OPEN SPACE _ Inclusive Spatial Practice, Bergen School of Architecture (BAS) by BASpublishing_InclusiveSpatialPractice

INCLUSIVE SPATIAL PRACTICE

Bergen ArkitekthĂ¸gskole Bergen School of Architecture

Master’s studio collective: Chenghan Lee, Elisabeth Brandtzæg, Gustavo Machado Majewski, Hanne Ødesneltvedt, Praewa Samachai, Tanguy Danis Master’s studio teachers: Vibeke Jensen, Cecilie Andersson, Charlotte Erckrath Book design: The collective / Praewa Samachai Editor: Vibeke Jensen Print design: Håvard Fadnes Paper: Cover: 150g Profi Silk, Endpaper: 150g Maxi Offset Matter: 120g Soporset Printing: RenessanseMedia AS Publication supported by: Universell – National Coordinator of Accessibility of Higher Education in Norway © 2020 BAS Publisher P.O. Box 39, 5841 Bergen, Norway Printed in Norway Ebook ISBN PDF 978-82-691856-3-8 ISBN 978-82-691856-2-1 www.bas.org

Gustavo Machado Majewski Elisabeth Brandtzæg Hanne Ødesneltvedt Praewa Samachai Chenghan Lee Tanguy Danis ////// COLLECTIVE

INCLUSIVE SPATIAL PRACTICE OPEN

SPACE

Foreword

Creating an

inclusive spatial practice

is a design challenge that needs attention.

Foreword

e need to build experience and competence on how to plan for an inviting spatial ambiguity. A monofunctional narrow ramp is just a device to move in a prescribed action from A to B, while design that allows for that same movement can at the same time allow for so much more – if it is done with a different aim and intention of allowing each individual to make a choice. When we plan with universal design in mind, we should therefore not be content with the least possible spatial gesture; instead, we must embrace the plural spatial invitations. We need to look beyond turning radius for wheelchairs and official standards of universal design, towards inclusive architecture of spatial and sensory qualities, in all aspects of design. When Bergen School of Architecture (BAS) shows interest in universal design, it is as a fundamental attitude that aligns with our open form approaches to education and design. It is with a clear aim to build awareness on the importance of nurturing the ambiguous qualities that allow for subjective positioning in common spaces. For the school, emphasizing open form perspectives has been a way to foster a tolerance for the open-ended situations and how they have an impact on our behaviour and possibility to act as free minds. We believe that applying this social-positioning awareness to the commitment of the designer is crucial to establishing a universal design approach that is respectful towards the individual’s appearance. We want people to be confronted by places that welcome their engagement and participation, and those places need to be drafted with an explicit wish to include the unforeseen subjective move. We believe that merging open form attitudes with an understanding of universal design will foster inclusive spatial practice. Situated in an old grain silo, our school building was originally planned for efficient fodder production. The remains from that era were an old and tiny elevator, and a stairway to connect the vertical tower building.  In spite and because of the building’s roughness and scale, it functions as a cradle for creativity and re-invention where challenges are addressed bottom-up through spatial experiments and a care for the shared experience of space. Since it was converted to a school back in 1996, layer upon layer of intent is added to comfortably envelop human activity and to accommodate sensory and physical diversity with unconventional solutions made as temporary test beds by the students. Through the many ongoing spatial experiments, the school has become a place to develop a greater sensitivity for different personal and subjective needs and requirements.

In 2017, BAS received support from Universell, National Coordinator of Accessibility of Higher Education in Norway, to strengthen our teaching in universal design. We sought to develop teaching that would create a foundation for the “participating subject and codetermination as a premise for universal design” (Deltagende Subjekt og Medbestemmelse som premiss for Universell Utforming). We proposed engaging students and teachers in a joint effort to promote discussions and awareness in questioning how to include the individual voice and choice in shaping our inclusive places. The aim was to nuance the focus on universal design beyond a simplified unambiguous facilitation through turning circles towards a generous embracement of helping people to interact in/with space, improve teachers’ competency by developing a curriculum together with a dedicated group of students, and grounding universal design in architecture education. The outcome of this initiative is a pedagogic approach to universal design that we want to share in this book, formulated in its title: Open Space, Inclusive Spatial Practice. Open Space points to a space that is open and accessible to all, and Inclusive Spatial Practice refers to the insertion of this ambition into how we learn, communicate and interact with each other by embracing diverse (in)abilities through direct encounters and experiments with movement, spatial design and communication. The students worked as a (self-)organized collective to explore and expand the potential and challenges of universal design. The collective established a blog where they updated and documented all activities weekly, which allowed for fluent and media-rich communication with teachers, partners and collaborators. To get a deeper understanding of the origin and context of the universal design field, each student researched a topic: terms and positions; rules and regulations; institutions of care; mobility; and developments in universal design. We engaged in in-depth text discussions,1 digital resources, lectures and meetings to expand our knowledge and understanding of spatial practice, universal access, inclusive design and user diversity. Everyone’s ideas and work was valued, shared and included. Questions and insights were formulated and the graphic design was enhanced for readability. This research became the starting point for this publication, and is reflected in the first five chapters in the book.

Foreword

Movement studies exploring parameters for mobility in relation to speed, flow and strength.

1. Text discussions: Inger Marie Lid: Citizenship in the space between exclusion and inclusion; Guy Debord: Report on the Construction of Situations; Miessen and Hirsch: Introduction to Critical Spatial Practice; Rem Kolhaas: Elements â&#x20AC;&#x201C; Ramp; Pier Vittorio Aureli: Life, Abstracted: Notes on the Floor Plan

Foreword

The BAS mezzanine, a large unheated space above the industrial hall at the entrance of the school, was our 1:1 space laboratory throughout the semester. Here, spatial experiments of movement and repose, accessibility and participation, communication and dialogue took place. These were organized in five 1:1 spatial dialogues and workshops: body map; space map/actions in space; context map; sensory map; and build – each introduced, tutored and reviewed by BAS teachers2 and external guests.3 The students explored and mapped their own bodies’ movement and actions in space and engaged in embodying and accentuating spatial qualities. Each workshop was concluded with a spatial dialogue, where students hosted and staged encounters and reviews with teachers, guests and partners on the mezzanine. They created a generous space where soup was served and a dialogue cultivated both internally and between the course and the school. Evidence of the first two spatial dialogues and workshops are found in the Body Map / Spatial Interventions chapter in the book.

collective and one partner travelled as far as Copenhagen4 to expand learning and understanding about universal design beyond our laboratory. This is discussed in the chapters about Partner Interactions and Sensory Mapping of exemplary universal design architecture.

The 1:1 interaction with partners was an essential part of the course: throughout the semester, the collective engaged with individuals with physical or sensory impairments who were invited to the school, and the students went with them into the city to understand their everyday spatial challenges. The

With this book, we want to show the processes and knowledge behind and the making of a common oblique platform for the entire school that welcomes all regardless of (dis)abilities. What started with a booklet that positioned the collective within the field of universal design grew with our

Initiated by the build workshop5 and based on the learning from their inclusive practice, the collective designed and built a functional solution for the BAS mezzanine that exceeds current universal design standards – a new wooden floor for the mezzanine consisting of two platforms or stages connected by sloping ramps in three directions and a wide staircase make the space accessible and open to all uses and users in a variety of ways. The process and result are described in the Accessible Landscape chapter. The impressive end-of-semester work of transforming the entire mezzanine into a ramp/platform/stage/stair goes beyond everyone’s expectations regarding accessibility, usability, spatial quality and craftsmanship.

Master’s students at Bergen School of Architecture (BAS) developed the content of this book during the spring term of 2019. The students built an accessible landscape as part of the research into how to generate a more inclusive spatial practice.

Foreword

inclusive spatial practice approach, the quality of the students’ work and visual design into the ambition to reach a bigger audience with a publication. The booklet developed into a 200+ page book that collects and analyses reference projects, and discusses terms, guidelines and universal design policy. The partner meetings were documented through drawings, photos and text to nuance the image of need and discuss ambiguous spatial quality preferences. The book conveys our focus on developing and documenting methods to map complex situations (soft mapping) and to understand the body and how it reacts in spatial situations (body mapping). Full-scale drawings of the body and its moving parts developed into explorations of embodied actions in space, mapped and explored in drawings and spatial interventions. Finally, the book shows the resulting transformation of the mezzanine into what we think of as an “Accessible Landscape” that integrates and allows for continued explorations and interactions in an open dialogue. Within the 2019 spring semester, we explored and reflected on the topic through analysis, a building project and compiling of this book. We hope and think the relevance of the work goes beyond that of our internal teaching, to add to the important discussion on how inclusion can be given form.

Tanguy exploring Actions in Space: “Getting up towards the light”

Cecilie Andersson Vibeke Jensen

2. Vibeke Jensen (main teacher Open Space – Inclusive Spatial Practice master course, BAS 2019); Cecilie Andersson and Charlotte Erckrath (Body Map & Sensory Mapping workshops). 3. Dino Karabeg and David Price (Context workshop); Camilla Ryhl (Sensory Space/Copenhagen); Santiago De Waele (Build workshop); Tina Therese Larsen (midterm and final review) 4. Programmed and guided by Camilla Ryhl, Senior Researcher at the Danish Building Research Institute, Copenhagen, Denmark. 5. Led by Santiago De Waele, technical director of Triennale Brugge, Belgium.

Foreword

Thanks/ Acknowledgments:

We are proud to share this book and thank everyone who has inspired its content, especially universal design expert Camilla Ryhl; design and build instigator Santiago De Waele and assessor Tina Therese Larsen. We wish to thank the partners in particular for sharing their expert knowledge and personal experiences, and the collective wants to thank Jeroen MarrĂŠ for his assistance with their texts. We want to thank Universell for the support both for the preparations and for the finalization of the book.

Foreword

How to read the book

Donâ&#x20AC;&#x2122;t be overwhelmed by my one impairment, every one of them needs attention equally.

How to read the book

Introduction

In the beginning, we had â&#x20AC;&#x153;bigâ&#x20AC;? design and layout ideas that have been adjusted to accommodate readability. Indeed, it should be a priority for every designer. We reviewed the fonts, colours and sizes. People with dyslexia and other sight issues might have problems reading fonts with serif: the small lines that finish each stroke of each letter like in the traditional font Times. The typical font size in books is 9.2, but we used size 11 as it is easier and faster to read.1 Each chapter has a unique colour to easily navigate between the pages.

How to read the book

How to read the book Chapter name

Each has a unique chapter colour

Underlining, circling and enlarging words are used to draw your attention, encourage your engagement and questioning. Bold and italic indicates an important quotation.

Introduction that opens a chapter

Open questions at the end of each chapter

READ MORE IN CHAPTER 4

- office buildings for the public and offices with associated outdoor areas - outdoor public areas - outdoor areas for residential buildings with requirements for elevators/lifts - outdoor areas for larger homes. Accessibility requirements are provided for: - units in a building with a requirement for an elevator - units in a building without a requirement for an elevator where all main functions are on the entrance level.13

How do they influence cities and how do cities provide

n today’s Norway, most politicians and the population agree that all people are equal and should have the same opportunities for life development and dignified life. Nevertheless, there are often obstacles in society that reinforce disabled people’s challenges in being able to live in line with their own wishes and participate in society.14 The Norwegian Disability Federation wants to engage people

both with and without a disability to participate in influencing politicians and bureaucracy across the country. Their most important issues are to create a society for all.15 Inclusion takes place, among other things, through Norway’s Disability Federation being invited to hearings by, for example, large construction projects. In several urban development projects, there is more and more focus on how the city can become a safe place to move around for everyone. An example of facilitated measures in Bergen is the Bybanen, which won a prize in 2013 for good universal design.16 Bergen municipality also promises that the reconstruction plan for Olav Kyrres gate will meet the requirements for universal design.17 Good and thoughtful parking spaces for people with disabilities are also an important element to enable access for all to public places in the easiest way possible.

rights and regulations / public space

Rights for people with different impairments Work and daily activities

articipation in work is as important for people with developmental disabilities as for everyone else. Being able to participate in working life plays a major role not only for an individual’s finances, social life and good health but also for the value creation in society. Today, no one is 100% entitled to a job. The Constitution specifies that the state shall ensure “that every person that is able to work can earn a living by work or running a business”, and if not, one shall be entitled to support from the state.18

The Norwegian Labour and Welfare Administration (Ny arbeids og velferdsforvaltning (NAV)) performs work capacity assessments (arbeidsevnevurdering) where they look at what kinds of demands the working life and daily life place on an individual’s opportunities and limitations. They assess whether it is possible to manage these circumstances and whether there are any relevant positions.19 Such an assessment is needed in order to apply for a work assessment allowance or benefit after fulfilling the requirements of the qualification programme. The programme must be adapted to the needs of individuals:

Work provides identity, social contact, personal growth and financial security. In Norway, about seven out of ten people are active members of the workforce. Image source: Folkehelseinstituttet/fetetyper.no

The major part of the programme will consist of measures that are expected to strengthen participants’ opportunities for transition to work after the programme has ended. The programme can also include measures that can help support and prepare the transition to work. Time can be set for activities that improve participants’ health.20

rights and regulations / public space

n Norwegian law, citizens who meet certain requirements are eligible to apply for different types of loans and grants that enable them to receive the following: - aids, including school aids, with the exception of teaching aids - hearing aids - custom clothing - a guide dog - reading and secretarial help for the visually impaired - interpreter for hearing impaired - interpreting and companion help for people who are deaf-blind - a motor vehicle or other means of transport - procurement, maintenance, and renewal of necessary and expedient orthopaedic aids, breast prostheses, facial defect prostheses, eye prostheses and wigs.21 If a person is permanently disabled, he or she may be eligible to receive a car on the basis of work or education. The requirement is that the person is not able to use public transport for medical reasons.22

person with disabilities may also be eligible to receive personal assistance. In Norwegian law, this is called BPA, short for brukerstyrt personlig assistanse, meaning personal assistance based on a specific personâ&#x20AC;&#x2122;s needs and habits.

A BPA, i.e. a personal assistant, is supposed to aid a disabled person with their daily needs. This includes domestic, day-today business, such as cleaning, personal hygiene, cooking and shopping. The BPAâ&#x20AC;&#x2122;s main function is to make sure that the disabled person may live a worthy life and be able to function on a daily basis. Every BPA is supposed to be controlled/ guided by the person he or she is working for.23

n Norwegian law, people with different disabilities also have the right to collaborate. This is called brukermedvirkning. The right to collaborate means that a person who is eligible for different social benefits, like BPAs or adapted cars, also has the right to collaborate with authorities to customize the social benefits based on his/her personal needs.24 The Norwegian Association of Disabled explains this in the following way: Collaboration is a method designed to increase the quality of social benefits and services needed by those with different disabilities. Collaboration shall no longer be regarded as a substitution for democracy among the disabled/handicapped. Collaboration shall not be a method, but a right.25

n Norway, the law on health and social care (helse- og omsorgsloven) defines different rules and regulations regarding the local municipalities (kommuner) and how they are supposed to run healthcare services and social benefits. The law states that local counties shall facilitate healthcare and social benefits based on equality among all local citizens. The goal is to include everyone, no matter the disabilities, and make them feel like part of the local community.23

rights and regulations / public space

Rights and Regulations / Public Space

How can laws and regulations enhance the

feeling of discrimination for a person with a disability?

Could following

all laws and regulations of universal design highlight inequality in the appearance and experience of a building or outdoor area?

If the universal design is created as solutions

through architecture and not

something that is added afterwards, what

improvements could result?

Does universal design work for everyone?

And how do we know if it works? 43

Small bookle t

RIGHTS AND REGULATIONS / PUBLIC SPACE

Building law Development of building laws in Norway

In the period 1263–1280, Magnus Lagabøte (Magnus VI Håkonsson) was the king of Norway. During his reign, the first planning legislation was adopted in 1274, called Magnus Lagabøte’s law.26

After union with Sweden in 1814, Norway got its own constitution and Christian Frederik became king.27 Building development grew at that time, and separate building laws were used for Christiania, Bergen and Trondheim to protect against city fires and ensure quality and accessibility.28

A national law for all cities in the country came into force in 1845. It was continuously updated until 1924 when a new law was introduced. 28

RIGHTS AND REGULATIONS / PUBLIC SPACE

A building law for areas outside of the cities was not created until 1965. In that law, the municipalities were required to prepare master plans and new elements were introduced to regulate cultural monuments for conservation.28

In 1985, the Planning and Building Act and Building Regulations came with a new and more comprehensive law that put more focus on the planning process.29

In recent times, several new provisions have been introduced in the planning and building legislation, for example sustainable development, efficient transport system, accessibility for people with disabilities (universal design), and expanding safety, health and environmental requirements.30

RIGHTS AND REGULATIONS / PUBLIC SPACE

TEK Building technical regulations is the short name for Regulations on Technical Requirements for Construction Works. When new versions arise, one uses the abbreviation TEK with the year the current (main) version was adopted. The latest version is TEK17, which was adopted in 2017. The regulations contain requirements for design and implementation to safeguard the consideration of energy, environment, health and safety. 31 It states the minimum requirements for a construction to be legally built in Norway.32

RIGHTS AND REGULATIONS / PUBLIC SPACE

Some of the regulations in TEK17 about facilitating universal design ยง 8-3. Outside amenity areas

(5) The following apply to outside amenity areas to universal design requirements: a) Developed areas designated for play and recreation shall also have a horizontal field with a solid surface of at least 1.6 m x 1.6 m, which enables participation and equitable use. b) Differences in level in outside developed areas shall be marked with visual and tactile means. c) Columns, balustrades and similar shall visually contrast with their surroundings. 32 ยง 8-5. Pedestrian access to buildings containing dwelling units

(4) Pedestrian access ways to buildings containing dwelling units that are required to have a lift shall also: a) have a minimum clearance width of 1.8 m, except for sections up to 5.0 m long, which may have a minimum clearance width of 1.4 m; b) have a maximum cross fall of 1:50; c) have a solid, non-slip surface; d) have visual and tactile demarcation; and e) have the necessary lighting. 32

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 8-6. Pedestrian access to construction works subject to universal design requirements

(1) Pedestrian access ways to construction works subject to universal design requirements shall: a) be step-free; b) have a gradient that is not steeper than 1:15, except for sections up to 5.0 m long, which may have a gradient that is not steeper than 1:12; c) have a resting platform with minimum dimensions of 1.6 m x 1.6 m for every 1.0 m difference in height; d) have a minimum clearance width of 1.8 m, except for sections up to 5.0 m long, which may have a minimum clearance width of 1.4 m; e) have maximum cross fall of 1:50; f) have a solid, non-slip surface; g) have visual and tactile demarcation; and h) have the necessary lighting.32 ยง 8-7. Pedestrian access to outside amenity areas subject to universal design requirements

(1) In addition, pedestrian access ways to outside amenity areas subject to universal design requirements shall: a) be step-free; b) have a gradient that is not steeper than 1:15, except for sections up to 5.0 m long, which may have a gradient that is not steeper than 1:12; c) have a resting platform with minimum dimensions of 1.6 m x 1.6 m for every 1.0 m difference in height. 32

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 8-8. Parking space, other standing spaces and vehicular access ways

(1) Buildings containing dwelling units that are required to have a lift, construction works subject to universal design requirements, and outside areas for use by the general public shall have a sufficient number of parking spaces for people with impaired mobility where parking requirements are stipulated in, or pursuant to, the Planning and Building Act. The following apply to these parking spaces: a) the parking spaces must be close to the main entrance; b) the parking spaces must have adequate lighting; and c) the parking spaces must be clearly signposted and marked. (2) Buildings containing dwelling units that are required to have a lift, construction works subject to universal design requirements, and outside areas for use by the general public shall have a sufficient number of standing spaces for wheelchairs, prams and similar as is suitable for the size and function of the construction work and the outside area.32 ยง 8-9. Developed outside areas

(1) Steps in outside areas must be easy and safe to navigate. (2) In addition, steps in outside areas subject to universal design requirements shall also have: a) an even gradient, and each riser shall have the same height; b) handrails on both sides that follow the entire flight of stairs and are terminated with rounded-off edges after the first and last step; c) tactile and visual warning areas before the uppermost step; d) an awareness area before and into the lowest step; and e) a visually marked contrast area on the front edge of the other treads. 32

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 12-1. Requirements for layouts and universal design of construction works

(2) Construction works for the general public and work buildings shall be universally designed pursuant to the provisions in the Regulation, unless the construction work or parts of the construction work is, given its function, unsuitable for people with disabilities.32 ยง 12-4. Entrances

(2) Buildings subject to accessible dwelling unit requirements and construction works subject to universal design requirements shall comply with the following: a) The lighting installed in entrances shall ensure the entrance and main entrance doors are visible in relation to surrounding surfaces. b) There must be a visual and tactile awareness area in front of main entrance doors. c) Entrances shall be step-free. d) There shall be a horizontal area with minimum dimensions of 1.5 m x 1.5 m outside main entrance doors. If the door is side-hinged, the area shall lie outside the swing radius of the door. e) Automatic door opener buttons shall be located in a position accessible to people in wheelchairs and such that impact with doors are avoided.32 ยง 12-4. Communication routes

(6) Construction works subject to universal design requirements shall, in addition to the first to fourth paragraphs, comply with the following: a) Communication

RIGHTS AND REGULATIONS / PUBLIC SPACE

routes shall be step-free. Gradients shall not be steeper than 1:15. b) Corridors and gallery access shall have a minimum clearance width of 1.5 m. Long corridors shall have adequate space that allows two wheelchairs to pass each other. Sections shorter than 5.0 m, which have no doors, may have a minimum clearance width of 1.2 m. c) There shall be signage and marking that provides the general public with necessary information. Signage and marking shall be easy to read and understand. There shall be a minimum visual luminance contrast of 0.8 between text and the background colour. Signage and marking shall be sited in an accessible location and be easily visible to seated people and pedestrians. The storey number shall be visually and tactilely readable on all storeys. d) Auditory information shall be supplemented with visual information. e) Dazzling lighting shall be avoided in communication routes. f) Columns and similar elements shall be sited to ensure they do not obstruct communication routes. Columns and similar elements shall have a minimum luminance contrast of 0.4 in relation to their surroundings or be marked at two heights with a minimum luminance contrast of 0.8 in relation to the background colour. g) Directional information shall be provided if necessary where the direction of travel changes. Repeated information shall be as identical as possible throughout the building. h) Large rooms, where the main walking lines cross open spaces, shall have defined walking zones or guidelines. Patterns in the floor that convey misleading directional information shall be avoided.32

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 12-7. Requirements for the design of rooms and other living areas

(5) Rooms and other areas for people in construction works subject to universal design requirements shall have: a) a design and dimensions that enable equitable participation and b) step-free access and wheelchair turning spaces. Spaces for wheelchairs shall be sited to ensure people in wheelchairs can operate necessary functions in a satisfactory manner.32 ยง 12-8. Entrance halls and cloakrooms

(2) In the case of construction works subject to universal design requirements, at least 1/10 of the cloakrooms shall have facilities with a maximum operating height of 1.2 m.32 ยง 12-9. Bathrooms and toilets

(1) Dwelling units shall have at least one bathroom and toilet that comply with the following: a) The size and layout must be such that there is unobstructed floor space for a wheelchair turning area in front of the toilet, a minimum of 0.9 m unobstructed floor space on one side of the toilet and a minimum of 0.2 m on the other side. There shall be an access way with a minimum clearance width of 0.9 m to the unobstructed space at the side of the toilet.32

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 12-11. Balconies, terraces and similar

(1) Balconies, terraces and similar shall have adequate safety features and quality of use. (2) Level differences greater than 0.5 m shall be secured with balustrades, cf. section 12-15. 32 ยง 12-14. Stairs

(1) Stairs must be easy and safe to use. The width and height of stairs shall be designed for the expected traffic and transport, including escape in case of fire. (3) In addition to the requirements in the first paragraph, the following apply to construction works subject to universal design requirements: a) Main flights of stairs shall have a minimum clearance width of 1.20 m. b) Handrails shall have a minimum luminance contrast of 0.8 in relation to the background colour. At the beginning of each storey, the storey indicator shall be marked. Handrails shall continue 0.3 m beyond the top and bottom steps and have rounded ends. c) There shall be a warning area in front of the top step and an awareness area in front of and up to the bottom step spanning the entire width of the flight of stairs. The warning area and awareness area shall be tactilely and visually marked with a minimum luminance contrast of 0.8 in relation to the background colour. (4) Handrails in buildings subject to accessible dwelling unit requirements and construction works subject to universal design requirements shall be designed to provide a good grip.32

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 12-16. Ramps

(1) The width of ramps shall be adapted to the expected transport. The minimum width shall be 0.9 m. (2) Ramps shall have an even, non-slip surface and a maximum gradient of 1:15. A maximum gradient of 1:12 is permitted for sections of up to 3.0 m. For each 1.0 m of difference in elevation, there must be a horizontal resting level with a length of a minimum of 1.5 m. (3) Ramps shall have handrails on both sides at one height, with the upper edge 0.8 m above the surface, or at two heights, with the respective upper edges 0.9 m and 0.7 m above the surface. Handrails shall visually contrast with the walls and balustrades. Handrails shall be designed to provide a good grip. (4) In construction works subject to universal design requirements, the start of a ramp shall be marked across the entire span of the ramp with a minimum luminance contrast of 0.8 between the marking and the background. 32

RIGHTS AND REGULATIONS / PUBLIC SPACE

ยง 12-17. Windows and other glazed areas

(1b) In construction works subject to universal design requirements, windows and other glazed areas in exterior walls above the terrain shall be protected. In schools and kindergartens, all windows and other glazed areas shall be secured in places where children may be present. (2) Glazed areas in entrances and communication routes where there may be a risk of collision shall be contrastmarked with glass markings that are visible on both sides and at two levels, with their centres at 0.9 m and 1.5 m above the floor. Patterns in glass markings on doors shall be different from those in glass markings in nearby glazed areas.32

Institutions of Exclusions / Care

The UN’s Convention on the Rights for Persons with Disabilities. Around Abilities 15% of the world’s population has a form of disability, according to the World Health Organization (WHO). This makes people with disabilities Abilities the world’s biggest minority. This Majority convention will ensure that disabled people have human rights just like everyone else.The UN’s Convention on the Rights of Persons with Disabilities says that we have the right to

live where we want, with who we want. 1

Institutions of Exclusion / Care

Introduction

Over the last 150 years, the development of institutions (or heterotopias, discussed further shortly) in our society in Norway and Scandinavia has been remarkable. We have gone from being a society where only the affluent people could afford and pay for care, to giving every single individual the same rights, help and care at the same rate as everyone else. In this chapter, the main focus is on the local pioneers and institutions that have a basis in empathy and have helped bring about changes to the laws and norms for the care of severely disabled people in Norway.

Institutions of Exclusion / Care

The development in Scandinavia

n 1 January 1991, a law was passed in Norway that gives people with mental disabilities full rights on the same basis as all other citizens in our community. The law, which is often called Ansvarsloven (Liability Act), signals that the community must take responsibility for people with mental disabilities through ordinary social institutions.2 In the 1950s, some people with mental disabilities were hidden in lofts and outbuildings or were tethered out in yards as if they were animals. From 1940 to 1960, schools for mentally and physically disabled children were established in many European countries. The schools were usually exclusively for children with physical and/or mental disabilities and as such, they were set up in separate, adapted institutions. However, these new educational opportunities for children with disabilities were offered mainly to wealthy families.2 Gamle Bakkehus

amle Bakkehus – a helbredelsesanstalt or “healing institution” – was the first institution in Copenhagen, set up in 1853 as the first systematic offer for mentally disabled people on Nordic soil. This institution encountered economic issues because it was costly to work with only one pupil at a time. To increase the revenue stream, they organized bigger groups, and the institution soon filled up. The institution turned out to be an offer to society to “remove” bothersome individuals, rather than being a development and training programme for the disabled individual. 2 The “development” that Gamle Bakkehus went through was typical for similar institutions established in Europe during the pioneer era around 1850. 2 Lippestad’s Institute

ohan Anton Lippestad was a pioneer who in 1870 started developing training methods for mentally disabled people. Initially, Johan was a teacher at a deaf school in Kristiania, Norway. At first, the training was done alongside the mainstream classes at school, but from 1876, it was organized as a special school programme, named Lippestad’s Institute. Because of Johan’s work, the school law was changed, and in 1881 the law formalized the rights of school attendance for people with visual and hearing impairments or other disabilities. The law was not implemented until 1892. Unfortunately, there was a catch: a passage in the school’s mission statement said that all children should, as far as possible, be brought forward to the obligatory confirmation

at age 14-15. This was interpreted such that those who were not considered gifted enough to graduate should also not enjoy the new school law. In practice, this meant that the best performers at the school scraped through the system, while the weakest – the majority – did not fall within the remit of the new law.2 At this time, Norway still did not have institutions for children with mental disabilities, while Sweden and Denmark had many. This became a big problem, and thousands of parents were concerned about their children. Even wealthy parents had problems paying for the extra requirements. Johan Anton Lippestad clearly saw the reported problems, and so did Emma Hjorth, Lippestad’s sister who in 1898 established Emma Hjorths Hjem (Emma Hjorth’s Home) with her own funds. 3 Emma Hjorths Hjem

mma Hjorth’s Home was an institution for mentally disabled people at Tokerud Farm in the west of the Norwegian city of Bærum. The Home was in operation from 1903 to 1996. For Emma Hjorth (1858-1921), the target group was the “incapacitated”, those who could not get into mainstream schools. The residents of Emma Hjorth’s Home were diverse. At the school, Emma arranged singing games, small parties, Christmas celebrations, hiking trips and 17th of May celebrations (Norwegian Constitution Day), among other things. The impression one gets from reading about the institution during the early years is that, according to the conditions of the time, the standard was high.4

It is the duty of the staff to ensure that each child receives enough food, served in an appetizing manner, and to cut the food and help those who cannot eat alone. Likewise, it is forbidden to award the children any punishment.4 The children must never be unattended.4 It is the duty of the staff to observe and study each child’s peculiarities and then to adapt, play and employ. On the whole, the staff’s first and last thought must be to take good care of and enjoy the children, so that their lives can become as good as possible.4

Institutions of Exclusion / Care

Emma Hjorth saw her private institution as an emergency social policy solution, and she would have preferred it if the state would be responsible in this area. In 1914 she gave her institution as a gift to the country of Norway.4 From 1915, Emma Hjorthâ&#x20AC;&#x2122;s Home became a state institution. Poverty, decay, overcrowded buildings and an extremely high mortality rate marked the next 30 years. From 1946 to 1996, the lives of residents (and staff) were steadily improving: from large, crowded dormitories in 1946 to single rooms in the 1980s, and from passive locked-up existence to daily school, activity or work.4 The act has, on my part, been borne by love and the desire to help, at the same time as it has given me the opportunity to satisfy my great pursuit. Had this not been the case, I would have tired of the many distresses I have encountered and the lack of understanding that my work has often been subject to.4 Emma Hjorth

A child playing drums at Emma Hjorths Hjem.

Emma Hjorths Hjem. A home with love and care, for 4 children with disabilities.

Institutions of Exclusion / Care

Heterotopias […] Heterotopias are all community places and communities that form opposites to the places and communities that are common. These other places can be located spatially, but are nevertheless in a sense “outside”; Michel Foucault calls such places “Heterotopia”.5 […] As per Wikipedia, “heterotopia is a concept elaborated by philosopher Michel Foucault to describe certain cultural, institutional and discursive spaces that are somehow ‘other’: disturbing, intense, incompatible, contradictory or transforming. Heterotopias are worlds within worlds, mirroring and yet upsetting what is outside. Foucault provides examples: ships, cemeteries, bars, brothels...” […] “The first principle is that heterotopias obviously take quite varied forms, and perhaps no one absolutely universal form of heterotopia could be found. The second principle is that a society, as its history unfolds, can make an existing heterotopia function in a very different fashion. The third principle suggests that heterotopia is capable of juxtaposing in a single real place several spaces or sites that are in themselves incompatible. For the fourth principle, heterotopias are most often linked to slices in time, which is to say that they open onto what might be termed, for the sake of symmetry, heterochronies. The fifth principle is that heterotopias always presuppose a system of opening and closing that both isolates them and makes them penetrable. The sixth principle for heterotopias is that they have a function in relation to all the space that remains.”6 “For Foucault, heterotopic spaces were first of all spaces of crisis, or transformative spaces; however these have given way to heterotopias of deviation and spaces of discipline, such as psychiatric hospitals or prisons. We should think through how spaces of crisis and critique function to open up disruptive, subversive or minority fields within philosophical, political, cultural or aesthetic discourse.” 7

Institutions of Exclusion / Care

New heterotopias

eterotopia is a community within another community. A limited space, or marginal space as Michel Foucault would say. A misplacement in society. All institutions in our community could be called heterotopias. Some are inaccessible and some are open for people to come and go as they want. The common thing for these heterotopias is that they are all made to help and care for other people. At least that is what today’s new heterotopias are about. Fortunately, this is something that has changed through history. As mentioned in the introduction, institutions/heterotopias for disabled people have undergone numerous positive developments: from being a way for others to make money, something unknown and a burden to society to being the actual help that a child or an old person needs. The UN’s Convention on the Rights of Persons with Disabilities8 might have had a huge impact on this progress. Everyone, regardless of ability, has the right to live wherever they want, with whoever they want. The Convention was adopted on 13 December 2006, and opened for signature on 30 March 2007. The Convention was negotiated during eight sessions of an Ad Hoc Committee of the General Assembly from 2002 to 2006, making it the fastest-negotiated human rights treaty.8

Tveiterås Skole

veiterås Skole is a public special school in the municipality of Bergen in Vestland county, and is an example of a good working new heterotopia. The school welcomes children from the 1st to the 10th grade. It opened in the autumn of 1964 as Fana spesialskole, in a converted German barracks at Øvsttun. The location was a temporary solution. In 1970 the school found a new site at Tveiterås and in 1973 the new school was completed. Tveiterås is a special school for children and young people with mental disabilities and/or with major learning disabilities. Several of the pupils are wheelchair users with major mobility issues. The school currently has about 50 employees and 38 pupils. For a long time, the politicians of Bergen have discussed moving, or even closing, the school. On 16 May 2018, the politicians decided to keep the school’s location and at the same time build a new and better school.9

Pupils from Tveiterås School out hiking. 11

This is a group that needs to be seen. Especially now. We can’t just think about the money. This is going to be a good place to be. A place for playing, learning – a good community. It will also be a place for knowledge and development – so that we can facilitate even better for pupils who need it, both here at Tveiterås and at the reinforced departments that we have at other schools in the municipality10 Dag Inge Ulstein, finance commissioner in Bergen Municipality The fact that we are still to be in the same place has always been our goal. It is a safe place for the pupils. The outdoor area is absolutely beautiful, and is at the same time sheltered. It is also close to nature. All this is important.10 Sigrun Tveitnes, Tveiterås Skole Principal

Institutions of Exclusion / Care

Social disability

o far in this chapter, only institutions for people with mental disabilities have been mentioned. Today, we have a lot of different institutions that have been set up essentially to help people with different needs or challenges, be they physical, mental and/or social. The latter issue of social disability, or exclusion, is maybe the most challenging one for society as a whole to deal with, for example, helping people who got involved in drugs and are shut out from their families and friends – and society. Fortunately, we have different ways to help these people – where they can come and eat with other people in the same situation, as well as having the possibility to talk to professionals if needed. So, instead of hanging out in unsafe areas, there are some places people can come to rest and to get help. No one can be forced to do anything, but they should have the opportunity to choose a life without drugs and get the help they need to actually manage it. Strax House in Bergen

he Strax House helps addicts over the age of 18 to improve their life situation. The offer is managed by Bergen municipality, and is made to reduce physical, mental and social problems as a result of drug abuse. This is a place where people with problems related to drug addiction can come and go as they want – they don’t get locked in because of their physical or mental condition. After Nygårdsparken closed in August 2014, the area around Strax House became one of the meeting points for the majority of the drug addicts in Bergen. Strax House has one reserved space for someone who has taken an overdose, as well as six beds for those who really need it, seven nights a week. The seven beds are not enough to help all the drug addicts that need it in Bergen. Strax House has reported the problem to the municipality and hopes to get an extension to increase their offer. The services of Strax House should be easily accessible, have a low threshold for contact, be flexible, have a focus on opportunities and take as a point of departure the users’ experience of need for help.12

There is no dignity in dying alone under a bush. (...) Strax House creates security and dignity.14 Ronny Waage, drug addict

The users of the Strax House standing outside the building. Photo: Kari Ingvaldsen

Night shelter at Strax House

he night shelter opens at 2100 and has intake until 2300, and offers:

Shower and clean clothes The users have a short intake call, then they can have a shower, receive clean clothes and lock up their personal items until the next day. The residents’ own clothes are washed during the night so that they have clean clothes when they leave the next morning. Dinner and socializing Dinner is made every night with an awareness of what is nutritionally good. The meals are served in an arena for socializing with good conversations that are not about substance abuse and experiences related to the substance abuse environment. Peace and order The night shelter strives to provide peace and rest and has clear rules. At the same time, there may be people who need extra support and shielding. Conversations and advice The night shelter is a good communication arena and provides the opportunity for longer conversations, counselling, guidance and observation over time. Experiences from the night are communicated to daytime employees and provide a good basis for further cooperation with the individual user.13

Institutions of Exclusion / Care

Institutions of Exclusion / Care Emma Hjorth practised over a hundred years ago

â&#x20AC;&#x201C; can her work and focus on activating the children living in her institution, giving them

freedom to do what they loved and the

stimuli they needed to work in their daily life, inform the debate on how to provide care today?

And in what way can

new heterotopias

give respect to people and their living conditions? Both physical and social stimuli are important for the users: to feel comfortable, not feel worse or even get better. How can people feel that they are valuable and taken care of?

Institutions of Exclusion / Care

The institutions they are living in must be

flexible and humble for each and every one of the people living there â&#x20AC;&#x201C; why not give the man with Alzheimerâ&#x20AC;&#x2122;s the opportunity to do gardening work and smell the herbs and flowers, like he has done his whole life; give the girl with post-traumatic stress disorder the means to listen to loud music as that enables her to focus on finishing her homework for the next day; give the food-loving drug addict a recipe and some good ingredients and he will prepare the most wonderful meal, just how he likes it?

How can we ensure that the UN Convention on the Rights of Persons with Disabilities is

adhered to, and make it possible for people with disabilities to not just live in institutions,

but

live wherever they want,

giving people the freedom they are entitled to?

Facilitation of Transport / Mobility

This law functions to promote equality and equity, ensure all citizens the same opportunities and rights to societal participation, increase accessibility, and to Equal ensure that the social and physical environments are accessible. In addition to this, the law contributes to the removal of socially Equality produced barriers, and

prevents new ones from being 1 formed. living in inclusive society

The Discrimination and Accessibility Act (Norway, 2008)

Facilitation of Transport / Mobility

Introduction The benefits arising from measures to improve accessibility for people with special needs are not limited to such groups. This chapter tries to show the different types of public transport that facilitate/hinder the mobility of people with disabilities, looking for various examples that show the advantages and disadvantages that this group has when using these means of public transport. Based on the experiences of two of the partners we worked with throughout this investigation, a simple analysis is undertaken of the existing public transport means, and some of the public places in the city of Bergen, to determine how the transport allows or denies access to different points of the city.

Facilitation of Transport / Mobility

The participation of people with disabilities in public space, especially those spaces that are designed with a universal design concept, provides benefits, access, and ease of use for all people in a similar way.

Facilitation of Transport / Mobility

Bus

he main setback with the bus is that it is not optimal for those who are visually impaired. Low-floor buses which allow for wheelchair access, for example, enable faster and more comfortable boarding for all passengers. Several other measures that are primarily designed for passengers with special needs provide benefits and ease of use for all passengers in a similar fashion. Skyss (a public transport company in Bergen) works to ensure that the public transport service is universally designed so that you can freely travel with a wheelchair. Not all buses in Vestland are adapted for wheelchair users. Within Zone A, it would generally be unproblematic to take the bus with a wheelchair, but this is not always the case outside that area. Most stops do not offer audible assistance. One must rely on the human element, e.g. the driver, to announce the location. In many cases, barriers were related to features of specific disabilities, such as people with a visual impairment not being alerted to stops. People with a visual impairment and those with mobility disabilities/wheelchairs also experience more problems with drivers than other disability types (due in part to driversâ&#x20AC;&#x2122; attitudes and lack of suitable training).2

The wheelchair user needs the help of a second person, e.g. a driver, to access the bus. There is no automated platform.

Those who struggle especially with social interaction cannot easily avail of this service. If the bus is only every hour, this does not make it accessible for all. There is no margin of error, and one must be there on time, which is not always possible for those with mobility issues. Based on our experience with Jan, one of our partners who is a wheelchair user, we realized that he always needs a second person to help because no automatic platform is offered on the buses. Inger, one of our partners who suffers from chronic pelvic pain, prefers to use her private car than public transport: seats with more space in public transport would be a great help for her to be able to move into different, comfortable seating positions. Taxi

re taxis a universal source of accessibility based on affordability? No. The cost is extremely high, and therefore universal is not a fitting term.

Inefficient flow because of the step.

NAV (Norwegian Labour and Welfare Administration) offered Jan a private car with an automatic machine that moves his wheelchair in and out of the car.

We created good, efficient flow by using step-free access, step-free carriages and automatic door closing so that the tram can reach 15 stops in 20 minutes. Simple displays are important, as well as the effective sound and light signals we use for announcing stops and their names. SĂ¸lvi Marie Myrseth, Planning Manager in Bybanen Utbygging3 The measures designed for passengers with disabilities provide greater comfort for all users.

Bybanen

he Bybanen (light rail system) was universally designed, meaning as many people as possible will be able to use it regardless of their functional ability. Universal design was a fundamental prerequisite for the development of the Bybanen. It was the first railway company in Norway to be universally designed in a comprehensive manner. It offers a transport solution that everyone can use. The Bybanen has now achieved high social status, and in this way is the preferred method of transport for a large number of people. This also has a positive impact on an environmental level.4 Chimes for each station are individualized, making it easy to distinguish one's location if one is visually impaired. The system uses step-free access that contributes to a flow of access for Jan and other wheelchair users, and it also has audible announcements. Regular scheduling of the services also allows for improved accessibility, thus facilitating the participation of everyone.

Simple visual language, guiding lines and efficient flow using step-free access make it easier for users to orient themselves and access the Bybanen.

Facilitation of Transport / Mobility

Private taxi services from public healthcare providers are available, but are they private or public? They are essentially public as they are provided through care homes etc., but they are only accessible through healthcare infrastructure.

Facilitation of Transport / Mobility

The signature colour is orange, which is easy to recognize. Together with the wave pattern, the colour is included in six subprojects: trademarked items, graphic profile, uniforms, elements at tram stops, landscape architecture and carriages.5

Facilitation of Transport / Mobility

BERGEN

The steps have different heights that make it very unsafe for individuals with physical/visual impairments (or if you’re merely distracted), and it is not accessible for wheelchair users. The arrangement of the ramps makes it accessible for every user, but the lack of handrails makes it harder for users with a physical disability to pull themselves up.

Based on Inger’s city experience:

Based on Jan’s city experience:

Use smallest/normal stairs to get up

Many areas in the city have no slope = no possibility for wheelchair access

Balance when she sits, important to have something under her feet to take the weight of her body Space to rest/pause She prefers to walk fast – less stress on her bones

Elevator for disability users is too slow, so he prefers friends helping Handrails are sometimes very high and useless for him

Different places to sit and rest in the city

Block paving is not easy with a wheelchair and he prefers to avoid it

Street furniture with more spacious seats.

Taking long detours to access a place is very exhausting.

Accessible for a wheelchair user, the handrails help users with a physical disability. Read more in chapter 6

Facilitation of Transport / Mobility

Facilitation of Transport / Mobility What degrees of mobility are we discussing, such as age and/or physical impairment? Should access to city streets, by foot or wheelchair and for those with a visual impairment, depend on

location?

How can accessibility be improved in areas of the city with streets that are extremely

steep,

narrow or as in historic districts cobblestoned (like Nordnes â&#x20AC;&#x201C; a neighbourhood in Bergen)?

Do we accept that

old areas cannot give access

to everyone, based on the fact that old buildings donâ&#x20AC;&#x2122;t have the

appropriate infrastructure to afford universal design?

Facilitation of Transport / Mobility

Can seating areas for rest/pause in public spaces compensate for reduced accessibility? What would it take to expand space for

alternative

movement beyond small, condensed tourist

areas (e.g. Bryggen/Fisketorget)?

Are there designated spaces for persons with

disabilities? How can this be balanced

Is it possible?

In Bergen, everything is very â&#x20AC;&#x153;universalâ&#x20AC;? in the sense that it is not divided for people of different physical abilities. In Brazil, for example, spaces are more clearly marked as disabled seating.

Could balance be found in something in between accessible, public and comfortable? Bryggen, for example, fulfils one or two of these criteria: it is public and accessible. 77

Developments in Universal Design The Americans with Disabilities Act (ADA) of 19901 is a civil rights law that prohibits discrimination based on

disability . The ADA can be viewed as abilities person picking up where 504 left off, handling

the more difficult, complex situations.

Section 5042 is American legislation that guarantees certain rights to people with disabilities. It was one of abilities the first U.S. federal civil rights laws

offering protection for people with

equality disabilities. abilities

Therefore, a legally compliant and

“accessible” playground is considered by law to be one that

“everyone” can get to and use throughout the playground. In the following example, the

“Magical Bridge Playground” could be perceived as a new standard for all playgrounds where all-inclusive access and use is required.

Developments in Universal Design

Introduction

When you get into a new place or look at a new design, have you ever thought about why it looks like it does? Or, when you are using some devices that help us a lot, have you ever thought about how many times it has been changed? The design has been changed for various reasons: due to regulations, material adjustments, or peopleâ&#x20AC;&#x2122;s awareness of space changed such that devices were made more user-friendly and/or safer. It improved the environment.

Developments in Universal Design

Before

After

Developments in Universal Design

Before

Playground

The changing attitudes towards impairment is represented in playground design. The typical playground is not open for everyone, only for specific children to play in, so some people are excluded.

Retreat spaces are places for children and adults, especially those with autism and sensory challenges, to visit when active play feels overwhelming and frenetic. Itâ&#x20AC;&#x2122;s a calming, cosy place.

Magical Bridge Playground provides standard and accessible bucket swings for individuals who need additional support that allow for different body positions and sizes. It can also be a cooperative activity where children take turns pushing and swinging with their peers and can also involve parents and caregivers.

The width of the slide is wide enough for people to play together at the same time. It could help people to interact when playing.

Dignity landing is designed for wheelchair users. The design intention is to let users have a place to wait for their wheelchair after they slide down, so other people do not need to wait during this time.

“Everyone” meaning: - Typically developing children - Children with neurological disabilities such as autism - Children who have intellectual disabilities such as Down’s syndrome or foetal alcohol syndrome - Children who require wheelchairs or other medical equipment - Children with physical disabilities

Disc swings can be used in various ways: lying down, sitting or standing.

- Children with social and/or emotional difficulties - Family, siblings, parents, grandparents, etc.

The slide mound enables wheelchair users and those with mobility devices to reach the top of the slide without climbing stairs or ladders.

- The community: friends, caregivers, teachers, etc. - Adults with disabilities

Developments in Universal Design

A great playground should be open for everyone

After

Playground3

Changing attitudes towards impairment

Bucket swings support not only toddlers but also teens and adults who enjoy and often thrive with swinging movements.

Developments in Universal Design

Devices to assist different impairments developed over time

First generation

Second generation

Third generation

The first generation solution was to simply stamp or score the concrete to create the elevated surfaces. It was a low-cost solution.

The second generation aimed to make improvements to warning surfaces by using bricks with raised domes. There were still some issues with bricks, e.g. fragility.

The third generation saw the introduction of surface-applied rubber and plastic domed solutions. These offered a better solution over the previous generations because they could be applied directly over an existing surface.

The history of requirements 1991 â&#x20AC;&#x201C; Detectable warning surfaces were first required with the release of ADAâ&#x20AC;&#x2122;s Accessibility Guidelines. Detectable warnings were required on platform edges and kerb ramps, to name but a few. Detectable warning surfaces provide a valuable service for those individuals with visual impairments. They essentially serve as a warning that requires the personâ&#x20AC;&#x2122;s attention, such as entering a busy intersection, a rail platform drop-off and so on. According to the ADA, detectable warning surfaces are defined as a distinct surface with a pattern of raised domes that can easily be detected by the use of a cane or feet and serve to alert people of their approach to dangerous locations.

Tactile brick

Developments in Universal Design

(warning surface)4

Fourth generation

Fifth generation

Sixth generation

Seventh generation

The fourth generation saw the introduction of concrete inserts. This was a marked improvement over the original stamped or scored concrete. However, these inserts had similar problems to those truncated domes made from brick.

The fifth generation built upon the concept of using inserts and plastic-based materials. These new plastic inserts are commonly referred to as â&#x20AC;&#x153;Cast-in-Placeâ&#x20AC;? because they are set directly into the concrete while it is still wet.

The sixth generation saw new detectable warning surfaces being made from various metals, most often steel. The problem with steel warning surfaces is they had to be coated because you cannot colour steel throughout.

The seventh generation provides a chance to change each tactile brick directly. It is separate from the main structure.

Developments in Universal Design

It has a big ramp from the street to the entrance of the university.

It represents space that is open for everyone. Even though this is a parking space for bicycles, it is still accessible for everyone to enter from the street.

The development of the new university college campus at Kronstad in Bergen began in 2002 and it was established early on that universal design was going to be part of the main solution. It won the Innovation Award for Universal Design 2014 in the category of Furniture and Interior. This project consists of both new construction and transformation of older buildings.

The layout provides several entrances, granting easy access to the schoolâ&#x20AC;&#x2122;s many departments. The architects also used leftover structures from the state railway for furniture in front of the entrance.

Developments in Universal Design

Bergen university college, Kronstad

HLM Arkitektur AS, Metropolis Arkitektur & Design AS, Cubo Arkitekter

DOGA Award for Design and Architecture Winner 20145

Developments in Universal Design

The handrail has different positions to accommodate people of different heights. The material of the handrail is wood, which is smooth and comfortable to touch.

All lecture theatres and the most important function rooms are placed at ground level for easy access.

There is a good selection of furniture and high-quality fixtures and fittings; the students can sit, walk, lie down, mingle or work as desired.

The lower button is designed for users who have difficulty pushing doors open.

The corridor is very long but has a built-in bench that allows people who cannot walk for so long to take a rest.

The handrail is made of glass, with a supporting wooden rail for people to hold on to.

Contrasting colours were used on doors, floors and walls to reduce the need for focused light.

The ramp is connected to another building at different levels.

Developments in Universal Design

Kronstad

Developments in Universal Design

Developments in Universal Design Should Design lead Regulations or

Regulations lead Design?

In the past, normally people had no concept of universal design, so it needed regulations to force people to think about it and integrate it into spatial design. Nowadays, people have awareness about the rights of people with disabilities, but can we achieve extraordinary design just based on regulations? Maybe we need visionary people to lead regulations? Do we need to make universal design

invisible?

Developments in Universal Design

Could integrating universal design into

spaces in ways that people do not notice

be the ultimate goal?

Would this create a space without any bias that therefore is accessible for everyone? Or, would this be confusing to people who are used to spaces that are created in a regular manner?

Could we make public spaces more accessible and playful like a

playground?

Partner Interactions

“The 7 Principles of Universal Design:

Equitable Use

Flexibility in Use Simple and Intuitive Use Perceptible Information

Tolerance for Error MENTAL

Low Physical Effort

Size and Space for Approach and Use ” 1

Partner Interactions

Introduction

This chapter highlights the importance of our meeting with partners, our visits to places in Bergen with them, and what they have told us.

Soft maps are subjective maps that combine drawings, short texts, speech bubbles and photos to describe the challenges in our partnersâ&#x20AC;&#x2122; daily lives: which obstacles they encounter and what provides comfort in different situations in the city.

Partner Interactions

Our Partners (names are fictional to protect their privacy):

Jan

Anne

“Jan has a very positive personality that helps him deal with most difficulties with using a wheelchair in daily school life. We went to the city from our school together in his car. We experienced the different difficulties he encountered during this time, such as not being able to access some shops or apartments because of the different floor levels. However, he seems to be open to trying various challenges with his strong body.”

“Anne has incredible creativity, and we met her to have a talk about her Attention Deficit Hyperactivity Disorder (ADHD) and how her perspective could improve the school. Anne explained to us that the vibration/movement and the sound of the wooden floor together with the human activities are annoying for her concentration. As a conclusion of our meeting, she suggested a multi-faceted and transformative space for us. It is essential for her to change the atmosphere of the space or the location to be able to keep concentration when she studies.”

Partner Interactions

Inger

Per

“Inger was the first woman in Bergen to take a trade certificate as a bricklayer. When we met her, she was happy to tell us about her experience with her disability that she has because of intense pain in her pelvis. Her disability isn’t visible and does not have as many champions as some other disability groups have. Her daily life has to be planned carefully. When we chatted with her, we got to know how her disability influences her way of seeing the world. Her way of doing errands is not to stand still. She prefers to move in different positions or lean her body on something to relieve her back.”

“For a living, Per works with universal design in the Bergen County Municipality’s buildings, which means he has a lot of knowledge about our study. He is truly inspiring, and has been very helpful through our process. He is a positive and engaging man, keen to include everyone. His impairment is reduced hearing. He uses different devices in his daily life to be able to communicate with others.”

Partner Interactions

A trip to Bergen city centre with Jan

Partner Interactions

This material doesnâ&#x20AC;&#x2122;t change, which makes it difficult to see where the stairs begin.

Changing of materials makes it easy to notice the inclination.

ine Automatic mach

1. Get into his car 2. Position the wheelchair at the machine that hoists the chair into his car, after which the door closes automatically

Automatic door Easy to attach

100

No automatic platform. He needs help, especially when he has to put it back.

101

Partner Interactions

He doesnâ&#x20AC;&#x2122;t want to push the button because he doesnâ&#x20AC;&#x2122;t dare to do so.

Learning from the trip to the city with Jan

Even though the restaurant has a stairlift, I prefer to have my friends carry me up, because the stairlift is too slow for me.

102

Partner Interactions

A meeting at BAS with Anne

103

Partner Interactions

Human activity that I donâ&#x20AC;&#x2122;t see is the worst. Sound of the rain is nice.

104

105

Partner Interactions

Learning from meeting at BAS with Anne

Simple situation, many possibilities of interpretation and imagination.

106

Partner Interactions

A trip to the centre of Bergen with Inger

107

Partner Interactions

Inger is walking very fast; she walks even faster without us.

Tanguy, Gustavo, Elisabeth, we all met by the BlĂĽ Stein (Blue Stone) at 1 pm. Inger was leaning on it, and she explained it was the best option for her.

108

109

Partner Interactions

Learning from the trip to the city with Inger

A part of the â&#x20AC;&#x153;waterfallâ&#x20AC;? in the stairway up towards Johanneskirken was a nice place for Inger to lean on. It had the perfect height.

110

Partner Interactions

A visit to Perâ&#x20AC;&#x2122;s office

111

Partner Interactions

1. Accessibility includes increased quality of life for everyone, both for those who live in the city and for those who visit it. 2. Accessibility means greater freedom and security for inhabitants and visitors of the city without relying on the help of others. 3. Accessibility is not a delimited part of the design of an object, building or means of transport, but must be coordinated with other affected issues at an early stage in planning and design. 4. Accessibility should be a general principle for the overall planning and design of the city and add up to special solutions for people with disabilities. 5. Availability does not mean additional costs. Accessibility means good social economy. 6. Accessibility is a means of ensuring mobility for citizens and is an important part of the process of planning and building the city. 7. Accessibility generates synergy between different aspects, such as the individual and the environment, aesthetics and functionality, car traffic and pedestrians, consumption and sustainability.

The Teleslynge is necessary for Per to hear his own voice and ours. It looks like a tiny pen.

Per needs the window behind him so the people he talks to have the light on their faces. Then it is easier for him to see what they are saying.

The way to the coffee machine.

Narrow corridors. Light from the offices. Make the corridor more open.

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A view into some offices from the corridor.

Sliding walls, to be able to change the room as needed.

Red mark to make it more visible, but why red? Difficult for people who are colour blind!

Large surfaces = echoes Security is very important! Where to get out fast: through the transparent wall?

Light! Much well-distributed light – One light source – important to have it in the back to be able to see well.

Roof window. Good to have several light sources.

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Partner Interactions

Fire alarm with blinking light.

Learning from the visit to Per’s office and his visit to BAS

Material important: – Hard and shiny = echoes – Thick and soft = noise cancelling

Partner Interactions

How can we apply universal design to make the city/neighbourhoods more inclusive? We can say that the concept of universal design is directly related to the accessibility and participation of citizens in our society. The definition of universal design shows us that accessibility must be included in the design and not as an aggregate part of it, to be usable by all people, to the greatest extent possible. Is the concept of universal design only applicable to people with disabilities?

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Partner Interactions

We should see human diversity as a collective goal for the inclusion of the entire population. Cities must provide structures and services that support the well-being and productivity of their residents. That requires supportive environments that facilitate compensation for personal (diverse physical/cognitive abilities) and social changes, associated with the different conditions and stages of life.

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Body Map/ Spatial Interventions

Body1

NOUN

1. The whole physical structure of a human or an animal. 2. The body of something the main part of something, especially a building, a vehicle or a book, an article, etc. 3. A group of people who work or act together, often for an official purpose, or who are connected in some other way.