pdf
DRC(undated)The Disability Equality Duty: Guidance on Gathering and Analysing Evidence to Inform Action.DisabilityRightsCommission,London.www.equalityhumanrights.com/uploaded_files/PSD/14_evidence_gathering_and_analysing_guidance.pdf
ECU(2008a)Inclusive Campus: Accommodation and Social Space. EqualityChallengeUnit,London.www.ecu.ac.uk/publications/inclusive-campus
ECU(2008b)Conducting Equality Impact Assessments in Higher Education.EqualityChallengeUnit,London.www.ecu.ac.uk/publications/files/conducting-equality-impact-assessments.pdf/view
ECU(2009)Handbook for Student Accommodation Providers: Support and Guidance for Equality and Diversity. EqualityChallengeUnit,London.www.ecu.ac.uk/publications/student-accommodation-providers-handbook
Grant,A.(2005)Access Audit Handbook. CentreforAccessibleEnvironments,London.
ICIDuluxTrade(undated)Colour and Contrast: CD Design Guide and Colour Schemes.www.icipaints.co.uk/news/news_colour_contrast.jsp
OfficeoftheDeputyPrimeMinister(2004)The Building Regulations 2000 – Access to and Use of Buildings – Approved Document M. NBS,London.www.planningportal.gov.uk/england/professionals/en/4000000000988.html
Ratcliff,M.(2007)Access and the DDA – A Surveyor's Handbook.RoyalInstitutionofCharteredSurveyors,London.
Sawyer,A.andBright,K.T.(2007)The Access Manual(2ndedn).BlackwellPublishing,Oxford.
References and bibliography
24 Managinginclusivebuildingdesignforhighereducation
UUKSCOP(2006)Code of Practice for the Management of Student Housing.UniversitiesUK/StandingConferenceofPrincipals,London.www.universitiesuk.ac.uk/PolicyAndResearch/Guidance/AccommodationCodeofPractice/Documents/COP%20Mar%202006.pdf
VisitBritain(2004)National Accessible Scheme – Advice and Benefits of Participation.VisitBritain,London.www.enjoyengland.com/Images/NAS%20Benefits%20leaflet_tcm21-171221.pdf
References and bibliography
Managinginclusivebuildingdesignforhighereducation 25
13 Sources of further informationAccessAssociation www.access-association.org.uk
Accessibuilt www.jiscmail.ac.uk/cgi-bin/webadmin?A0=accessibuilt
BritishDesignInnovation www.britishdesigninnovation.org
CambridgeEngineeringDesignCentre
www.eng.cam.ac.uk/inclusivedesign/index.php
CentreforAccessibleEnvironments www.cae.org.uk
CharteredInstitutionofBuildingServicesEngineers
www.cibse.org
CodeofPracticeonAccessandMobility
www.accesscode.info/introduction/1.htm
CommissionforArchitectureandtheBuiltEnvironment
www.cabe.org.uk/default.aspx?contentitemid=1#2
DesignCouncil www.designcouncil.org.uk
EIDD–DesignforAllEurope www.designforalleurope.org
HelenHamlynResearchCentre www.hhc.rca.ac.uk/archive/hhrc/index.html
InclusiveDesignCommitteeoftheRoyalInstituteofBritishArchitects(RIBA)
www.youtube.com/user/ribavideo1
InstituteforDesignandDisability www.idd.ie
JMUAccessPartnership www.jmuaccess.org.uk
NationalRegisterofAccessConsultants
www.nrac.org.uk/index.html
1.Thisfilmfeaturestalksbydisabledpeopleandinterestingcasestudiesabouthowparticulararchitecturalpracticeshaveinvolveddisabledpeopleintheprocessofdesigningnewbuildingsfromthestartoftheprocess.
26 Managinginclusivebuildingdesignforhighereducation
ResearchGroupforInclusiveEnvironments
www.reading.ac.uk/ie
RIBABookshops www.ribabookshops.com/site/home.asp
RICSInclusiveEnvironmentsConsultantsScheme
www.rics.org/site/scripts/documents_info.aspx?categoryID=375&documentID=317
SchooloftheBuiltandNaturalEnvironment
www.bne.uwe.ac.uk
SignDesignSociety www.signdesignsociety.co.uk/content.php?folder_id=27
UnitedKingdomInstituteforInclusiveDesign
www.ukiid.org/index.html
UniversalDesignNetwork www.ihcdstore.org/universaldesign-net
Women’sDesignService www.wds.org.uk/index.htm
Sources of further information
Managinginclusivebuildingdesignforhighereducation 27
Appendix A: Drafting a building project brief for a new build projectToooften,buildingprojectbriefswillignoreinclusivedesignissuesaltogether,perhapsassumingtheseissueswillbetakenintoaccountautomatically,ortheymayincludeasimplestatementsuchas�ThisbuildingmustcomplywiththeDDAandbuildingregulations’.However,ifaninstitutionwantstoensureanewbuildprojectisdesignedinawaythatisgenuinelyinclusive,significantthoughtneedstobegiventoaccessibilityissuesfromtheoutsetandalargeproportionoftheinitialbriefshouldbededicatedtotheseissues.
Belowisafictionalexampleofan�Accessibilityandinclusivedesign’sectionofanindividualprojectbrief.Incorporatingasectionlikethisintoabrief,whilealsothreadingaccessibilityissuesthroughouttherestofthebrief,ishighlyrecommended.Ifyouareseekingtoensureyourbuildingwillmeetspecificstandardsonaccessibility,orbeaccreditedunderaparticularscheme,youshouldalsomakethisclearwithinthebrief.
28 Managinginclusivebuildingdesignforhighereducation
Accessibility and inclusive design
Wearecommittedtoensuringthisbuildingisfullyaccessibleanddesignedinawaythatisinclusiveforallstudents,staffmembersandvisitors.Whilethereisaneedtofocusonthespecificrequirementsofparticulargroups–particularlydisabledpeople–wealsotakeabroaderapproachtotheconceptofinclusivenessandseektoensurethisbuildingprovidesawelcoming,usableandinclusiveenvironmentforall.
Inrelationtotheequalaccessrequirementsofdisabledpeople,weconsiderthatcompliancewithApproved Document Mof the Building Regulations 2000 isnotsufficient,onitsown,toensureanaccessibleandinclusivebuilding.
Beyonddisabilityequalityissues,weseektocreateaninclusiveenvironmentforadiversestudentandstaffpopulationwhichincludespeople,whatevertheirtheirage,gender,disability,religiousorculturalbeliefs,orsexualorientation. The.Thedesignteamisthereforeexpectedtoworkinlinewiththefollowingprinciples.
Focusonuserexperienceandonthewayinwhichthebuildingwillbeusedbypeople–weexpectinclusivedesignissuestobegiventhesamelevelofattentionthataestheticdesignorcostissuesconventionallyreceive.
Deliver,asfaraspossible,anequaluserexperiencefordisabledandnon-disabledusersofthebuilding–forexample,whendesigningthecounterfacilitiesinthemainhall,allthereceptiondeskservicepointsshouldbeaccessibletoeveryone,ratherthancreatingaseparateservicepointforwheelchair-users.Similarly,wehopetoavoidhavingdesignatedspacesforwheelchair-usersinlecturetheatres,asthiswouldprovidedisabledpeoplewithlesschoiceofwheretosit.
Minimisethenumberofaccessbarrierswithinthebuilding–forexample,byensuringalldoorsareeasytoopenand,wherepossible,onhold-openmechanismssothattheycloseonlyintheeventofafire.
Minimisethenumberofaccessibilityfeaturesthatmaybreakdownorrequiremaintenanceinthefuture–forexample,inmostcasesinstallingapermanentrampwillbepreferabletoaplatformlift.
Ensurethebuildingisaccessibleforstaffmembersaswellasstudentsandvisitors–forexample,receptiondesksneedtobeaccessibleforadisabledreceptionistaswellasadisabledvisitor,andlecturetheatres(onthesecondfloor)mustbeaccessibletoadisabledlectureraswellastodisabledstudents.
Seekappropriateinputfromadiverserangeofpotentialusersofthebuilding(viaausergroup).
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Appendix A: Drafting a brief
Managinginclusivebuildingdesignforhighereducation 29
Theseprinciplesmeanthatinclusivedesignissuesmustinformallaspectsofdesign,forexampleincludingthefollowing.
Externallandscapingofthebuildingandrelatedexternalfacilities,withattentiongiventothegradientofexternalslopeswithinthefootprintofthebuildingandtheneedfornearbyparkingprovisionfordisabledpeople.
Designofentrancestothebuilding–forexample,wewishtoavoidtheneedforseparateentrancesforwheelchair-usersandotherpeople.
Designofinternalcirculationroutes,asfaraspossibleensuringdisabledpeopledonotencounterunnecessarydelayscomparedwithnon-disabledpeoplewhenmovingaroundthebuilding.Allbuildingusers,disabledandnon-disabled,mustbeabletonavigatearoundthebuildingeasilyandindependently–forexample,staff-operatedplatformliftsarenotappropriate.
Interiordesignchoices–forexample,colourpalettesforinteriordécorshouldensurehigh-contrastprovisionforpeoplewhoarepartiallysighted,flooringsmustbeaccessibleforwheelchair-users,andacousticsneedtobeplannedtoensureaccessforpeoplewhoarehardofhearing.
Selectionofappropriateassistivetechnology–forexample,inductionloopsystemsshouldbebuiltintoreceptiondesks,andeitherinductionlooporinfraredsystemsincorporatedintothemainteachingspacesinthebuilding.
Toiletfacilities–wherepossible,theseshouldbedesignedtobeaccessibletobothdisabledandnon-disabledpeople.Theuseofunisexaccessiblefacilitiesmaybepreferabletoseparatetoiletsfordisabledandnon-disabledpeopleinsomepartsofthebuilding.Alltoiletprovisionmustbeaccessibletoambulantdisabledpeople–forexamplewithlevertaps,accessibledoorlocks,etc.
Fireandemergencyegress–whereverpossible,provisionshouldbemadetoenableadisabledpersontoexitthebuildingindependentlyinthecaseofanemergencyorfire.Wherenecessary,refugepointsmaybeincorporatedinthedesign;however,allrefugepointsmusthaveanintercomsystemlinkedtothesecurityofficeandmustbeclearlysignposted.Fireandotheremergencyalarmsystemsmustbebothvisibleandaudible.Alarmbellsorsirensshouldnotbesitedinrefugeareas.
Specificfacilitiesforparticulargroupsofpeople–forexample,wemustensuretheprayerandcontemplationroom(currentlyplannedforthesecondfloor)meetstherequirementsofpeopleofparticularreligiousfaiths.
Theseareindicativeexamplesofimportantdesignfeatures,notanexhaustivelist.
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Appendix A: Drafting a brief
30 Managinginclusivebuildingdesignforhighereducation
Appendix B: Sample questions to use when choosing a project manager or other key members of a design teamWhenchoosingaprojectmanagerorotherdesignteammembers–includingarchitectsandaccessconsultants–itisessentialtoensuretheyhaveexperienceofinclusivedesignandaccessibilityissues.Thisappendixlistssomesamplequestionsforinstitutionstousewhenseekingaprojectmanager,architectoraccessconsultant.
Institutionswillneedtoadaptandsupplementthesetosuittheirownrequirementsandprocurementprocedures.Theyaredraftedwithatenderingprocessinmind,butcouldbeadaptedtosuitarecruitmentexerciseifaninstitutiondecidestorecruititsowninternalaccessspecialist.
Question Issues to consider
Questions relevant to all potential design team members
1 Pleasedescribetwobuildingprojectsyouhavebeeninvolvedinrecently,whichyouconsidertobedesignedinclusivelyasaresultofyourinvolvement.
Youmayasktoseedetailedplansofthebuildingscitedasexamplesand/orseekreferencesfromclientsoftheseprojects.Alsoconsiderseekinginformationaboutthespecificroleofthetendererinrelationtotheseprojects(e.g.askforexamplesofadjustmentsthatweremadetothedesignsspecificallyasaresultoftheirinput).
Analternativeapproachmightinvolvegivingasetofbuildingplansfromapreviousbuildingprojecttothetenderer(s)atinterview,allowingthemashorttimebeforetheinterviewtoexaminetheplans.Theiraccountofthemainaccessibilityissuesrelatingtothatbuildingwillprovideaclearindicationoftheapproachtakenbythetendererandthequalityandusefulnessoftheiradvice.
Managinginclusivebuildingdesignforhighereducation 31
Question Issues to consider
2Givenallthedifferentregulationsandsetsofstandardsthatexistinrelationtoaccessibility–includingtheDDA,BuildingRegulationsPartM,BritishStandards,CentreforAccessibleEnvironments(CfAE)guidance,etc.–whatbaselinestandardswouldyouusewhenplanningtheaccessibilityofabuilding?
YouneedtobesuretheconsultantwillnotsimplyassessaccessibilityagainsttheBuildingRegulationsPartM,asthiswillnotnecessarilybesufficienttoensuredutiesimposedbytheDDAwillbemetandwillnotnecessarilydeliverfullyaccessibledesigns(seesection3).
Thisquestionshouldalsotellyouwhetherthetendererisawareofanystandardsthatrelatetothespecifictypeofprojecttheywouldbeworkingon.Forexample,ifyouarelookingforanaccessconsultanttoworkonahallofresidencedesignteam,thisquestionmightrevealwhetherthetendererisawareoftheVisitBritainNationalAccessibleSchemeQualityStandard(VisitBritain,2004).
3Inyourwork,whichdisabilityissuesdoyoutakeintoaccount?
Towhatextentdoyougobeyondconsideringtheaccessrequirementsofwheelchair-usersandpeoplewithmobilityimpairments?
Andtowhatextentdoyoufocusoninclusivedesignissuesbeyonddisabilityaccessissues?
Accessconsultantsshouldbelookingatawiderangeofdisabilityissueswhencarryingouttheirwork.Mostconsultantswillconsidertheaccessrequirementsofpeoplewithrestrictedmobility,peoplewhoaredeaf,hardofhearing,blindandpartiallysighted(andthereforetakeintoaccounttheneedforvisual/vibratingfirealarms,inductionloops,contrastingpaintcolours,tactilepaving,etc.).Youmaywishtoestablishwhethertheywillconsidertherequirementsofabroaderrangeofdisabledpeople–forexample,theneedforclearsignagetoassistpeoplewithdyslexia.
Alsoconsidertheextenttowhichyourequireadviceonotherequalitiesissues(e.g.adviceonhowtomakeabuildinginclusiveforpeoplewithafamily,peoplefromdifferentreligiousgroups,transgenderpeople).Insomecasesyoumayneedtolookbeyondanaccessconsultantforsuchadvice.
Appendix B: Sample questions
32 Managinginclusivebuildingdesignforhighereducation
Question Issues to consider
4aHowwouldyouproposetoconsultandinvolvestaffandstudents(particularlydisabledstaffandstudents)intheworkyoucarryoutunderthiscontract?
and/or
4bForpastprojectsofsimilarsize/complexity,howhaveyouinvolveddisabledpeopleinyourwork?
Agoodaccessconsultantshouldbeabletodescribehowtheyintendtotakeaccountoftheviewsofdisabledpeopletoinformtheirwork,forexamplebyestablishingausergrouporissuingacallforfeedbackfrombuildingusersaboutparticularaccessbarriersthatexist.
Theyshouldalsobeabletorefertoexamplesofpreviousprojectsinwhichtheyhaveinvolveddisabledpeopleorpeoplefromothergroupswhomaybeusingtheproposedenvironment.
5Pleaseconfirmwhowillbeworkingtodeliverservicesunderthiscontractand,specifically,whatthecontributionofeachpersonwillbe.
Alsoconfirmwhetheryouintendtosubcontractanyoftheworkdeliveredunderthiscontract.
Youneedtobesurethatthepeopleyouaremeetingatinterviewwillbethepeoplewhodeliverworkunderthecontract.
Youdonotwanttoappointacontractoronlytofindthattheypasstheworkontoanotherpersonororganisationlackingtherequiredspecialistskillsandexperience.
Appendix B: Sample questions
Managinginclusivebuildingdesignforhighereducation 33
Question Issues to consider
6 Howdoyouensurethosewhowillbeprovidingservicesunderthiscontracthavetherequiredspecialistskillsandexperienceforthiswork?PleaseprovideCVs/profilesforallstaffwhowillbeprovidingservicesunderthiscontract.
Youshouldbelookingforevidencethatcontractorstaffhaveattendedspecificcoursesand/orhavequalificationsonaccessibilityandinclusivedesignwork.Youmayalsowishtoaskhowlonganytrainingcourseslasted,toensuretheywerenotjustshortone-ortwo-daycourses.
7Ofthepeopleinvolvedindeliveringworkunderthiscontract,howmanyareNRAC-registeredconsultantsandhowmanyareNRAC-registeredauditors?
TheNationalRegisterofAccessConsultants(NRAC)isanindependentregisterofaccreditedaccessauditorsandaccessconsultantswhomeetprofessionalstandardsandcriteriaestablishedbyapeer-reviewsystem.NRACauditorsarequalifiedprimarilytoidentifybarrierstoaccess,whileconsultantshavegreaterconstructionknowledgeandcangofurtherinrecommendingsolutionstoaccessbarriers.Seewww.nrac.org.ukformoreinformation.
Anotherpeer-reviewaccreditationscheme,istheInclusiveEnvironmentsConsultantsSchemeoperatedbytheRoyalInstitutionofCharteredSurveyors–peoplewhohavebeenacceptedontotheschemeregisterareentitledtousethelettersIECaftertheirname.Seewww.rics.orgformoreinformation.
InmostcasesallaccessibilityandinclusivedesignspecialistsareexpectedtobeNRAC-orIEC-registered,ortodemonstrateasimilarlevelofaccreditation/expertise.
Appendix B: Sample questions
34 Managinginclusivebuildingdesignforhighereducation
Appendix B: Sample questions
Question Issues to consider
Question that is particularly relevant when selecting an access consultant
8Pleaseprovidetwoexamplesofpreviousaccessauditreports/accessstatements*thatyouhaveproducedforotherclients/projects.
Youneedtoknowthatthekindofreportsthisorganisationproduceswillmeetyourneeds.Aretherecommendationsorlistedactionsinthesereportsclear?Howusefulwouldyourinstitutionfindthesereports?
*Deleteasappropriatedependingonwhetheryouareseekinganorganisationtocarryoutanaccessauditofexistingbuildingsortoinputintoanewbuilddesign.
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