Access Insight - July 2018 by ACAA

JUNE / JULY 2018

Equitable Design in Educational Architecture by PMDL Architecture & Design

Tertiary Education Facilities & Access Challenges by Chris Porter

Addressing the needs of students with vision loss in an education setting

by Jane Bryce and Karen Carrigan

Primary school hearing of primary importance

by Tanya Taudevin and Amanda Robinson

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FROM THE PRESIDENT’S DESK by Mark Relf AM President of the Association of Consultants in Access Australia

elcome to Access Insight once again, which opens the door on education and educational facilities and services. I say that because accessible buildings do always mean equitable access to education for many in our society. Making a building accessible means much more than complying with the NCC and AS1428.1, as this is merely the starting point. Often the brief will call for “compliance with the DDA” only to discover that what is meant to be communicated is, “compliance with the NCC”. However, as access consultants our task is to remind education providers about accessible furniture, joinery, décor, lighting, acoustics, assistive listening systems, wayfinding, web and IT accessibility that suits people with, physical, sensory and cognitive impairments. Obviously the provision of education programs and supports are the other major components of the puzzle that hopefully results in the inclusive participation that enables an individual to maximise their learning potential.

I hope you enjoy the articles and consider making a contribution to a future edition to tell a story and build our collective knowledge bank, learning and understanding of the barriers to education for people with disabilities, which can be addressed in the soon to commence, revision of AS1428.2 or other guidelines. Following on from the adoption of the new ACAA logo our new website has been launched with a new look and easier navigation along with a products and services database which our sponsors will populate with their wares targeting accessibility – so have a look as the records build. Our aim is to build the most comprehensive database on accessible products and services, albeit the entries are not endorsed by ACAA and inquirers will need to satisfy themselves about the appropriateness of a product for particular uses. Following a hiatus in the review of the DDA Premises Standards I can now happily advise that in the past month the Department of Industry, Science and Innovation has convened

IN THIS ISSUE From the President’s Desk............................. 2 From the ACAA Committee............................. 3 Equitable Design in Educational Architecture..................................................... 4 Primary School Hearing of Primary Importance.....................................................10

CPD Opportunities........................................ 20

Address: 20 Maud Street, Geelong VIC 3220 Email: office@access.asn.au Phone: +61 3 5221 2820 Web: www.access.asn.au Editor: Farah Madon vicepresident@access.asn.au

Vic Owner’s Corp.......................................... 22

June / July 2018 Issue

Addressing the Needs of Students with Vision Loss in an Education Setting....................... 26

Cover photo credit - Architecture and Access

Tertiary Education Facilities and Access Challenges.....................................................16

July Hot Apps................................................ 33 2

Please email the Editor if you would like to showcase your project on the Cover of the next Access Insight

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ACAA MATTERS the inaugural meeting of the Experts Advisory Group (EAG) to work through the recommendations from the Review Report released in 2017. ACAA is represented on the EAG and at various times we will be seeking the views and experiences on members regarding technical matters and the application of the Premises Standards since 2011. Following demand from potential members we released a draft of changes affecting the rules and administrative processes concerning an alternate pathway to Associate Membership of ACAA that recognises work experience, skills and knowledge needed for access consulting. While the alternate pathway will not confer a qualification or replace the Certificate IV or the Diploma in Access Consulting it does provide flexibility that aims to assist professionals to enter the field.

We received several submissions commenting on the draft and have now updated an Associate Membership kit to include clearer assessment criteria and correct several editorial errors. The amended rules and administrative process will take effect in August and be reviewed 6 months hence. Lastly, the annual general meeting (AGM) will be held on the 29th November in Sydney and include a half day seminar, which we hope to also deliver by webinar for people who cannot make the trip to Sydney. More details will follow shortly plus a call for nominations to fill positions on the ACAA Management Committee.

Mark Relf AM

From the ACAA Committee of Management JULY 2018

CAA COM have decided to publish the minutes of the management committee meeting from June of 2018. A copy of the minutes will be made available for members on the ACAA website.

ACAA COMMITTEE OF MANAGEMENT CONTACT DETAILS PRESIDENT: Mr Mark Relf AM

ACAA WEBSITE

VICE PRESIDENT: Mrs Farah Madon

Over the last few weeks, a lot of work has gone on behind the scenes to upgrade the ACAA website.

SECRETARY: Mrs Lindsay Perry

This has included adding a sponsors and products section, reworking the whole of site navigation to make things easier to find as well as developing a new home page. Please be patient whilst further changes are undertaken and if you find a broken link or something that does not work let us know.

TREASURER: Mr Francis Lenny ORDINARY MEMBERS: Ms Jennifer Barling Mrs Anita Harrop Ms Cathryn Grant Mr Bruce Bromley

June / July 2018

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Equitable Design in Educational Architecture PMDL Architecture & Design PMDL is a leading architectural design practice with long standing and on-going relationships in the education sector. PMDL’s portfolio of work is substantial and spans a diverse range of completed projects of varying scale and client age/user groups. The PMDL team is experienced, committed and passionate about education facility design and assisting their clients in the realisation of better places and spaces for teaching and learning. Projects must also engage with the user and be entertaining, fun, achieve a point-ofdifference and ultimately inspire all people regardless of background, capability or physical impairment. PMDL, in collaboration with their design consultants, are committed to solutions that offer equity to all the user groups and, where possible, go beyond the minimal regulatory requirements and standards for compliance to achieve seamless outcomes.

s an architectural practice, one of PMDL’s core specialities is designing for the education sector. PMDL embraces opportunities to develop design environments that are equitable in their use for all user groups whether they be confined or active, young or old, be it permanently impaired or temporarily encumbered through injury.

While the minimal ‘nuts-and-bolts’ requirements of the regulatory standards are always in play, as Architects, we aspire to go beyond those norms so that the design solution is an over arching, more universal one, accessible to all user groups and creating equitable solutions for non-impaired and impaired users alike.

The user experience of these spaces, in an educational context, is dependant on a number of factors, including but not limited to: • Safety • Ease of movement & connection through/to the spaces as well as within the space. • Practical sensory considerations - reaching destinations efficiently, detail of elements along the path, physical and visual cues • Comfort for the user within the space, particularly that of people with impairments / disabilities not to feel isolated amidst their peers / other users.

In addition to the above, as designers for educational facilities, PMDL have the additional challenges of meeting the needs of the very young users with different levels of accessibility, both physically and intellectually. Coincidentally, many of the principles that apply to the younger user group, not only as literal directives but also at a more sub-conscious level, carry over to some of the access-impaired groups. There are many mechanisms that can be employed to achieve the above factors in creating spaces and paths of travel to be enjoyable, safe experiences, rather than just routine, for all users of all capabilities.

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FEATURED ARTICLE Equitable access is achieved by locating entry and exit points to align with similar routes to that of all users or, if possible, designing them in a way that the one route is accessed universally for all user groups. Circulation through spaces need not be a routine A to B exercise but rather a journey to a destination via a myriad of different, useful and enjoyable areas or experiences. A typical challenge PMDL faces on school sites that have significant falls or slopes, is the transitioning of students of all capabilities through multiple levels from one recreational area to another and / or from internal to external spaces, seamlessly integrating ramped pathways into landscape features, at better than the minimum requirements, not requiring kerbs and handrails enables these paths to be multi-functional with rest stops

or play and learning areas along the path and possibly integrating building entry and exit points into the mix. PMDLâ&#x20AC;&#x2122;s primary initiatives in assessing any design path is to seek-out equitable design solutions that make use of more user friendly walkway grades Vs ramps as interpreted by the NCC Building Code of Australia. Different materials underfoot can be subtly and effectively used to define circulation routes, signify a boundary restraint or a transition to a different type of use, e.g. as a recreational or learning location/precinct. Thoughtful use & implementation of texture, colour and, for people with vision impairments, the sound made while moving across a surface are simple means by which sensory distinction for all users can often be achieved. Similarly, emphasising a different

Image 1: Schematic design evaluating use of light, voids and transparent walls to assist with travel path definition and destination location. 6

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FEATURED ARTICLE ceiling material, acoustic qualities, lighting and air movement through a complex can assist in easily defining travel paths and location. The creative use of light and modulation of space is an effective means to provide visual cues for people with vision

impairments. Clever application of transparent wall materials whether they be windows, applied films to glazing or transparent cladding materials not only identify a destination location, but give visual links as to where the paths of travel exist. Visual reference to external areas from inside help to orientate and familiarise users to the overall

Image 2: Open learning area indicating use of floor finishes and directional visual cues on the ceiling to help define circulation routes.

Image 3: Developed design proposal for a â&#x20AC;&#x153;Civic Heartâ&#x20AC;? terrace linking school recreational areas to indoor & outdoor learning areas. Landscape by Arterra Design, Landscape Architects. June / July 2018

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Image 4: Example of bold way-finding used to define a room location plus adoption of colour, light, ceiling & furnishings. 8

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FEATURED ARTICLE environment and the place within a building at any one time.

In summary, some of the key PMDL principles of good access design can be summarised as:

Way-finding can be enhanced with large, strong, contrasting, visual indicators, to define locations and paths and, if well placed, can be aligned or integrated with more tactile cues, such as braille signage, tactile indicators, etc., by way of change of flooring, wall finishes, and the like. If these methods are employed consistently throughout the planning of the building, the repetitive nature of their application can assist in reinforcing direction and simplifying travel for all users.

• C onsider designing spaces as being accessible for all. • “Equitable” is the key word wherever possible, i.e. alternative routes are NOT disproportionately complex or remote compared with a standard route. Noting - All paths should not lead to “ROAM” solutions. • All paths start and end in the same location as a standard/common route or path of travel. Furthermore, adopt walkways over ramped solutions whenever possible. • Accessibility, comfort and safety are more effectively achieved via the more passive sensory controls, (albeit sub conscious). Mechanisms using light, texture, colour, visual clues, passive barriers such as furniture placement ,visual cues etc., in conjunction with the regulatory controls contained in the NCC and Premises Standards.

One key to designing universally accessible spaces is the furniture selection. Furniture that can be easily moved and used in a variety of modes, can improve the flexibility of any space for its users, often regardless of their physical capabilities. This has a positive effect of placing all the users on a level playing field reducing the“isolation effect” of students with varying levels of impairment.

Image 5: Library environment with clearly defined floor ceiling and lighting June / July 2018

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Primary school hearing of primary importance by Tanya Taudevin and Amanda Robinson

Tanya Taudevin is a practicing architect, access consultant, and director of Alpen Access Architects Pty Ltd. She is a member of the Acoustical Society of America, the Australian Institute of Architects ‘National Access Work Group’, and the Australian Standards Committee for ME-60 ‘AS 1428.5 (2010) Design for access and mobility – communication for people who are deaf or hearing impaired’. Tanya has undertaken PhD studies on the design of classrooms for younger children with hearing impairment.

Amanda Robinson is a chartered acoustic engineer, and Co CEO of Marshall Day Acoustics. She is a member of the Institute of Acoustics, Australian Acoustical Society, WELLS Sound Advisory Committee and Deafness Foundation. Her published findings include New generation learning environments: creating good acoustic environments - policy to implementation. She is a regular presenter on the topic of acoustics, and is actively involved in research including the Innovative Learning Environments and Teacher Change (ILETC) project.

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raditional primary school classrooms in Australia are being transformed into new generation, open plan, flexible, speaking and listening spaces. In these technology-rich environments multiple groups of young primary school children collaborate, talk and learn together in the one space. Speech communication centred on didactic teaching has given way to group work, where learning activities emphasise the interaction between children as much as listening to teachers. Do these new flexible spaces provide equitable access to learning for children with hearing impairment? This article proposes that, for some primary school children with hearing impairment, these spaces may result in acoustical environments that are, in fact, a barrier to participation and access to learning. The article is co-authored by an acoustical engineer and an architect/ access consultant and highlights the importance of good acoustic design for inclusive teaching and learning, and recommends suitable design performance criteria. The discussion thus considers design issues beyond assistive listening technologies covered by AS1428.5 (2010). The paper proposes that some flexible learning environments may not meet the intent of the Disability Discrimination Act 1992 (Cth).

The needs of primary school children with minimal / mild conductive hearing loss (MMHL) are the focus of this paper. This population of children may not use hearing aids, as causes such as otitis media with effusion may be difficult to detect by parents and caregivers1, and thus remain undiagnosed. A study in Australia of primary school children aged 5 –11 years of age found that 10.2% of children had conductive hearing loss in one or both ears, and had significantly lower ability to comprehend speech in noise than normally hearing children2. At December 2017, the population of children aged 5 – 9 years in Australia was just over 114,000; thus at a ratio of 10%, this would mean that about 11,400 children with MMHL are currently in primary school classrooms. ‘Mild’ hearing loss is not a mild problem, as children with minimal/ mild hearing loss are at risk for academic and speech-language difficulties. Multiple international and national research studies have consistently found that open plan learning spaces for younger primary school aged children do not provide for the speech intelligibility needs of those with hearing 1 Keogh, Tegan, Kei, Joseph, Driscoll, Carlie and Khan, Asaduzzaman (2010). Children with minimal conductive hearing impairment: Speech comprehension in noise. Audiology and Neurotology 15 (1) 27-35. 2 Keogh, Tegan, Kei, Joseph, Driscoll, Carlie and Khan, Asaduzzaman (2010). Children with minimal conductive hearing impairment: Speech comprehension in noise. Audiology and Neurotology 15 (1) 27-35.

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FEATURED ARTICLE impairment. There is a growing need to seriously consider the acoustic design in learning spaces, particularly given the shift back to open spaces in schools. In order for learning to take place, levels of noise and reverberation for students with hearing impairment must be far below the threshold3 specified by standard guidance to allow listeners of all abilities to be able to listen and communicate in education spaces.

Learning in a flexible environment With new and emerging education facility design models, speech intelligibility is evolving to become a critical issue for children with MMHL. In school spaces such as Innovative learning environments (ILEs), Flexible learning spaces (FLS), Co-operative Learning Environments, 21st Century learning spaces, and open plan classrooms, multiple groups of children talk and work together in small groups, concurrently, and actively move throughout the space. Over 35% of class time is now spent in group work, and teachers now spend 70% of their time mobile in the learning space. This means that being able to hear the voices of other children is equally important to learning as hearing the voice of the teacher. Children are thus endeavouring to learn in classroom environments that contain multiple sources of competing speech4 with babble and activity noise being more disruptive to speech perception than external noise such as traffic5. If children cannot hear the voice of the teacher and the voices of their classmates, they cannot learn effectively. Younger children with MMHL typically have greater difficulty comprehending speech in noise, and participating in situations with multiple talkers, than children of the same age without hearing impairment. The first years of school are also critical for language 3 Sigfrid D Soli and Jean A Sullivan (1997) Factors affecting children’s speech communication in classrooms. Journal of the Acoustical Society of America 101, 3070 4 Lori Leibold, Ryan W. McCreery, and Emily Buss (2017). Classroom acoustics and children’s speech perception. Journal of the Acoustical Society of America 141, 3457 5 Nicola Prodia, Chiara Visentin, and Alice Feletti (2013) On the perception of speech in primary school classrooms: Ranking of noise interference and of age influence. Journal of the Acoustical Society of America 133, 255

development. Generally, younger children require very high intelligibility of speech, because they cannot ‘fill in the blanks’ from garbled words the way adults can.

The Disability Discrimination Act 1992 (Cth) The Disability Discrimination Act 1992 (Cth) requires non-discriminatory access to, and use of, ‘premises’. The definition of ‘premises’ in Section 23 of the DDA is quite broad and requires ensuring non-discriminatory access to, and use of, both buildings (as addressed in the Disability (Access to Premises – Buildings) Standards 2010) and non-building elements, such as furniture, fixtures and fittings. Section 22 of the DDA states it is unlawful to discriminate against a student on the ground of the student’s disability by denying or limiting a student’s access to any benefit provided by the educational authority. The Disability (Access to Premises – Buildings) Standards 2010, however, do not address the subject of accessible acoustical environments within a space (room acoustics), just as they do not address the subject of accessible furniture, fixtures and fittings within a space. The acoustical environment is a fundamental characteristic of a room, and therefore part of a ‘premises’. The Disability Standards for Education 2005 do not address the subject of acoustical environments either. The non-referenced standard AS 1428.5 (2010) Design for access and mobility – communication for people who are deaf or hearing impaired, whilst mentioning the acoustical environment in Clause 2.2, only states that an ‘appropriate’ acoustical environment must be provided for speech intelligibility, without specifying any performance criteria. Instead, AS/NZS 2107 Acoustics – Recommended design sound levels and reverberation times for building interiors’ is referred to. However, this standard does not include speech intelligibility criteria, and only addresses children with learning difficulties as distinct from children with hearing impairment. If a school learning space, by virtue of its design, and the way the space is managed, denies or limits access to intelligible speech by

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FEATURED ARTICLE a child with hearing impairment, upon which language learning is critically dependent, this may be inconsistent with the DDA.

speech intelligibility needs of students with hearing impairment. Key criteria are presented below.

Speech Transmission Index

Room acoustical design parameters for speech

In contrast to Australian Standards, international design guidelines for schools specify speech intelligibility criteria for children with hearing impairment â&#x20AC;&#x201C; using the standard objective measure called the Speech Transmission Index (STI). In Australia, the Guideline for Educational Facilities Acoustics 2018, by the Association of Australasian Acoustical Consultants (AAAC) also nominates STI criteria. In this context, it is suggested that when designing school learning spaces to achieve the objects of the DDA with respect to the needs of younger children with MMHL, reliance on the Premises Standards, AS1428.5 or AS/ NZS2107 may be insufficient. Evidence based design guidance is available from the United Kingdom, as well as Australia, based on peer reviewed research, that recommends performance criteria to meet the

For rooms to function as listening and communication environments, there are three main factors to consider: reverberation, ambient noise in the space, and the signal-to-noise ratio. These are described in layperson terms below.

Reverberation: Reverberation time is defined as the length of time required for sound to decay 60 decibels from its initial level, and is normally measured in seconds. AS/NZS 2107 suggests reverberation times for open plan learning spaces, depending on the volume (m3) of the space. Reverberation is directly linked to volume, so the larger the room, the higher the reverberation time. Rooms with many hard surfaces will have longer reverberation times than those with acoustically absorptive finishes.

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FEATURED ARTICLE Signal to noise ratio: The concept of signal to noise ratio is effectively how loud the source of noise is above the background sound in the space. The larger the difference, the clearer the signal. Guidance from the British Association of Teachers of the Deaf and the America Speech Language Hearing Association suggests that the signal to noise ratio should be at least 15dB, and preferably 20dB in the lower frequency range (125Hz-750Hz). The direct sound from a voice will dissipate with distance, so the closer the distance between the speaker and listener, the higher the signal to noise ratio. The directivity of the speech is also an important factor – a speaker who is facing away from the receivers (i.e. head is turned away from the listeners) may reduce the signal by a significant amount.

Speech Transmission Index: The intelligibility of speech in a room is a complex function of Speech Transmission Index (within groups - open plan style learning spaces) Reverberation time T60 Unoccupied Ambient noise levels Unoccupied internal 1

the location of the speaker, the location of the listener, ambient noise levels, the acoustic characteristics of the space and the loudness and quality of the speech itself. STI is an objective measure which accounts for all of the above factors. STI is a value between 0 and 1, and the higher the value the better the speech intelligibility. The STI is a useful measure for open plan style learning spaces in particular. This is because whilst reverberation time is a primary acoustic descriptor for a learning space, many other factors also need to be considered.

Inclusive design recommendations The performance criteria below list recommendations for open-style learning spaces in primary schools for children with hearing impairment by professional organisations:

0.70 >0.60

Association of Australasian Acoustical Consultants V 2.0 2018 UK Guideline Acoustics of Schools: a design guide (Nov 2015)

0.4s 0.4s

Association of Australasian Acoustical Consultants V 2 2018 UK Guideline Acoustics of Schools: a design guide (Nov 2015)

≤30dBA <35dBA <35dBA

Association of Australasian Acoustical Consultants V 2 2018 UK Guideline Acoustics of Schools: a design guide (Nov 2015) WELLS rating tool for Comfort Noise Criteria in Schools1

Not specifically targeted to hearing impaired, but to be adopted for all users

Discussion It can be seen that there is good correlation between criteria recommended both nationally and internationally for acoustic spaces to support students with hearing impairment. However, if the levels within AS/NZS 2107 for mainstream spaces are adopted, it is likely that, for children with hearing impairment: • Ambient noise levels will be too high (potentially up to 45dBA) • Reverberation times will be higher than desired (up to 0.6/0.7s for large spaces) And as a result, speech intelligibility may be compromised. 14

There is a trend to use the technology termed ‘soundfield amplification’ (SFA) to ensure that the signal level of speech is delivered to all parts of the classroom at an appropriate level. This technology has benefits for situations where the voice of the teacher needs to reach all children in the space, not only students who use hearing aids or cochlear implants. However, in open plan classrooms where multiple smaller groups of children are working and talking concurrently in the one space, SFA does not address the need for children within smaller groups to hear the voices of other children with whom they are collaborating and learning. Additional sound from amplification elsewhere in the learning space, may result in higher general background

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FEATURED ARTICLE noise levels, with children increasingly raising their voices to be heard by others within their own smaller groups. It is important to note that whole class technology is not a substitute for remedying poor classroom acoustics, and poor room acoustics can in fact limit the effectiveness of such systems. A study of SFA installed in classrooms in Brisbane, concluded that the potential benefits of SFA devices are only likely to be realised in classrooms with better basic acoustics6. Good acoustic design to optimise speech intelligibility can make a significant difference to the listening environment. For example, when existing classrooms are treated with well-designed absorption and scattering acoustic treatments, speech reception thresholds have been found to improve by up to 6.8 dB after acoustic intervention7.

Design approaches to achieve the recommended performance outcomes Whilst designing learning spaces to meet specified STI criteria requires an acoustic consultant, the following references provide useful background information: • Acoustics of Schools – a design guide November 2015. Institute of Acoustics and Association of Noise Consultants. Available at: https://www.ioa.org.uk/ publications/schools-acoustics-guide • Classroom Acoustics for Architects – A companion booklet for ANSI/ASA S12.60 Parts 1 and 2. Acoustical Society of America Available at: https://acousticalsociety.org/ standards/ • Guideline for Educational Facilities Association of Australasian Acoustical Consultants: http://www.aaac.org.au/ resources/Documents/Public/Educational%20 Facilities%20Acoustics%20V2.0.pdf

It is recommended that access consultants providing advice on evolving and innovative design models for primary school open plan, collaborative and flexible learning spaces consider the Disability Discrimination Act 1992 (Cth), and younger children with hearing impairment. How will the spaces in the proposed design actually be used for collaboration, interaction and group work by children and by teachers? Will the acoustical conditions, that arise as a consequence of design decisions and choices, limit or deny access to intelligible speech by younger children with hearing impairment? Are there ‘universal design’ options for the architectural and acoustic design that better enable inclusive and equitable participation and learning? For further information about this topic feel welcome to contact the authors at Alpen Access Architects and Marshall Day Acoustics.

How would you feel if you were left behind?

6 Wilson, Wayne J., Marinac, Julie, Pitty, Kathryn and Burrows, Carolyn (2011). The use of soundfield amplification devices in different types of classrooms. Language, Speech and Hearing Services in Schools 42 (4) 395-407. 7 Giuseppina E. Puglisi, Filippo Bolognesi, Louena Shtrepi, Anna Warzybok (2017) Optimal classroom acoustic design with sound absorption and diffusion for the enhancement of speech intelligibility. Journal of the Acoustical Society of America 141, 3456

p: 1300 669 730 w: EvacuLife.com.au June / July 2018

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Tertiary Education Facilities & Access Challenges by Chris Porter Director Architecture & Access

Architecture & Access (A&A), has over 20 years of experience in consulting services. Our Access Consulting services advise on the wide range of needs of people with a disability within the built environment and considers the goals and principles of Universal Design. Our staff have professional qualifications in the access, health, design and construction industries, allowing us to provide a diverse range of services including access consultancy, occupational health and safety consultancy, risk management consultancy services, project management and architectural services. One area of involvement is that of tertiary educational facilities.

he last 10 years has seen an influx of capital into tertiary education facilities around the country and there seems to be no abatement, certainly not in Victoria. All major universities have embarked upon significant new works as well as an abundance of minor upgrades. The majority of the projects have had the goal of providing an improved student experience in an ever-competitive market. With over 300,000 international students enrolled in tertiary education in Australia the marketing of facilities as well as the educational qualifications that they seek to attain is paramount to maintain viability. So how do these new facilities measure up for students with disabilities? Approximately 5.8% of students disclose they have a disability. In reality, the number is probably much higher as many choose not to disclose. What are the challenges that this cohort faces? We have been involved in many projects at all major universities and rather than review one particular project, this discussion paper focusses on what we see as key issues. These projects continue to be delivered by a variety of procurement methods, from traditional full documentation/ contract administration by the architect, to design & construction management where the â&#x20AC;&#x2DC;builderâ&#x20AC;&#x2122; takes on design responsibility as well as financial management. The key elements that involve us in most debate, are addressed below in no particular order of importance.

Lectorial spaces Lectorial spaces are a combination of lecture and tutorial teaching modes designed to improve opportunities for student 16

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FEATURED ARTICLE engagement in larger cohorts. Typically designed as a series of platforms, sometimes with step ramp access between levels (depending upon the size of the room), but often in smaller rooms, with access to the lowest level only. The design intent of these rooms, is to enable lecturers/tutors to move around the space, responding to queries and providing information to students. Students need to have the ability to work in teams that may be positioned anywhere in the room. A no ramp ‘Lectorial’ space fails to meet the needs of all students and potential teaching staff.

Lecture Theatres A 300 person lecture theatre as illustrated in the plan view, has accessible wheelchair seating spaces at the top level and also at the base, where access is easily

achieved from the floor levels as the lecture theatre spans between 2 levels. Suggestions have been made that access should also be provided to the mid-level to provide for greater choice for students who may not necessarily wish to be ‘at the front’ or at ‘the very back’. This presents significant challenges and cost, as it would involve the inclusion of an accessway and additional lift to provide access down to a mid-floor level. Universities are not rushing out to endorse this, but we as access consultants should be encouraging our clients to explore how and if this can occur.

Hearing Augmentation Hearing Augmentation is generally required to Lecture Theatres, and other teaching spaces such as; Lectorials, Conversational, Discursive and Interactive rooms, plus Meeting rooms, Group Study Rooms and Library spaces. Generally, there are no questions around the requirement for providing an assistive listening system to the larger spaces. If an ‘infrared’ system is installed, it is the number of receivers that is up for discussion. If the required number of receivers is provided as per NCC requirements, the total across a large building with multiple systems is significant.

FEATURED ARTICLE The receivers need to be maintained and easily available. How this is best done, will depend upon the management processes of the institution. A Performance Solution is often sought to reduce the overall number of receivers as these can be stored and shared across multiple spaces. A current project has a legislative requirement for 120 receivers. Library spaces create a challenge due to the fact that hearing loops interfere with the security systems, and infrared systems have difficulty obtaining ‘line of sight’ between transmitter and receiver due to book stack layout. A new option being utilised is the use of smart phone apps where a message can be sent to a person’s phone, or, if the person has no phone, to an IPod collected from the service counter on entry. No systems are perfect and a personnel ‘sweep’ of the floor is often required to ensure that all library patrons are aware of the announcement, which may be as simple as, “the library will close in 15 minutes”.

advantage of providing multiple lifts to serve the access route and hence buildings along that route. Issues have arisen in buildings where a single lift only is provided, and if it breaks down at critical times, such as exams, students unable to use stairs are prevented from accessing the exam room. 3. Access from designated car spaces within general car parking areas around the campus may not suit the needs of all users, especially if travel distances are significant, which they can be on large campuses. The provision of designated car spaces close to and associated with individual buildings may be able to be accommodated on some campuses.

Paths of travel There are a number of considerations here, namely; 1. Path of travel from the campus boundary to the principal pedestrian entrance of the new building, or the building undergoing refurbishment. On large campuses, a Performance Solution report is often required to address the situation where the topography prevents a realistic compliant path of travel being provided from the property boundary to the principal pedestrian entry of the building the subject of the building permit. 2. Is there a requirement for a connecting path of travel to all immediate surrounding buildings, or just the closest one? Topography may impact on the final outcome and while a compliant path of travel may be achieved to all surrounding buildings, it may not be the most direct route. Campuses such as La Trobe University, utilize elevated walkways for ease of achieving access between buildings, irrespective of what the condition is at ground level. This has the 18

An example of where good access has been achieved on a city campus is the New Academic Street project for RMIT. Previously many access points into the building off Swanston Street featured stairs and signage, as pictured above. The creation of a more ‘pedestrianised’ external street on the opposite side of the series of interconnected buildings that form this portion of RMIT enabled at grade access into the buildings which then also linked to a new ‘internal’ street.

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FEATURED ARTICLE Scooter Users The use of scooters on campus is increasing. Grey nomads are also becoming grey students, as we live longer and seek opportunities to fill in retirement time. Some of these older students will be using scooters to negotiate the travel distances around campus. As we all know, the turning circle of scooters is far greater than that of wheelchairs, but another consideration is the placement of door controls to operate auto doors. Forget the 500mm setback from internal corners and think how a person sits on the scooter and where that control needs to be. We were involved in a project, relocating controls back at least 1000mm from internal corners as well as looking at other considerations to facilitate movement around campus for the scooter users, such as turning circles, ramp landing depths, door landing depths and recharge points.

Changing Places The uptake of Changing Places facilities in tertiary facilities is in full swing. Universities are recognizing the value in including them, to better support students who without a Changing Place facility, would not be able to undertake their desired course.

Summary Education continues to be a growth industry. Competition between institutions is high to attract students. The quality of facilities plays a big part in where students go. Students with disability will attend those institutions where they are supported. As access consultants, we can assist in guiding these institutions to better consider the needs of all students in achieving their goals.

June / July 2018

CPD OPPORTUNITIES ACAA NSW Access Consultants Network Meeting Date: TBA Contact: ACAA NSW Chairperson Robyn Thompson for details

ACAA QLD Access Consultants Network Meeting Date:

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ACAA SA Access Consultants Network Meeting Dates for 2018: August 28th – CPD October 9th – Business Meeting November 20th – CPD December – Breakup drinks date Contact: ACAA SA Chairperson Grant Wooller for details.

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ACAA VIC Access Consultants Network Meeting Date: Friday 31st August Venue: The Hub @Docklands (Cinema room) 80 Harbour Esplanade, Docklands Time: 9:30am Contact: Terry Osborn for details

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ACAA WA Access Consultants Network Meeting Date: Tues 4th September Venue: Student Services Conference room at North Metropolitan TAFE, Leederville Time: 4pm to 5:30pm Contact: ACAA WA Chairperson Anita Harrop for details.

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FEATURED ARTICLE

Vic Owner’s Corp by Paul Mulholland Disability Access Consultant Equal Access Group Paul has a broad experience working in Access Consulting and Building Surveying, specialising in commercial projects including Telecommunications, Aged Care, Healthcare, Education, Chemical/ Industrial, Commercial and Retail. Paul has developed a sound understanding of the Building Act, the Victorian Building Regulations, the NCC and relevant Australian Standards. Paul has an excellent understanding of the Regulatory requirements for Commercial projects.

he recent Supreme Court of Victoria ruling makes clear that Victorian owners corporations are required to make reasonable adjustments for both tenants and visitors who have a disability. Since 2015, Anne Black had lived in an apartment on the fourth floor of a residential development. In 2015, she developed disabilities that required her to use a wheelchair which inhibited her from accessing her apartment and other parts of the building.

Ms Black commenced proceedings, pursuant to sections 44, 45 and 56 of the Equal Opportunity Act 2010 (‘the EOA’), against the relevant Owners Corporation asserting that the Owners Corporation was unlawfully discriminating against her by failing to make alterations to the building so she could access the common areas and her apartment independently. Read together, sections 44 and 45 of the EOA essentially provide that a service provider must not discriminate against a person with a disability by refusing to make reasonable adjustments to a service so the disabled person may access or derive a substantial benefit from the service. The Owners Corporation’s position was that its obligations were limited to consenting to Ms Black making reasonable alternations to the common property so long as she paid for those alterations. In support of that position the Owners Corporation relied on section 56 of the EOA which obliges Owners Corporations to allow owners to make reasonable alterations to the common property at their own cost in circumstances where those owners are disabled.

VCAT’s Determination Senior Member Steele found that section 56 did not exclude the operation of sections 44 and 45 and therefore those sections applied to Owners Corporations as a service provider. However, the question of whether the Owners

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FEATURED ARTICLE Corporation had unlawfully discriminated against Ms Black depended upon whether the alterations required by Ms Black were reasonable within the meaning of section 45(3) of the EOA. Submissions on the reasonableness of Ms Black’s requests were not made at this hearing.

Background Over the past 30 years the Commonwealth Government and the state and territory governments have introduced laws to help protect people from discrimination and harassment. The following laws operate at a federal level and the Australian Human Rights Commission has statutory responsibilities under them: • Age Discrimination Act 2004 • Australian Human Rights Commission Act 1986 • Disability Discrimination Act 1992 • Racial Discrimination Act 1975 • Sex Discrimination Act 1984. The following laws operate at a state and territory level, with state and territory equal opportunity and anti-discrimination agencies having statutory responsibilities under them: • Australian Capital Territory – Discrimination Act 1991

• New South Wales – Anti-Discrimination Act 1977 • Northern Territory – Anti-Discrimination Act 1996 • Queensland – Anti-Discrimination Act 1991 • South Australia – Equal Opportunity Act 1984 • Tasmania – Anti-Discrimination Act 1998 • Victoria – Equal Opportunity Act 2010 • Western Australia – Equal Opportunity Act 1984. Commonwealth laws and the state/territory laws generally overlap and prohibit the same type of discrimination. As both state/territory laws and Commonwealth laws apply, you must comply with both. Unfortunately, the laws apply in slightly different ways and there are some gaps in the protection that is offered between different states and territories and at a Commonwealth level. To work out your obligations you will need to check the Commonwealth legislation and the state or territory legislation in each state in which you operate. You will also need to check the exemptions and exceptions in both the Commonwealth and state/territory legislation as an exemption or exception under one Act will not mean you are exempt under the other. See the table below for detailed information on Victorian Acts.

Disability Discrimination Act 1992 Discrimination on the basis of physical, intellectual, psychiatric, sensory, neurological or learning disability, physical disfigurement, disorder, illness or disease that affects thought processes, perception of reality, emotions or judgement, or results in disturbed behaviour, and presence in body of organisms causing or capable of causing disease or illness (eg, HIV virus). Also covers discrimination involving harassment in employment, education or the provision of goods and services

Discrimination in employment, education, access to premises, provision of goods, services and facilities, accommodation, disposal of land, activities of clubs, sport, and administration of Commonwealth laws and programs.

Victoria: Equal Opportunity Act 2010 (VIC) Discrimination on the basis of age, breastfeeding, disability, employment activity, gender identity, industrial activity, lawful sexual activity, marital status, parental status or status as a carer, physical features, political belief or activity, pregnancy, race (including colour, nationality, ethnicity and ethnic origin), religious belief or activity, sex, sexual orientation, and personal association with someone who has, or is assumed to have, any of these personal characteristics. Sexual harassment is also prohibited under this Act.

Discrimination in employment, partnerships, firms, qualifying bodies, industrial organisations, education, provision of goods and services, disposal of land, accommodation (including alteration of accommodation), clubs, sport, and local government.

Victoria: Racial and Religious Tolerance Act 2001 (VIC) Vilification on the basis of race or religion is prohibited under this Act.

June / July 2018

FEATURED ARTICLE On the 21 June 2018 the Supreme Court of Victoria confirmed that owners corporations must make reasonable adjustments to buildings for tenants and visitors with a disability, or they risk being discriminatory. The case, Owners Corporation v Anne Black, has significant implications for residential and commercial owners corporations across Victoria.

“Owners corporations are vitally important bodies that can help Victorians use, access and enjoy their homes and the world around them,” said Commissioner Kristen Hilton. “This case confirms their obligations towards people with a disability, including making sure they can access their home and public spaces.” Accessibility is a common issue for people with a disability. In this case, Ms Black has trouble accessing her own apartment because of heavy, manual doors that don’t open easily with the scooter she uses. The owners corporations responsible for managing the apartment

complex argued they did not provide a service, and that Ms Black must pay for any changes to the building herself. The Commission joined the case, as a friend of the court, to provide expert advice on discrimination law. The Equal Opportunity Act 2010 requires service providers to make “reasonable adjustments” to accommodate people with disabilities. What is reasonable depends on individual circumstances, such as the size of the owners corporation, the nature of adjustments required and their cost. The ruling makes clear that Victorian owners corporations are required to make reasonable adjustments for both tenants and visitors who have a disability. This may mean providing appropriate signage, lighting or accessible meeting rooms, depending on circumstances. It will affect owners corporations operating in commercial settings, like a shopping plaza or private offices, as well as in residential settings.

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FEATURED ARTICLE References: A quick guide to Australian discrimination laws, Available at: https://www.humanrights.gov.au/employers/good-practice-good-business-factsheets/ quick-guide-australian-discrimination-laws (Accessed: 11 July 2018). (9 February 2018) Anne Black v Owners Corporation OC1-POS539033E (Human Rights) [2018] VCAT 185 (8 February 2018), Available at: http://www7.austlii.edu.au/cgi-bin/viewdoc/au/cases/ vic/VCAT/2018/185.html (Accessed: 11 July 2018). Anna Craig (21 June 2018) Court rules that owners corps must not discriminate, Available at: https:// www.humanrightscommission.vic.gov.au/home/ news-and-events/item/1722-court-rules-that-ownerscorps-must-not-discriminate (Accessed: 11 July 2018). James Collier and Gerard Nymyer (4 May 2018) Owners Corporation Management: Black v Owners Corporation OC1-POS539033E [2018] VCAT 185, Available at: https://www.strataconsultants.com. au/owners-corporation-management-black-v-owners-corporation-oc1-pos539033e-2018-vcat-185/ (Accessed: 11 July 2018).

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June / July 2018

FEATURED ARTICLE

Addressing the needs of students with vision loss in an education setting by Jane Bryce and Karen Carrigan

Jane Bryce worked with Guide Dog organisations in Australia and the UK as an Orientation and Mobility (O&M) Instructor and other roles for 25+ years. During this time, Jane became a strong advocate for people with vision loss. Jane has been an established access consultant since 2014, operating an independent consultancy. More recently she was the Access Consultant and a trainer for Assistive Technology Australia. Jane currently works at Cheung Access as a Disability Access Consultant. Jane@cheungaccess.com.au 0431 374 037 Karen Carrigan has worked as an Orientation and Mobility Specialist at Guide Dogs NSW/ACT and in Singapore for the past ten years. Karen completed the Certificate IV in Access Consulting in 2014 and currently provides access advice and advocacy for those with vision loss and other stakeholders.

ision enables a sighted person to walk without much thought about their path, hazards, road crossing location, direction, or wayfinding clues and cues as they can see and respond accordingly. People who are blind or have low vision may not be able to see this same visual information so wayfinding and moving around can be difficult. Most people who have low vision have some amount of residual vision, meaning that they can still use their vision to do many things, but usually not quite as easily as a person with good vision. For example how does someone who is older manage in a restaurant if they forget their glasses? For many people who have low vision glasses will not improve their vision. A smaller proportion of the community lives with substantial vision loss or blindness. Without vision, a person who is blind may not be able to: • see a hazard and take evasive action • gather information to help their wayfinding because they cannot read signs and see other visual clues • traverse open spaces Whilst most people who are legally blind can still see, this may only be light perception, object detection or a small tunnel of vision. A smaller percentage of people who are blind have no useful vision at all.

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FEATURED ARTICLE Every person living with vision loss is different and some will have vision that fluctuates. Like all other people, people who are blind or have low vision will respond to their vision loss differently. How well they manage may depend on: • H ealth (people with diabetic retinopathy can have vision that varies with their changing Blood Sugar Levels or BSLs)

• L ight, glare and time of day (for many people, there is a fine line between enough light and too much) • Environment (quiet, busy, dynamic, familiar, unfamiliar) • Psychological • Confidence • Duration of vision loss Vision loss may impact on:

ELEMENT

IMPACT

FUNCTIONAL ISSUE(S)

SOLUTION

Acuity

Reduces clarity of vision / causes blurriness

Less able to see detail at the same distance

Large print (but not too large)

Visual Field

Reduction of the volume of vision

Tunnel vision Many people with tunnel vision will look at the ground to know if the path ahead is safe, which can mean that they miss visual information to aid wayfinding

Provide

Central vision loss Many people with central vision loss may be unable to see detail, read sign etc., but usually have enough vision to move around on their own Light adaptation

Reduced ability to cope with changing light levels

Night Blindness

Reduced or inability to see May be temporarily blinded when in dull or low light levels entering an area with significantly different light levels i.e. dark to light or light to dark

Distance / Depth perception

Reduced ability to detect and judge distance or depth

May need to pause to cope with changing light levels

Caution around stairs as the person is less able to judge the distance to the first step and then judge step heights

• clear pathways • preferably on building lines

• defined, where possible • ground level directional clues

Even light levels in an area or room Avoid abrupt changes of light levels

Step nosings create a clear visual target Handrails provide additional physical clues as well as support

Contrast Sensitivity

Reduced ability to see differences between elements of similar luminance contrast

May miss elements where there is limited Ensure minimum contrast visual contrast levels are met

Orientation and Mobility For a person with vision loss to move around safely, independently and with dignity, they may need to use two skill sets at the same time. One skill set is based on orientation, that is knowing where you are, where you want to go and how to get there. The other skill set is mobility or being able to walk around safely and independently. Together

these skill sets are known as Orientation and Mobility or O&M. Specialists who teach these skills may be known as O&M Instructors, Mobility Instructors or simply O&Ms. This may be their primary role or be a part of an overall teaching position. Children who are born or develop a vision loss early in life will usually begin O&M training before they even begin to walk. O&M services are usually tailored to the individual’s needs. June / July 2018

FEATURED ARTICLE Common mobility methods for school age children • R esidual vision – Specialist teachers may teach the child how to maximise their vision. Many people who have low vision will be looking ahead at the ground as shown below (Source: The Colour, Light and Contrast Manual, Keith Bright and Geoff Cook, 2010, Wiley Blackwell)

• Long or mobility cane – acts as an extension of the person’s fingers to feel the ground immediately ahead as the cane is swept rhythmically from side to side. A long cane usually is positioned about 1 pace ahead, as shown in yellow below. The aim of creating an accessible environment within schools is so that students who are blind or have low vision can be integrated with their peers. This means that they can • A ccess the school’s full curriculum • Go to different areas of the school to participate in specialist studies (i.e. basketball courts for sport & PE, science labs, etc.) • Be as independent as possible for their age • Avoid learned helplessness. • G uide Dogs – generally are not used by school age children • Human guide – walking with another person • Trailing – the person uses their hand forward of their body to follow a wall or handrail • Shorelining – the person may use a cane, audio and other clues to maintain contact with a wall to provide directional guidance Frequently a person will use a combination of techniques on any one journey. 28

An accessible environment will also lower or mitigate a school’s risks by providing a safer environment for most students. An inaccessible environment may lead to a reduction of confidence and fewer opportunities for independence. This may mean that the student is unable to keep up with their peers developmentally and academically, both on a daily basis as well as over longer periods of time. This may also mean that a student is limited their concept

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FEATURED ARTICLE and skill development as well as having many behavioural consequences (lack of awareness, acting out due to frustration, etc.)

anyone with vision loss. Providing access in a school may benefit students but also other visitors such as parents and grandparents.

Whilst it is important to consider the needs of a particular student, the most cost-effective solution is to address accessibility for all people with vision loss.

Frequently Access Consultants are involved in school design when a new facility is planned. Dependent on the project and scale, this may mean that under the Premises Standards that there are Affected part considerations. It is at this point that there is the need for integration between the new works and existing structures. Often new facilities may become a facility that is used by the community such as a hall, gym, or pool. Where facilities will be used by the community, planning needs to consider the needs of all users of all ages.

As Access Consultants there is an increasing need to better understand the access needs of both: • p eople who have low vision (those who rely on their remaining vision to move around safely on their own); and • people who are blind (those who rely on their other senses when moving around independently) The simplest solution is to ask this simple question “can this element be both seen by a person with low vision and detected non-visually by a person who is blind?” Consistently compliant design as well as consistent style and layout are important for

You are encouraged to refer to the relevant Building legislation, Disability Standards and Australian Standards and to seek project specific professional access advice. Where there is a particular student attending the school, always consult those providing vision specific training such as specialist teachers and Orientation and Mobility Instructors.

June / July 2018

FEATURED ARTICLE Remember that a school and its built environment is covered by both the Premises Standards and the Disability Standards for Education. Good design will ensure a positive outcome for all users because disability does not mean in-ability.

How to balance the budget Usually within a school environment, there is a limited budget for access upgrades. Before undertaking any work • C onsult specialist teachers and O&M specialists involved with any students with vision loss already attending the school. They will: °° assist you to identify priorities and paths of travel °° ensure that the student is educated about the access features being provided for them °° provide orientation (help the student to know which way and how to get to various destinations around the school) • Develop an understanding of immediate and long term access needs for all students with vision loss so that there is a holistic and ongoing plan to meet the students’ needs • Consider the need for staged works. For example if a student with vision loss is 5 years old, they may attend the school for the next 6 plus years. Addressing immediate needs only may not be cost effective long term. Think about the students’ ongoing educational needs. Below is a list that may aid the development of priorities: 1. Highest priority Address safety issues first. For example: • Provide: °° Stair nosings °° TGSIs at top and bottom of stairs °° Handrails • Remove hazards: °° Drop offs °° Head height °° Pedestal (hazards where the above ground protrusion is greater than 30

that at ground level) °° Poles in the playground 2. High priority a) Provide safe primary paths of travel to congregational and communal facility areas such as: °° Assembly areas °° Class line up °° Library °° Canteen °° Toilets °° Playground – note that dependent on the school’s policies around play and associated risk taking, access may only need to be provided to the playground and not within the play areas b) Review policies and procedures. For example: a school may need a bag storage policy to ensure that bags are not left on the ground outside all class rooms 3. Lower priorities Provide safe paths of travel to secondary areas of the school

When structural changes can’t be done Liaise with the vision specialist teachers and O&M Instructors • Is there an alternate route? • Are there simple solutions? A mat at a doorway may provide a visual and textural clue about the presence and location of a door This article and associated checklist aim to provide the reader with some general information about people who are blind or have low vision and their access needs. It is not meant to be a definitive resource, rather a ready guide and reference sheet.

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For further assistance, please contact the authors or your nearest vision loss related service provider.

FEATURED ARTICLE WITH THANKS TO: • Jennifer Moon of Guide Dogs NSW/ACT for her contribution to the writing of this article. • Megan Darcy for use of her images SERVICE PROVIDERS • Guide Dogs Australia - for contacts in each state: http://guidedogsaustralia.com • Vision Australia: https://www.visionaustralia.org RESOURCES • Guide Dogs NSW/ACT: https://www.guidedogs.com.au/sites/default/files/pathways_to_inclusion.pdf https://www.guidedogs.com.au/education/campaigns/dont-turn-blind-eye • Home Modifications Clearinghouse: https://www.homemods.info/home-mods • BCA Print guidelines - follow the link to BCA Getting the message and other resources at: http://www.bca.org.au/polocy/ • Megan Darcy blogs: www.megandarcy.com Megan talks about living with vision loss • Pocklington Trust - a UK organisation which has some good evidence based resources about design and lighting for people with vision loss: https://www.pocklington-trust.org.uk/practical-guidance/

June / July 2018

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HOT APPS

July 2018 Hot Apps

n this section we feature apps that are Access Industry related. If you have an app that is useful for Access Consultants, please let the Editor know so that it can be included in the next issue of Access Insight.

Reviewed by Jen Barling TRELLO Trello is a useful tool for project management and task management. The visual Kanban boards are flexible, shareable, and let you fit a lot of detail into each card. Trello has many applications - you can use it to organize just about anything like your daily to do list, tracking your hours, keeping track of job applicants, or planning a holiday - anything where you want to maintain and share a list of lists with a group of people. Trello describes itself as “a collaboration tool that organizes your projects into boards. In one glance, Trello tells you what’s being worked on, who’s working on what, and where something is in a process.”

Trello can work well for a project action list. The columns (Trello calls them lists) can be labelled – for example Today, Tomorrow, This week and Next week. Team members can also have a column labelled with their name. In the first To-Do column, team members place cards with tasks that need to be done. As team members choose tasks that they will do or are assigned to them, they write their name on the appropriate cards and move them into their column. When a task is completed, the person responsible moves it into the Done column. One benefit of this approach is that it limits how much work people can have on their plates at a time, so that they don’t get overwhelmed. Another is that everyone can see the progress of the task or project. This allows for both accountability and the possibility of helping out other team members if they are falling behind.

June / July 2018

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The content of this magazine is for information purposes only and opinions expressed in articles are those of its author and not ACAA. ACAA assumes no liability or responsibility for any inaccurate or incomplete information, nor for any actions taken in reliance thereon. Advertised products and services that appear in this magazine have been provided by such organisations without verification by ACAA. ACAA does not guarantee, support nor endorses any product or service mentioned in this magazine, nor does it warrant any assertions made by the manufacturers of such products or services. Users of are recommended to obtain independent information and to perform independent research before using the information acquired from this magazine. In this magazine, you will find links to other websites. ACAA cannot be held liable for the content of these websites nor for the way in which these websites handle your (personal) data. For information in this regard, read the privacy policy, disclaimer, copyright notices, general terms & conditions, if available, of any website you visit. No part of the magazine may be reproduced without the prior written consent of the ACAA Committee of Management.

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