Senior Capstone

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SECTION SECONDARY DESCRIPTION SECONDARY DESCRIPTION

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DESIGN FOR THE BLIND AND VISUALLY IMPAIRED

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RESEARCH + DESIGN

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| 2016

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FORWARD

ABSTRACT AND PROJECT SUMMARY Design with the Blind in Mind is a social equality initiative to discover how we might create awareness through design that enables self-reliance for the visually impaired.

According to the United States Census Bureau, 285 million people in the world are visually impaired. An additional 39 million are blind; 14 million live in the United States. This significant number of individuals is continuously growing; as baby boomers grow older, so does our aging society. People over the age of 50 account for 65% of the visually impaired population and 82% of the blind population. While studying the Americans with Disability Act (ADA) Design Standards and Universal Design, I found there were minimal practices in place that accommodate for the blind and visually impaired and realized the potential to better these standards. In today’s society, the blind population within the U.S. is ignored and marginalized.

As interior designers, it is our responsibility to design spaces for social equality, without discrimination, to create enriched experiences. Through research, by better understanding and defining the limits of the visually impaired and their needs, I have formulated a mode of design appropriate to reconcile shortcomings in the industry.

I have outlined a number of key concept principles that promote change, including high contrast environments, light, color, touch, warmth, sound, and minimizing glare. These allow us to heighten and better stimulate the remaining senses, while providing a space less strenuous on the eyes that can be navigated despite the absence of sight. Ultimately, through this project I will create scalable solutions to this national problem.

Given the nature of this project, I found it best to implement these key principles in the form of a case study. By using the interior corridor of a mall to demonstrate the issue of enabling awareness and self-reliance for the visually impaired, it will allow a basis for designing elements that are used in a variety of project types. Kenwood Towne Center in Cincinnati, Ohio is ideal for this case study, as the location is readily available for collecting data and observation. To document the process of design and display how the critical instances can change a space, I began by documenting the space as it exists. I then reevaluated the space, implementing high contrast materials, lighting, and color to show how a space transforms while maintaining the same layout. The last step was to rethink the space, showing how these key principles might be interpreted in a new ideal scenario, providing more effective stair and ramp configurations and showing a better aesthetic.

This project is important because of the implications current standards have on basic human rights. It is a matter of equality, working to eliminate discrimination against the blind and visually impaired. Part of our responsibility as designers is to develop solutions that are functional, enhance the quality of life and culture of the occupants, and are aesthetically attractive. We must protect and enhance the health, life safety, and welfare of the public. I believe my findings and proposal for these accommodations are an effective solution to a problem that needs solving.

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SECONDARY DESCRIPTION

HOW MIGHT WE CREATE AWARENESS THROUGH DESIGN THAT ENABLES SELF-RELIANCE FOR THE VISUALLY IMPAIRED? SECONDARY DESCRIPTION

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TABLE OF CONTENTS

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forward chapter 1 chapter 2 chapter 3 chapter 4 chapter 5 chapter 6 chapter 7 chapter 8 chapter 9 chapter 10 chapter 11 chapter 12

2 ABSTRACT AND PROJECT SUMMARY INTRODUCTION 7 15 TRENDS AND PROBLEM IDENTIFICATION 43 PRECEDENTS ANALYSIS SITE AND CONTEXT 75 97 KEY PROJECT PROPERTIES 111 DESIGN PRINCIPLES AND CONCEPTS 119 CONCEPTUAL DESIGN DIAGRAMS SCHEMATIC DESIGN 129 DESIGN DEVELOPMENT 157 FINAL DESIGN 183 209 SOURCES 213 APPENDIX

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7 10 11 12

background rationale significance scope

one

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INTRODUCTION

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INTRODUCTION

BACKGROUND In May of 2015 I participated in an eleven day experiential study abroad trip to Italy and Spain. While I was traveling throughout Italy, we passed through our share of transportation hubs, mainly airports and train stations. At these stations, I noticed rubber tiling, only a foot or so wide, that created a pathway following the length of the hallway.

These tiles were not particularly close to the wall or in the center of the hall, but occasionally would turn or intersect and die into a wall.

These rubber tiles had textures; the most common linear grooves running the length of the path. I was curious as to why these tiles were located where they were and what their purpose was. I asked our travel guide and he informed me that it was for luggage; to keep roller bags from clicking each time it crossed a seam between the floor tiles, and the grooves were meant to help guide the wheels of a suitcase. At the time I accepted this answer for what it was, as many people were in fact using it for that very purpose, but it did make me wonder why the path would occasionally diverge to dead end at a wall. Nonetheless, I accepted the answer and moved on with the trip, not giving so much as a second thought to these applied rubber pathways.

This was the case until we went to the Milan Expo, similar to the historic World’s Fair in the regard

that it is held in different cities and only occurs every 5 years. This year, the Expo had a wealth of information about the commitment of countries around the world to find sustainable sources of food and was expected to draw millions of people from around the world, with over 100 participating countries in the exhibits. The Expo was set up in an overall cruciform shape with the main entry and symbolic icon of the event on the primary axis, while individual countries’ exhibits lined either side of the secondary axis. (Some of this may be too much information not directly related to the topic) As I worked my way through the expo, I noticed that these same rubber title pathways were lining either side of the walkway that formed the secondary axis. I realized then that the previous answer I had received from the tour guide was pure speculation based on his observations. There was no reason for luggage to be moving through the exhibit and so again I wondered what these mystery pathways were for. As I mentioned previously, this Expo was about food and material sustainability. A common theme between exhibits was to use those sustainable materials to create interesting structures or textures throughout. As I approached the World of Spices exhibit to take pictures of the façade, I noticed the pathway was now red and it led to

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a map of the expo on the side of the building. The map was titled in English and Italian but also included Braille. Here it dawned on me that these pathways were for the blind, specifically for those who use canes to navigate.

Once I realized this, I began to better understand why there were multiple textures; to indicate junctions, intersections, turns, obstacles (stairs or curb), or information. This was interesting to me as I began to see these pathways throughout Italy and Spain in different forms including integrated into the floor tiles, not just applied as a surface treatment.

I also came to find that while I was in Europe, simple retail items, such as pharmaceutical medications, had embossed Braille on the packaging; such a relatively simple action with major benefits. Additionally, the Euro itself is more apt to help the visually impaired and blind since each monetary value is distinguished by a different size and color.

Upon my return to the United States, I began researching what we are doing in America to accommodate for the visually impaired and blind. Amidst my preliminary research which included quick information found in Americans with Disabilities Act (ADA) and the Universal Design

Handbook, I came across podcasts

by Daniel Kish and Chris Downey.

Immediately when I pulled up Chris Downey’s TED talk, I recognized him and realized he actually was responsible for laying down the ground work for this topic and my related interest. Chris Downey, an architect who went blind in 2008, had come to the University of Cincinnati in the spring of 2013 where he guest lectured on the topic of designing for the blind in mind. To open the lecture, Downey asked the room to close their eyes and listen to the sounds captured on his normal commute to the office. It was very powerful as after he asked us to identify the sounds we heard, and he walked us through more in depth where he could actually identify specific materials by their sound and sure enough when we saw a picture of the space it was spot on with what he had described. At the time it made me think and reflect on that concept; what does it mean to design for the blind in mind especially in a field where we are driven by aesthetics?

Now two years later here I am again in the same mind set wondering the same questions, but this time I am prepared to identify a solution, a solution that challenges the industry’s current standards and explores opportunities that, as designers, we can do to better design with the blind in mind.

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INTRODUCTION

RATIONALE

Out of the 285 million people in the world that are visually impaired and the 39 million who are blind, 14 million of these people live in the United States. Regardless of the quantity of those who are blind, this is something that should be identified and accommodated for.

This project is important because of the implications current standards have on basic human rights. It is a matter of equality and assuring there is not discrimination against the blind and visually impaired.

I hope that through a more in depth analysis of Americans with Disabilities Act (ADA) and Universal Design (UD), I cannot only better identify what is being done to accommodate for the blind, but also do a quality assessment to assure those action items we are using as design standards are in fact benefitting the blind and visually impaired. Throughout this project I plan to gain a better understanding of ADA and UD and hope I can push to further and redefine those standards while designing a space for the visually impaired. My hope is that in the same way we design for individuals in wheelchairs, we should be doing just as much, if not more, to ensure that the experience of a space is just as rich for those who cannot see despite our tendencies to design in a very

visually aesthetic manner which is inherit to our field. I believe by bettering the experience for the visually impaired it will also enrich the experience for those who are visually able. My key objectives are to promote independence and selfreliance, better understand ADA and UD, and use critical thinking and analysis to identify needs and find solutions. It is our responsibility to provide social equality within our spaces despite physical differences.

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SIGNIFICANCE

The blind population within the U.S. is ignored and marginalized in today’s society. This significant number of individuals is continually growing; as the baby boomers grow older, so does our aging society. People over the age of 50 account for 65% of the population that are visually impaired, and 82% of the population who are considered blind. This project is significant because there is a gap in accommodations that are being made for the visually impaired, and it is a need that is being ignored. It is our responsibility as interior designers to design spaces for social equality and without discrimination; to have the ability to be experiences in an enriched manner. By viewing and better defining the limits of the visually impaired and their needs, I will formulate a mode of design appropriate to make such more inclusive in the industry.

The blind and visually impaired will be most benefited from my studies, as my space will be made to display and call attention to this issue and seemingly would want to showcase the key items of how we could better implement and accommodate the visually impaired.

However, the visually able should also benefit from gaining awareness or knowledge around the topic.

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INTRODUCTION

SCOPE

Creating a scalable solution to a large project. In an ideal scenario, this project should identify solutions that could be incorporated in any building or project type. However, being one person, I plan to develop this project in a way where I can show a variety of opportunities and ways we can better design for the blind and visually impaired. Defining the limits of these impairments as a disability is challenging as there are a range of visual impairments and levels of blindness. I plan to design for those who have a visual impairment that corrective lenses, contacts or glasses, do not solve and refer to the legal definition of blindness to classify.

Additional definitions providing a better understanding of visual impairments and blindness can be found in Chapter 2 of this book.

Identifying a location that presents the largest number of points of interaction, such as with stairs, ramps, and railings, will allow me to best showcase in the form of a case study, how we can better design with the blind in mind.

Through a variety of studies, I have identified that a mall is an ideal location to highlight the possibilities and opportunities in a public space that is in theory available to everyone. Malls are large, so I have eliminated looking at any particular

retail spaces in the mall but rather the corridor and main atrium space, which inherently promotes interaction and movement through the space. This too is a rather large scope which I am able to further limit by focusing on key points of interaction that occur during a user journey. I plan to define three to five locations that provide a variety of opportunities such as the food court, which will both provide opportunity to discuss all five senses and the amplification of touch, smell, sound, and taste, as well as identify practices that can be used in an atrium space with high traffic and congestion.

I will also identify a location that can serve as a typical corridor space, perhaps a typical restroom, and entry or intersection spaces too. The extents of this project are endless with fruitful opportunities, but it is key to see this project not as an applied fix or installation, but as an integral part to the design of a space.

Due to the fact this topic has not been largely identified as a problem in the industry, research regarding design for visually impaired is not readily available. This means looking to other fields for precedents and to surveys, interviews, and podcast to provide insights. These limitations and setbacks start at the research

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level. I have already run into many issues of receiving information and hearing back from organizations for the blind and visually impaired persons in general. Even disability services on college campuses have not been willing to share knowledge on this topic. I did reach out to Chris Downey, the architect who lost his vision in 2008 and is a professor at University of California Berkley. He has expressed interest in helping me collect information and be a point of contact but has also acknowledged he is involved in many organizations which leaves him pretty short-handed for time. He single handedly is working toward these same goals and desires to be involved with my project but due to his limited availability and our communications few and far between, such communications will take more time to provide fruitful insights on the topic. I plan to continue communication with Downey over the fall semester, in hopes that by spring I have gained more insight, but in the meantime I have been looking to his projects, podcasts, articles on his research, and published lectures to continue gaining leading insights on the topic especially as it relates to the interior design and architecture.

Visual aesthetics are an additional limitation that does not deal with the core of the project, but ultimately aesthetics can provide the opportunity to create awareness for the strides that are being made toward creating a more easily accessible and navigated space for the visually impaired and blind by expounding on the other senses.

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16 17 18 24 30 32 33 35 36 37 38

definitions vision simulator compairing sight historical background future trends steep analysis project drivers body, heart, soul themes and insights ethical issues problem identification

two

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TRENDS AND PROBLEM IDENTIFICATION

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TRENDS AND PROBLEM IDENTIFICATION

DEFINITIONS OVERVIEW OF TERMS TO BE USED IN THIS BOOK

HANDICAP the result of obstacles which hinder the achievement of specific goals DISABILITY a medically identifiable condition of physical impairment Physical handicap is not synonymous with physical disability Example: “a blind person is not handicapped in work which does not require vision” “the total disabled population at any given time is constant. The handicapped-by-buildings disabled population…is not; it varies directly according to the type of building against which the individual is measured.”

UNIVERSAL DESIGN Universal Design is more than just removal of barriers, also seeks to eliminate discrimination by design and support full social participation for all members of society.

Universal Design concerned with how the appearance of things affects social perceptions.

“Universal design is defined as the design of products and environments to be useable by all people to the greatest extent

possible without adaptation or specialized design” This definition is linked to a set of 7 principles which are used to evaluate existing designs, guide the design process, educate both designers, and consumers.

VISUALLY IMPAIRED Definition and types Blind: having no vision at all.

Legal Blindness: visual acuity of 20/200 or less, meaning that a legally blind person sees at 20 feet what a person with good vision would see at 200 feet.

Strabismus: misalignment of the eyes.

Nystagmus: rapid involuntary movement of the eyes.

Glaucoma: fluid buildup of the eye.

Diabetic retinopathy: changes in the blood vessels of the eye caused by diabetes.

Macular degeneration: damage to the center of the retina, causing central vision loss.

Retinitis pigmentosa: genetic eye disease leading to total blindness. “low vision” - refers to still having some functional vision. Individuals who have low vision may need optical devices to help them.

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VISION SIMULATOR GAINING PERSPECTIVE ON THE ISSUE

VISION VISION SIMULATOR CARD Normal Vision Visual acuity of 20/20 or better with or without corrective lenses.

Macular Degeneration Loss of central vision

Diabetic Retinopathy New blood vessels grow along the retina

Glaucoma Fluid pressure increases within eye

Cararact Clouding of the eye’s lens

An Optometrist is a primary eye doctor who provides eye care including diagnosis and treatment of disease

CAUSES OF VISUAL IMPAIRMENTS Premature birth Trauma Diabetes Genetic Causes Infections Anoxia Retinal Degeneration ELLABORATION ON THE 4 MAIN TYPES OF VISUAL IMPAIRMENTS Macular degeneration causes loss of the central vision needed to see detail Diabetic retinopathy causes reduced vision, sensitivity to glare, and reduced night vision Glaucoma can cause tunnel vision, reduced night vision, and blurring of central vision in advanced cases Cataracts can cause blurred vision and sensitivity to glare Total blindness is seldom experienced as total blackness.

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TRENDS AND PROBLEM IDENTIFICATION

COMPARING SIGHT VEIW FROM NORMAL VISION USER’S PERSPECTIVE

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TRENDS AND PROBLEM IDENTIFICATION

COMPARING SIGHT SAME VEIW WITH MACULAR DEGENERATION SIMULATION

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TRENDS AND PROBLEM IDENTIFICATION

COMPARING SIGHT SIDE BY SIDE VIEWS OF THE VISION SIMULATION

VEIW FROM NORMAL VISION USER’S PERSPECTIVE

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SAME VEIW WITH MACULAR DEGENERATION SIMULATION

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TRENDS AND PROBLEM IDENTIFICATION

HISTORY HISTORICAL BACKGROUND AND TIMELINE

To gain a better understanding of where and when awareness around designing for persons with disabilities developed, showing the foundation on which the founding principles are positioned is important. At the core of the issue—and the validation for its importance—lies the fundamental declaration of basic human rights.

BASIC HUMAN RIGHTS core principals •universality •interdependence and indivisibility •inalienable equality and nondiscrimination •freedom from discrimination on the basis of race, religion, age, language, or sex.

DECLARATION OF HUMAN RIGHTS •born free and equal in dignity and rights •right to life, liberty, security of person •no one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honor and reputation •right to freedom of movement and residence •right to freedom of thought, conscience, and religion •everyone has right to standard of living adequate for health and wellbeing of self and family; including

food, clothing, housing, medical care •freedom of opinion and expression •right to participate in cultural life community, the arts and sciences •right to get education, marriage, work, own property, rest and leisure.

RIGHTS FOR THE DISABLED Though these rights were established in 1947, the Civil Rights Act of 1964 did not protect people with disabilities. Discrimination against people with disabilities would not be addressed until 1973 when Section 504 of the Rehabilitation Act of 1973 became law, and later still in 1990 when the ADA was passed.

DESIGNING FOR THE DISABLED •birth of universal design stemmed from the need for there to be better accessibility •ADA Design Standards in 2010 •wheelchair accessibility •ramps •clearances ie. turning space •doorways •parking spaces •counter height and writing surfaces (36-38”) •reach, forward and side •elevator size •visually impaired and blind accessibility •braille requirements signage •vertical clearance •protruding objects from wall •audible elevator sounds

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1688 1776 1789 1948 English Bill of Rights

U.S. Declaration of Independence

U.S. Bill of Rights

U.N. Universal Declaration of Human Rights

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TRENDS AND PROBLEM IDENTIFICATION

HISTORY

1954 1964 1970 U.S. Supreme Court’s Brown vs. Board of Education

Civil Rights ACt

Disability Rights Movement

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1973 1985 1988 1990

Section 504 of the Rehabilitation Act Accessibility for federally funded facilities

First time the term “Universal Design� is used

Fair Housing Americans with Amendments Act to Disabilities Act include disabled and (ADA) families with children

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TRENDS AND PROBLEM IDENTIFICATION

HISTORY

1997 2001 2006 Seven Principals of Universal Design created by Center of Universal Design

Universal Design Handbook published

U.N. Convention on Rights of Persons with Disabilities; enforced in 2008

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2008 2011 2015 2016 ADA Amendments Act

Universal Design Handbook, second edition published

National Institute of Building Sciences publishes Low Vision Design Program, Design Guidelinges for the Visual Environment

Sara Willhoite Hardy Capstone Project Design with the Blind in Mind

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TRENDS AND PROBLEM IDENTIFICATION

FUTURE TRENDS

TWO MAJOR TRENDS LEADING THE UNIVERSAL DESIGN PARADIGM: LEGISLATIVE MEASURES AND AN AGING SOCIETY

UNIVERSAL DESIGN IS “THE PROCESS OF EMBEDDING CHOICE FOR ALL PEOPLE IN THE THINGS WE DESIGN”

LEGISLATIVE MEASURES -

UNIVERSAL DESIGN -

Include ADA, ANSI 117, and MGRAD

According to the Universal Design hand book, choice involves flexibility, and in order to create universal design we must provide those choices.

AGING SOCIETY Due to the mass number of baby boomers the average age of the population is growing older and therefore creating such accommodations is becoming necessary. Many products are being created in the industrial design field for this very reason

People come in all shapes and sizes, ages, races, and physical limitations.

It is imporatnt that amongst such variety the constant that is always true is everyone had the same basic human rights.

As Interior designers it is our job to provide for such equality and equal opportunity in a space.

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MINIMUMS BECOME MAXIMUMS

FROM THE SIGHTED DRAGGING THE BLIND, TO THE BLIND LEADING THE BLIND, TO THE SIGHTED ENABLING THE BLIND.

ARCHITECTURAL PRACTICE -

THE BLIND PERSPECTIVE -

Established minimum criteria is interpreted more often than not as maximums. Designers are often directed to be efficient and not use more than what is required.

This trend doesn’t have much quantitative evidence, rather gathered from experiences that blind persons have had to face. by creating a better understanding and being more accepting of people with differences we can enable these people and ensure a better future.

This is both an observation and studied area with evidences through architectural practices.

I was able to pull such trend from statements provided by both Chris Downey and Daniel Kish, who are both blind and have experienced the issues related to such social stigmas.

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TRENDS AND PROBLEM IDENTIFICATION

STEEP ANALYSIS SECONDARY DESCRIPTION SECONDARY DESCRIPTION

technology

social

• acoustical technologies • cane for blind • impact every day app • medications • phone apps and gps • hearing aids • prosthetics • glasses

• some disabilities cause

elimination of social boundary

• generally a lack of knowledge to the general public • independence • psychology • social stigma • age

economic • operation and medical expenses • fundraisers • donors • research institutes • doctors

environmental

political

• impacts can create impairments • european blind way-finding • design around wheelchairs • crosswalks that talk

• ada (americans with disability act) • government websites and the sharing of general knowledge • design implications

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PROJECT DRIVERS SOCIAL DRIVERS ELABORATION AND EXPLAINATION

SOCIAL DRIVERS Reactions of “normal people” toward people who don’t look, talk, act the same “People with physical disabilities have an inferior status in society” “Emphasis is commonly placed on the merits of normality” Social Trend: changing stigma in Europe from “special facilities for special people” to “ normal facilities for ordinary people with special needs.”

“Dependence has a positive value, and disabled people who are dependent ought not to be looked upon as less worthy than disabled people who are independent.”

“Usability criterion is related to the requirements of people who are totally dependent rather than those who are independent…which [should enhance] opportunities for independence” “Excessive emphasis on the value of independence can result in ill-advised solutions. The object must be to ensure that disabled people are integrated with and not segregated from the rest of society”

These statements are interesting to me as I fell into the same stigma that independence was the necessary gain to be created by my space in order for it to be successful, however, it is important to create self-reliance instead and to design for the person who is totally dependent as to not discriminate against anyone.

“In contemporary western societies independence is highly valued as an ideal; it is associated with strength, masculinity, and leadership.

Dependence…associated with weakness, femininity, indecision, helplessness.”

“Since independence is …threatened by disablement, it is understandable that so much attention is given in rehabilitation situations to critical status” “For all people, whether disabled or not, independence is only a transient state. In old age absolute independence is no longer a practical possibility.”

“The independence criterion is not as all accommodating as might be suspected. If minimal standards for the independent wheelchair user are observed, the person who needs assistance will not be accommodated.”

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TRENDS AND PROBLEM IDENTIFICATION

PROJECT DRIVERS INDEPENDENCE GOALS AND ECOMONIC DRIVERS

INDEPENDENCE GOALS Those who hold value of independence to high can “destroy initiative of the disabled person to manage for himself, prevent him from obtaining the sense of self-sufficiency which is crucial to maintenance of personal morale.” “relative- independence/ interdependence” more responsible goal than the “absolute independence goal” ECONOMIC DRIVERS Economic circumstances: increased availability of transportation and employment opportunities helping number of disabled persons playing active role in the community which in turn has society no longer belittling them.

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BODY, HEART, SOUL

Walking ADD/ADHD (not) Deaf Physical Seeing

CCM

Ease Art Job Skills

College Civil Rights

Support system

Money being different sizes Occupational and colors Therapist

Availability Relationship Friends

Employers No child left behind

Job coaching

Developmental Accommodating Independence

Community

Individuality Emotional Sensory Experiential Learning Visual (visually impaired)

CAP

ESEA What is it like to experience a place if not visually?

Breaking definition Disability of “normal” Well-being

Campus Center

Therapy Autism

Housing

Williams Syndrome Social Norms

Why no design for visual and hearing impaired?

Medical School

IDEA

Music

Location

DAAP

Transportation

Opportunity

Families Braille Distance Adjacencies

Higher Education F&B Retail Resume Building Mental

Chris Downey Transition

Government

ADA – Americans with Disabilities Act Greenspace ADA = Wheelchair Walkways for visually Accessibility – not Healthcare impaired/blind others?

Cognitive Braille on everyday Downs Syndrome items (i.e. packaging) Dorm Life/ Anxiety Word “disability” Assisted Living is too broad Fancy (not) Nutrition Restaurant

Expensive (not)

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TRENDS AND PROBLEM IDENTIFICATION

THEMES AND INSIGHTS

THEME : ACCOMMODATIONS INSIGHTS • the visually impaired are in need of accommodations beyond ADA design standards • visually impaired would benefit from the simplicities we take for granted and by adding braille to everyday retail experience • visually impaired benefit from high contrast in colors • blind benefit from carefully accounted for acoustics ACCOMMODATIONS •Experiential •What is it like to experience a place if not visually?

•Transportation •Braille •Therapy •Art •Job Coaching •Music THEME : INDEPENDENCE INSIGHTS • availability to transportation, specifically public transportation is a necessity and must be provided per the law • The stigma of independence is applied to the disabled, but psychology of independence is more in depth generally disabled persons have excepted the limits of

their disability • Designers must design for the disabled who are dependent in order to provide an opportunity for personal growth and independence INDEPENDENCE •Opportunity •Individuality •Learning •Availability •Transition •Job Skills •Well-being ADDITIONAL THEMES AND KEY WORDS FROM EXERCISE RELATIONSHIP •Community •Friends •Support System •Breaking definition of “normal” •Accommodating •Employers •Adjacencies WHO? •Visual (visually impaired) •Williams Syndrome •Sensory •Developmental •Emotional •Autism •Downs Syndrome •Disability

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ETHICAL ISSUES

Ethical issues surrounding this topic are important, and yet can be touchy, as much has to do with the emotional well-being of a person and simply the wording can play a drastic role in what is acceptable in society. Additionally, at the core of the issue lies the fundamental declaration of basic human rights.

Despite physical differences amongst individuals, it’s truly a matter of social equality and equal opportunity.

As stated in Designing for the Disabled, “It’s more responsible to speak of ‘a person with a disability’ rather than to talk about ‘disabled people’ or ‘the disabled’.” Though the distinction may be trivial, the two are vastly difference in their generalizations and implications.

The first speaks to a person, any single human, who has a disability, but we are not letting the disability define that person. The second is a gross generalization that labels any and all persons who have a disability as disabled as if they are a different culture where that disability is now only defining who they are and “it leads to the generalization of individuals as being inferior.” Such phrases that imply a person is less valuable or inferior are derogatory.

Ethics beg to question issues including “at what point is designing for a specific disability begin to exploit the persons with that disability?” This is a challenging question, as the spectrum is not a definite one. To not know exactly where that line is drawn in the sand can make it even more challenging, as the goal is to create awareness without putting persons with visual impairments on display. Literature on this issue is unclear, but at the broadest level this project speaks to the basic human rights among those the most closely related is that all persons are “born free and equal in dignity and rights.”

Additionally, the social implications of this topic extend into how persons with a disability are viewed among the masses. Those who are physically able hold themselves to a physical standard, emphasizing the merits of normality through looks, ability, shape, weight, and size.

For those who are confined to a wheelchair or those who are visually impaired, to accept them without holding them to an inferior status would destroy the logic on which societies merits of normality lie.

The distinction is trivial but important as it leads to the generalization of individuals as being inferior.

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TRENDS AND PROBLEM IDENTIFICATION

PROBLEM IDENTIFCATION A GAP IN THE INDUSTRY OF DESIGN

According to the United States Census Bureau, 285 million people in the world are visually impaired, an additional 39 million are blind; 14 million of these people live in the United States.

The blind population within the U.S. is ignored and marginalized in today’s society. This significant number of individuals is continually growing; as the baby boomers grow older, so does our aging society.

People over the age of 50 account for 65% of the population that are visually impaired, and 82% of the population who are considered blind.

Regardless of the quantity of those who are blind, this is something that should be identified and accommodated for. This project is important because of the implications current standards have on basic human rights. It is a matter of equality and assuring there is not discrimination against the blind and visually impaired.

This project is significant because there is a gap in accommodations that are being made for the visually impaired, and it is a need that is being ignored. It is our responsibility as interior designers to design spaces for social equality and without discrimination; to

have the ability to create enriched experiences. By viewing and better defining the limits of the visually impaired and their needs, I will formulate a mode of design appropriate to make such more inclusive in the industry.

Difficulty seeing was defined as experiencing blindness or having difficulty seeing words and letters in ordinary newsprint, even when wearing glasses or contact lenses (if normally worn). Those who were 18 blind or unable to see the words and letters at all were described as having severe difficulty seeing.

About 8.1 million people (3.3 percent) had difficulty seeing, including 2.0 million people who were blind or unable to see. Among the population 65 years and older, 3.8 million people or 9.8 percent had difficulty seeing 20.6 million American Adults age 18 and older reported experiencing vision loss 1.288 million blind 2.908 million low vision 308.7 million people 74,100,000 are children 7,327,800 adults total vision impairment 60,393 children in school are blind Total: 694,300 blind non school children

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SECTION THE NEED SECONDARY OF BLIND, LOW DESCRIPTION VISION AND VISION LOSS SECONDARY = 100,000 DESCRIPTION PEOPLE

BLIND

LOW VISION

VISION LOSS

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TRENDS AND PROBLEM IDENTIFICATION

PROBLEM IDENTIFICATION SIX SENTENCE EXERCISE AND QUESTION EVOLUTION

PROBLEM 1- When traveling in Europe, I observed that there was much more attentiveness to providing aid and the means by which visually impaired people could function and live independently. Despite ADA in the U.S., we do not really accommodate for the visually impaired.

2- Out of the 285 million visually impaired people in the world and the 39 million who are blind, 14 million of these people live in our own country.

SOLUTION 3- By viewing and better defining the limits of the visually impaired and their needs, I will formulate a mode of design appropriate to bring attention to our shortcomings in this area.

4- Specific areas that can be improved within the U.S. include a delineation of walkways for the blind who use canes to navigate, and simply adding Braille to the packaging of our everyday grocery or retail items.

OUTCOMES 5- This project will be made to display and call attention to this issue and showcase the key items of how we could implement and accommodate the visually impaired.

6- Additionally I believe my findings and proposal for these

accommodations should be implemented in the U.S. forwarded to the ADA in hopes they might raise their standards and if nothing else these accommodations would be implemented in my professional projects if not for anything more than social equality despite our physical differences.

QUESTION EVOLUTION• how might we design for a variety of disabilities that accommodate the vast range of impairments that are included in the broadest definition of that term?

• how might we implement the accommodations that would improve everyday life of the visually impaired beyond that which is required or outlined in the ADA design standards?

• how might we provide a transition for young adults with disabilities to gain independence?

• how might we allow for a transition where older adults who are losing their abilities can keep their independence?

• in a field where we are primarily consumed in aesthetics, how might we design a space that can be experienced if not visually?

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HOW MIGHT WE CREATE AWARENESS THROUGH DESIGN THAT ENABLES SELF-RELIANCE FOR THE VISUALLY IMPAIRED?

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44 51 52 62 68

literature review technical analysis typological analysis and case studies experiential analysis and case studies user and people analysis

three

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PRECEDENTS ANALYSIS

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PRECEDENTS ANALYSIS

LITERATURE REVIEW

INTRODUCTION TO DISABILITIES “ADA.gov.” Introduction to the ADA. May 12, 2015. Accessed May 25,2015. http://www.ada.gov/ada_ intro.htm.

This is a government website for the Americans with Disabilities Act that provides a vast array of knowledge from how disability is defined by the government, how to comply with the law, background knowledge about the law, what programs are provided for people with disabilities, how to file a complaint, to regulations that are under development. This site also provides the link to the Design standards and how enforcement of this law will happen in general. The ADA was signed into law in 1990 and is one of the most comprehensive pieces of civil rights legislation in America.

The law prohibits discrimination and guarantees people with disabilities have the same opportunities as those living the mainstream life.

“United States Census Bureau.”

Disability. Accessed May 25, 2015. http://www.census.gov/people/ disability/.

This site provided population information regarding the blind and visually impaired. A break down

by state helped to show just how many people there are with visual impairments and their age ranges in a very general summary.

INSIGHTS FROM LEADERS WHO ARE BLIND Downey, Chris. “Bio.” Chris Downey - Architecture for the Blind. 2015.

Accessed May 25, 2015. http:// www.arch4blind.com/index.html.

Christopher Downey is an architect that lost all sight in 2008 and has since worked to create more helpful environments for the visually blind and the impaired. Chris has also rethought the way he works on design, and is very dedicated to giving back and creating more awareness for the visually impaired.

Chris teaches accessibility and universal design, which I would like to look into to see his approach for this project given his circumstances.

Chris Downey TED Talk His mission when he lost his sight was to get the best training to be able to fulfill a meaningful active life and after 6 months returned to work. His life is now full of outsights and juxtapositions from trivial to profound, the mundane to

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the humorous as a blind architect.

Downey had the realization that cities are ideal places for the blind and that the blind have a positive influence on the city itself.

Downey learned to rely on his other senses (could tell direction he was walking based on warmth from the sun on the side of his face) and mainly noticed the social stigma.

People found it necessary to give advice most times unwarranted.

Ultimately he challenges listeners and designers to design with the blind in mind. “There are those with disabilities and those who haven’t found theirs yet.” Sidewalks need to be predictable and wide, a city with robust mass transit systems and no cars.

Daniel Kish TED Talks and NPR How to Become Batman by Invisibilia The NPR talk theorized how private thoughts have influence on how the rats move throughout space. Expectations set forth literally can change your efforts and ability. Emotions, beliefs, actions, expectations. “Could my expectation make someone who is blind with no eyeballs see?” Daniel Kish man might have a cane and hiking stick but by clicking and using echolocation, he is able to

tell what is in front of him/ around him. Daniel has the ability to ride a bike. “It isn’t amazing, just the expectation, blind people don’t usually bike because we expect they can’t do anything.” If we changed our expectation then blind people could “see” Life versus Living your life. It could happen to anyone, anyone could be blind.

Story about Adam who was extremely uncoordinated in comparison as he went to a school for the blind from 5-7 and it prevented him from individualized growth. Adam couldn’t do anything on his own as there were always people taking care of him. The Making of a Blind Man by Robert Scott had in it this idea that changed Daniel’s life. Blindness is a social construction. “Blind people can’t do those things” organizations low expectations, doing everything for them, process of learning. Loss of vision is a limiting ability National Federation for the Blind. Most blind children don’t go to school for the blind. Education for all Handicap Children’s Act 1975 most stays in public local schools. “If you lighten their load you don’t allow them to expand.” We have not taught independence. 64% of blind are unemployed and slaves to other perception.

Daniel Kish goal is to liberate blind children World Access for the

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PRECEDENTS ANALYSIS

LITERATURE REVIEW

Blind. “The blind cannot lead the blind,” that’s right out of the Bible.

“While they were saying among themselves it cannot be done, it was done” – Hellen Keller. Image is something your mind constructs therefore you could potentially see. “You might not need eyes to see” teach methods rough but believed them. LOVE was said to be the main obstacle to making this change as it causes loved ones to hold them back.

DESIGN LAWS, REGULATIONS, AND STANDARDS “2010 ADA Standards for Accessible Design.” September 15, 2010. Accessed May 25, 2015. http://www.ada.gov/regs2010/201 0ADAStandards/2010ADAStandar ds.pdf.

The Americans with Disabilities Act published a set of standards for accessible design in 2010, however this is still the standard that designers must follow to comply with the law. In my review quickly through the document, I noticed that out of 279 pages only 14 pages related to design for the visually impaired. These pages included design regulations for protruding objects from a wall, Braille lettering

in elevators, raised lettering, Braille dimensions, and truncated domes at crosswalks. This document will provide a lot of good information whether I decide to go forward with sensory or other disabilities and it will prove helpful to gaining my NCIDQ as well.

Universal Design Handbook Second Edition ISBN 978-0-07-162923-2 Everything I needed to know about Universal Design. This book set up the history of how Universal Design came about, why it is important, and identified both laws and regulations that affect how we design. This book also provided examples of how universal design can be implemented in both private and public settings, while exploring industrial designs that are accommodating universally in the same way our spaces should be.

It was also here I was able to find insights on trends occurring around universal design and designing for disabilities in general.

Designing for the Disabled by Goldsmith This book was great at outlining definitions for the topics and key

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words, a few of the project drivers, and ethics. Additionally, outlined was an interesting discussion on independence verses dependence as well as the psychology of the factors surrounding the issues disability in my topic. The last portion and perhaps the greatest take away from this book was the recommended practices, related to deigning for disabilities, specifically realizing the relevance of acoustics for the blind and use of contrast for the visually impaired.

Universal Design: 17 Ways of thinking and teaching This book dealt with Universal Design and discussed how it is being taught and used throughout the industry. Definitions were also provided throughout the book and the key take away was the 7 Universal design principles. It was interesting as it took into account how the meaning of accessibility has changed and what universities are doing to create a new mindset in students through the adjustment of the curriculum.

DESIGN THOUGHTS REGARDING VISUAL IMPAIRMENT Pullin, Graham. “If Stefan Sagmeister Met Accessibility Signage, Graphic Thought Facility Meets Braille, If Tord Boontjie Met Braille,.” In Design Meets Disability.

Cambridge, Massachusetts: MIT Press, 2011.

In this book Graham Pullin presents a series of questions. “Why shouldn’t design sensibilities be applied to hearing aids, prosthetic limbs, and communication aids? In return, disability can provoke radical new directions in mainstream design.” Pullin shows how design and disability can inspire each other, in a similar way that the Eames’ were inspired by molded plywood leg splints for their furniture. “What new forms of braille signage might proliferate if designers kept both sighted and visually impaired people in mind? Can simple designs avoid the need for complicated accessibility features?” Upon asking these questions Pullin shares a series of interviews with leading designers about specific disability design projects. This can help to inspire and inform me of ideas and previous experiments that are already being or have been tested.

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PRECEDENTS ANALYSIS

LITERATURE REVIEW

Ostroff, Elaine, and Mark Limont.

Building a World Fit for People: Designers with Disabilities at Work.

Boston, Massachusetts: Adaptive Environments Center, 2002.

This book describes the career developments of designers with disabilities and highlights the major influences that shaped their professional lives and shares the variety of ways people with disabilities have contributed to the design world.

IN THE NEWS http://www.npr. org/2015/07/26/426434612/onada-anniversary-some-blame-thelaw-for-low-employment ADA installs fear in employers (based on the misconception though maybe the fear is warranted due to people who are greedy) that if they hire an employee that has a disability the individual might not find the workplace accommodations suitable and therefore the individual could sue.

In turn, rather than hiring persons with disabilities, employers don’t.

Though this is not fault of the ADA in particular who are looking out for the rights of an individual with a disability, and is rather a social

stigma that needs to be tackled, education about ADA as well as a visit again of what ADA defines and assuring it accommodates all disabilities not only the iconic wheelchair handicap which requires a multitude of alteration to an office due to the physical limitations of a wheelchair. Additionally, employers not hiring the visually impaired, or people with any disability for that matter, is inherently discouraging independence for those individuals who want to be, and is also communicating to them that they are inferior.

Example Eagle has her bachelor of science and yet no one wants to hire her, not because she isn’t capable but rather they won’t give her a chance due to this fear employers have that they might be sued.

Iozzio, Corinne. “Indoor Mapping Lets the Blind Navigate Airports.”

Smithsonian. August 8, 2014.

Accessed May 25, 2015. http:// www.smithsonianmag.com/ innovation/indoor-mappinglets-blind-navigate-airports180952292/?no-ist.

This is a very interesting article discussing strides being made to better accommodate the visually impaired. Through a new iPhone

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app and prototyped system, blind passengers will be able to navigate the San Francisco International Airport. Basically it is an indoor mapping system, that allows the blind to navigate the airport without an escort (allowing for independence) the app will connect with beacons that are spaced throughout the airport and based on where the blind passenger is the app will pick up sensors and it will use audio to communicate what is down the hallway or help in directing them toward their gate.

ORGANIZATIONS AND GENERAL INFORMATION “Benefits.gov - Disability Assistance.” Benefits.gov - Your Path to Government Benefits.

Accessed May 25, 2015. http:// www.benefits.gov/benefits/ browse-by-category/category/DIA. This website gives a lot of information to the programs that the government provide for all kinds of disabilities. There are food care programs such as CACFP, and Client Assistance Program that helps inform people of their benefits, Many veterans programs, disability insurance, special education programs and so on.

“LightHouse for the Blind and Visually Impaired.” LightHouse News. Accessed May 27, 2015. http://lighthouse-sf.org/.

LightHouse is a non-profit that caters to the blind, whether they have been blind their entire life or only for a short while due to trauma or disease. This sight is great for news about strides that are being made to help the visually impaired, Braille translations, programs that can help with job coaching, or counseling, either way this San Francisco based program ultimately provides a community and there is much to be learned from here. ( this is interesting, all of their locations are in California and I read earlier today that according to the 2012 Census that California has the largest population of blind and visually impaired people with the total coming in over 400,000).

“Web De La ONCE.” Qué Es La ONCE -. 2015. Accessed May 25, 2015.

ONCE is the building and foundation I saw numerous times over in Europe, especially Spain, which makes sense since the foundation is based there. ONCE has many programs they support including the Foundation for the

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PRECEDENTS ANALYSIS

LITERATURE REVIEW

Care of People with Deaf blindness (FOAPS) and Foundation for the care of blind people in Latin America (FOAL) It has been in existence for 75 years and Foundation for Cooperation and Social Inclusion of People with Disabilities.

FUTURE RESEARCH AND NOTESStill need to talk to Brooke Branduie from LiveWell, about the art installation for visually impaired. We attempted to set up lunch but we were unable to get on each other’s schedules.

Also need to get on Reddit it hopefully tap into the blind community there to take my survey.

As per a suggestion late in the semester.

Cincinnati for the Blind won’t do survey as it is not in their mission statement to help students and find that giving their members and employees surveys is not really fair as it is not their priority. This was made abundantly clear in a phone call.

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TECHNICAL ANALYSIS

AMERICANS WITH DISABILITIES ACT (ADA) In the U.S., we implement a few precautions at intersections to help make the streets safer for everyone, including the blind and visually impaired. These include raised surfaces at the edge of the sidewalk just before it meets the road and crosswalk signals that speak or beep to let you know when it is safe to cross (though these do not exist at every intersection even in major cities.)

UNIVERSAL DESIGN In Europe, though they do not observe clearances like the standards we follow including ADA; they have rubber strip pathways, sometimes also engraved in the stone, which leads cane using blind persons through a space. There are a variety of textures that inform the disabled when to turn a corner, when they are approaching an intersection or abrupt change in elevation, or to direct then to informational maps.

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PRECEDENTS ANALYSIS

TYPOLOGICAL ANALYSIS SCHOOLS AND INTERIORS

FRY HALL’S LOW VISION REHABILITATION AND PEDIATRIC OPTOMETRY CLINIC AT THE OHIO STATE UNIVERSITY Themes for the Clinic Design: Entire Clinic Modern, high contrast, graphic Low Vision Clinic Simple, sophisticated High contrast – Dark floor to ground the space. Light walls to reflect light. Contrasting door frames to distinguish entryways.

Bold color palette – OSU themed!

Pediatric Clinic Playful – yet appropriate for toddlers and teenagers.

Continue high contrast theme from Low Vision in a fun, graphic way Colored columns and door graphics help with wayfinding ENTRANCE – Wayfinding and Visual Hierarchy This clinic is one of two clinics in the State of Ohio that provides the exam required for people with low vision impairment to be tested for driver’s license renewal — meaning patients from all over the state travel to the clinic for daylong exams. Because of the high demand nature of the Low Vision Clinic’s services, patients are often coming in and out of the space and

navigating through the entire clinic and the first floor of the Optometry building. Knowing this frequent activity, a key visual element at the entrance of the space was an important objective for OSU staff.

Bringing an abundance of light into the space was also key, but we needed to ensure it wouldn’t be a safety concern for those who could not perceive the difference between clear glass and an opening. Our team utilized glass film to help create a visual difference, which also presented an opportunity for branding.

RECEPTION – Visual Contrast Using Light and Color To make it clear to patients where to go upon entering the clinic, the reception desk was designed to make a bold, visual statement.

Contrast in color and light are the two elements that are most obvious to a person with impaired vision. Keeping this in mind we used contrasting colors in the carpet, ceiling and desk and chose pendants as beacons of light to help direct visiting patients to the front desk. Also keeping in mind that this desk would greet the pediatric patients, we used fun patterns and a playful curved transaction panel to keep things attractive to visiting families and all

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-low vision OPTOMETRY CLINIC

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PRECEDENTS ANALYSIS

TYPOLOGICAL ANALYSIS SCHOOLS AND INTERIORS

in a branded Buckeye spirit.

LOW VISION PATIENT CORRIDOR Wayfinding through High Contrast and Oversized Graphics (above) Helping low vision patients navigate to their exam rooms was a high priority of the staff members.

They wanted the door openings to be very obvious with oversized signage, but not to the point that might insult patients who could view the space as a place “for blind people”. We designed custom door jambs that were deeper than standard, painted the inside profile scarlet, and included lighting over each of the doors to help them stand out from the white walls and dark carpet. We chose a carpet with an edge accent to help accentuate the openings as well. Bold, modern vinyl graphics help to distinguish the door numbers.

This project illustrates a blend of both science and art. It challenged the design team to give equal attention to specific functional requirements and fine-tuned aesthetic detail, all while keeping the user’s defined needs at the forefront. Since its opening we’ve received some very positive feedback from the Low Vision Clinic:

“You listened exquisitely well to our special needs and brought us options that were creative, functional, and gorgeous. As a result, we have created an extraordinary new space that is taking our work to all new levels.”

– Roanne E. Flom, OD, Chief, OSU Low Vision Rehabilitation Service, Professor of Clinical Optometry Getting positive feedback from clients and patients is the greatest reward; it helped close out the project on a high note. We love to hear that the space was successful at aesthetically emphasizing the brand of the clinic, but also easily navigated and enjoyed by patients and staff alike.

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-LOW VISION OPTOMETRY CLINIC

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PRECEDENTS ANALYSIS

TYPOLOGICAL ANALYSIS SCHOOLS AND INTERIORS

HAZELWOOD IN GLASGOW The Hazelwood School in Glasgow, Scotland, though in the educational sector, is designed for blind and/ or deaf students aged 3-19. Many of the students have multiple disabilities. The design employs several way-finding techniques.

Using colors and textures on walls, floors, and handrails that have braille on them. Ceiling heights are also being used to help in navigating the school. This building was designed by Sir Robert McAlpine Architects with a high level of input from parents and staff.

The school promotes independence and provides a stimulating learning environment.

A curved, single-story timber frame building, facilities include a hydrotherapy pool, music room, specialist IT and sound/speech therapy equipment and a ‘life skills’ house.

Hazelwood School was honored with a major US architectural accolade at the DesignShare Awards 2008. The Honor Award was presented in recognition of the use of innovative design within a learning environment. Hazelwood is the first British school to receive the award.

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-hazelwood in glasgow

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PRECEDENTS ANALYSIS

TYPOLOGICAL ANALYSIS SCHOOLS AND INTERIORS

ED ROBERTS CAMPUS IN BERKLEY, CA Ed Roberts Campus is a universally designed building that was created to accommodate all individuals.

Accommodating all does not mean that it is just for individuals with wheelchairs or a specific group; it makes it so EVERYONE no matter who you are can use the space equally. One example was the outside sidewalk. They made it flat for wheelchairs, yet made it colorful for people who can’t see well and textured for those who were fully blind.

“This building expresses the idea that good design is fundamentally a social justice issue. Everyone deserves the right to a dignified inspiring place to live and work.” – William Leddy FAIA Looking at Universal Design, they have found a way to use architecture and design to provide full inclusion of all people.

Built by LeddyMaytumStacy Architects as a Universal Design building. Not looking at the code requirements as restraints but as opportunities. “Sometimes a solution for one person creates a barrier for another.” – Dmitri Belser Concrete colored with some textures outside leading people to the door without interfering with

those in wheelchairs. Acoustics for better location recognition interiors maximize independence accessible for all sensory disabilities located at a fully accessible transit hub.

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-ED ROBERTS CAMPUS

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PRECEDENTS ANALYSIS

TYPOLOGICAL ANALYSIS URBAN APPLICATIONS

CROSSWALKS In the U.S., we implement a few precautions at intersections to help make the streets safer for everyone, including the blind and visually impaired. These include raised surfaces at the edge of the sidewalk just before it meets the road and crosswalk signals that speak or beep to let you know when it is safe to cross (though these do not exist at every intersection even in major cities.)

TEXTURAL WALKWAYS In Europe, though they do not observe clearances like the standards we follow including ADA; they have rubber strip pathways, sometimes also engraved in the stone, which leads cane using blind persons through a space. There are a variety of textures that inform the disabled when to turn a corner, when they are approaching an intersection or an abrupt change in elevation, or to direct them to informational maps.

BLATANT SIGNAGE In the U.S., signage exists, primarily in neighborhoods, that warns persons where children are playing, if there is a deaf child at play, or in cities they even will post signs near intersections informing drivers that “blind persons cross here.� Though I think some of these signs could be more gracefully made, these signs are great examples of providing awareness to the masses.

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INDUSTRIAL DESIGN

PACKAGING More evident in Europe than in the States, embossing boxes, and cans with braille on everyday retail items is a simple way to make the retail experience for the blind more independent. This seems to be a rather simple way we could incorporate and empower the visually impaired and blind.

PILL COUNTER Students have designed a better pill bottle for the blind and visually impaired. Childproof flip lid with deep color (so mildly visually impaired can see), attached lid that can’t get lost, fail-safe audio button with info on contents, and large size so person can reach in and get a pill rather than pouring them in the palm.

WRIST WATCH The Bradley is a tactile timepiece that allows you to not only see what time it is, but to feel what time it is. This is a stylish and practical way for making a typical visual cue more interactive and experiential.

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PRECEDENTS ANALYSIS

EXPERIENTIAL ANALYSIS EXPERIENTIAL ART

“MIDAS TOUCH” STUDY AT HARVARD A group of students from Harvard have come up with an innovative new way for the visually impaired to experience art along with everyone else. The project is called “Midas Touch” and uses 3D printing to make visual art more accessible.

The basic premise is that 3D printing allows a normal 2D painting to have textures and layers added to it, creating a 3D experience. The result would be a piece of art that includes distinct shapes, textures and transitions – aspects which are much easier for the visually impaired to understand.

Even though these aspects may be easier to understand, there is still the issue of creating something significant for a visually impaired person. The team behind the idea has realized that issues arise when it comes to attaching significance to various aspects of paint, such as color.

The “Midas Touch” has received a lot of interest, as well as funding but still remains at the concept stage of development, meaning it is yet to be proven if the idea will actually prove itself worthwhile.

Collaboration between the visually

able and the visually impaired is a crucial step to getting the idea off the ground and more to the point, providing a meaningful experience for its target audience.

How to deal with color is an interesting premise that has yet to be tackled but I truly appreciate even being visually able myself, the ability to not only see art but feel art, the opportunities that could eventually exist in how to bring that same sense of expression to art in 3D form will be an interesting topic and study.

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-MIDAS TOUCH

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PRECEDENTS ANALYSIS

EXPERIENTIAL ANALYSIS EXPERIENTIAL ART

TACTILE AND BRAILLE MAPS Braille Map of the University of Cambridge Several European cities have versions of these to guide visually impaired people around the cities.

“The LightHouse designs and produces tactile maps of parkland, theme parks, transit systems, street maps and floor plans.

“One of the biggest challenges faced by blind travelers is obtaining a concept of their surroundings.

Braille maps have been difficult to come by, being rare if not nonexistent. Thanks to a partnership between the Smith-Kettlewell Eye Research Institute and the San Francisco LightHouse for the Blind, one can now obtain hard copy maps.

“Our maps consist of raised lines and four-color printing for high contrast. Labels appear in Braille and large print. Each map is paired with a key explaining the symbols used “Clutter is the enemy of tactile and even including Braille labels (29 pt font) can introduce clutter. We are aware of this and our maps are designed to be clutter-free and

simple to read. As a response to “over-simplification” we can even add extra-auditory information back in, making maps talk with the aid of a Live Scribe Smartpen.

“Tactile maps are a welcome option for obtaining useful information. They are definitely an aid for mobility instructors and professionals looking to convey map information. Travelers moving to a new area, or entering an unfamiliar building can easily learn their surroundings. Service providers and vendors can provide visitors with maps of their buildings.

“We look forward to further innovations from our mapping endeavors and appreciate the collaboration with Dr. Josh Miele, Associate Scientist at SmithKettlewell to bring accessible information to all.”

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-TACTILE AND BRAILLE MAPS

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PRECEDENTS ANALYSIS

EXPERIENTIAL ANALYSIS EXPERIENTIAL ART

MUSEUM FOR BLIND PEOPLE IN LITHUANIA Using 3D printing allows the visually impaired to touch all details of wellknown buildings The museum for the Blind in Lithuania has “set out on a mission to 3D print models of famous people, well known buildings like the Taj Mahal and Reims Cathedral, as well as local buildings such as schools. In doing so, they hope to give the visually impaired another means of collecting information so that they too can understand the world in a more detailed manner.”

Thus far all 3D models of famous people have actually been done without a 3D scanner but rather just from pictures of well-known people who volunteer to have their bust 3D printed.

This is a very interesting concept and while I appreciate the ability to feel buildings to better understand them, I’m not sure in understand the significance of the heads as that is not normal for blind persons to feel people’s faces to get a better understanding of what they look like.

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-MUSEUM FOR BLIND PEOPLE

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PRECEDENTS ANALYSIS

USER AND PEOPLE ANALYSIS SIGNIFICANT LEADERS - HELEN KELLER

BIOGRAPHY Helen Keller fell ill and was struck blind, deaf and mute in 1882.

Beginning in 1887, Keller’s teacher, Anne Sullivan, helped her make tremendous progress with her ability to communicate, and Keller went on to college, graduating as first deaf-blind student in 1904.

During her lifetime, she received many honors in recognition of her accomplishments.

KNOWLEDGE LEARNED She changed the perception of disabilities and blind awareness. Her life story challenged the stereotype that people with disabilities could not lead full lives.

the

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PRECEDENTS ANALYSIS

USER AND PEOPLE ANALYSIS SIGNIFICANT LEADERS - CHRIS DOWNEY

BIOGRAPHY Christopher Downey, AIA, is an architect, planner and consultant who lost all sight in 2008. Today, he is dedicated to creating more helpful and enriching environments for the blind and visually impaired.

He also teaches accessibility and universal design at UC Berkeley and serves on the Board of Directors for the Lighthouse for the Blind in San Francisco.

KNOWLEDGE LEARNED Being a blind architect has been quite the juxtaposition. Cities are fantastic for the blind. People feel the necessity to give advice.

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PRECEDENTS ANALYSIS

USER AND PEOPLE ANALYSIS SIGNIFICANT LEADERS - DANIEL KISH

BIOGRAPHY Daniel Kish is blind and at a young age taught himself echolocation that allowed him to get around and eventually ride a bike. As the President of World Access for the Blind, a non-profit founded in 2000 to facilitate “the selfdirected achievement of people with all forms of blindness” he has increased public awareness about the blind’s strengths and capabilities.

KNOWLEDGE LEARNED There is a difference between life and living your life. blind people can see if given the proper training and the real milestone is when they gain independence. Blindness is a social construction.

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76 82 84 88 90

macro scale context analysis swot analysis potential site analysis site plan building plans

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SITE AND CONTEXT

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SITE AND CONTEXT

BLIND POPULATION IN THE UNITED SECONDARY DESCRIPTION STATES BASED ON 2010 CENSUS MACRO SCALE CONTEXT ANALYSIS SECONDARY DESCRIPTION

Though even more broad than the typical macro-scale analysis, this section helps to show both the need that is present for designing for the visually impaired, the numbers were shocking to many as to how many blind people live in the U.S.

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SITE AND CONTEXT

PUBLIC TRANSPORTATION SECONDARY DESCRIPTION POPULATION SECONDARY DESCRIPTION IN THE UNITED STATES BASED ON 2010 CENSUS MACRO SCALE CONTEXT ANALYSIS

I have also included a public transportation map that shows which states are more successful at public transportation, and an additional layer showing the specific cities. This map was necessary because persons who are blind cannot drive and must rely on public transportation to get around.

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SITE AND CONTEXT

PUBLIC TRANSPORTATION SECONDARY DESCRIPTION AND BLIND POPULATION SECONDARY OVERLAY OF DESCRIPTION DATA MACRO SCALE CONTEXT ANALYSIS

Though even more broad than the typical macro-scale analysis, this section helps to show both the need that is present for designing for the visually impaired,comparing both the number of blind people in relationship to the cities that have the best public transportation systems. Now while this analysis is helpful and helps to show the need, I still believe showing the project in the form of a case study is the way to go and for that I think it is most important for me to chose a location that is readily accessible to me for frequent visits for documentation and exploration.

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SITE AND CONTEXT

SWOT ANALYSIS PUBLIC SPACE - MALL SECONDARY DESCRIPTION

strengths

weaknesses

• large space provides more opportunity • high foot traffic = more awareness • more points of interaction • interesting model form

• building is very large • lack of ownership; selecting a few moments of interaction to expolit • large scope (can be managed) • not in defined area of design • case study

opportunities • better define the mall experience • experiencial way-finding • directing how people move through space • points of interaction (entry, walkways, seating, stairs, elevators, restroom)

threats • look too applied rather than integrated • too spread out to see the cohesive design strategies

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VS. PRIVATE SPACE - RESTAURANT

strengths • ownership of the space • small and manageable scale • easily defined scope • tangible project

opportunities • experiential branding • add restaurant + branding to portfolio • more detailed and intimate moments • points of interaction (entry, walkways, seating, heighten senses, rest room, branding ) • all inclusive design

weaknesses • building shell and location become more relevant = more research on this topic • potential to lose opportunity for vertical movement

threats • potentially less people traffic = less opportunity for awareness • people are generally more stagnant

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SITE AND CONTEXT

POTENTIAL PRIVATE SPACES RESTAURANT TYPES MICRO SCALE CONTEXT ANALYSIS

TWO STORY RESTAURANT This restaurant would be a two or more story restaurant. Site analysis has not yet been done, but location options where two story spaces are already restaurants is Maggiano’s at Kenwood, HG Supply in Dallas, or Montgomery Inn Boathouse.

Other spaces that I could use for this include buildings in OTR or somewhere with a rooftop bar.

Most of the points of interaction are available for this restaurant (missing one).

ONE STORY RESTAURANT This restaurant would being a one story building seems to lose out on a lot of opportunities in the way of maneuvering through a space both vertically and horizontally. Points of interaction that involve stairs, elevators, railings or such devices would be lost here and therefore is likely not the most successful space to bring to fruition my “how might we…” question.

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POTENTIAL PUBLIC SPACES MALL locations in and around CINCINNATI Micro scale context analysis

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SITE AND CONTEXT

POTENTIAL PUBLIC SPACES MALL LOCATIONS IN AND AROUND CINCINNATI MICRO SCALE CONTEXT ANALYSIS

TRI COUNTY MALL This mall is a mid-size indoor mall that is currently having trouble as a building type and for this very reason is getting ready to undergo a renovation. This mall is fairly straightforward, two story mall with some atrium space. There was not bad scores for this in the evaluation, the other mall just scored higher in part due to public transportation, my familiarity with the space, and not being able to get floor plans from the architect. There are also more obstacles and design challenges as water features are present in corridors.

ROOKWOOD PAVILION This mall is an interesting study because it is an outdoor mall and in terms of public wayfinding there are many lost opportunities on this property. However, after completing my evaluation of the site, I found it to be more of an urban design project rather than interiors, and it was not readily accessible by public transit, and the massive parking lot seemed it could create too many issues. Additionally, the site seems to have a divide between either side of the mall.

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SELECTED MALL LOCATION FOR CASE STUDY

KENWOOD TOWNE CENTER This mall was a mid-size indoor mall with which I am very familiar. The space I would include in the scope is a two-story space, rather small in scale comparatively.

This mall is readily accessible by highway and public transit.

Most of the points of interaction are available for this mall (missing one). not many columns and therefore less design obstacles, including the flexible kiosks.

Due to the vast variety of points of interaction and opportunities made available for changing and fixing them to show how it can be made better.

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SITE AND CONTEXT

SITE PLAN AXON SHOWS RELATIONSHIP OF FLOORS AND RCP TO SITE

KENWOOD TOWNE CENTRE

IS A SHOPPING MALL LOCATED AT THE CORNER OF MONTGOMERY AND KENWOOD ROADS, ADJACENT TO INTERSTATE 71, NORTHEAST OF CINCINNATI. 7875 MONTGOMERY RD, CINCINNATI, OH 45236

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REFLECTED CEILING PLAN

UPPER LEVEL FLOORPLAN

LOWER LEVEL FLOORPLAN

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SITE AND CONTEXT

BUILDING PLANS UPPER AND LOWER LEVEL FLOORPLANS

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AREAS OF INTEREST FOR CASE STUDY DEVELOPMENT

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- Entry 1 (from parking lot)

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- Food Court

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- Typical Corridor

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- Macy’s Atrium

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- Entry 5 (on grade from garage)

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- Dillard’s Court

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SITE AND CONTEXT

BUILDING PLANS UPPER AND LOWER LEVEL REFLECTED CEILING PLANS

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AREAS OF INTEREST FOR CASE STUDY DEVELOPMENT

4

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- Entry 1 (from parking lot)

2

- Food Court

3

- Typical Corridor

4

- Macy’s Atrium

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- Entry 5 (on grade from garage)

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- Dillard’s Court

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SITE AND CONTEXT

BUILDING PLANS DETAILS AND SECTIONS

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client and user descriptions user journey value proposition building code requirements

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KEY PROJECT PROPERTIES

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KEY PROJECT PROPERTIES

CLIENT AND USER DESCRIPTIONS

Name: Einan Age: 12 Vision Quality: Legally Blind – very little vision, can see shadows and light blocks Einan, born blind, has grown up facing challenges related to blindness his entire life. Temporarily going to a school for the blind between the ages of 5 and 8, Einan was coddled and there truly was no risk taking with supervision of teachers or parents 24/7. When he turned 7, his family moved and he was forced to transfer to a public school where there were not many accommodations made for the blind, but here he flourished as he began to understand a sense of independence in the form of playing on a playground. This independence was more challenging for his parents to embrace, but as he starts high school he decided that independence and determinination will give him an opportunity that wasn’t given to him in his previous classrooms. Einan and his friends enjoy going to the mall on the weekends to explore. He enjoys hanging out and walking around with his friends, but unfortunately most malls do not make for great experiences to do this. Einan has never found the mall experience to be enjoyable due to the masses of people, obstacles, noise level, and not to mention the clothing shopping experience.

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CLIENT AND USER DESCRIPTIONS

Name: Breanna Age: 17 Vision Quality: microphthalmia, nystagmus and is bilateral aphakic I have been visually impaired since I was born but my parents did not find out for a week. My journey of having bad vision started with me having to get cataract surgery as a baby. There have been many challenges for me with my bad vision. I have depth perception problems which caused me to always fall down the stairs. Then when I started school I had to have an IEP in order to get accommodations from the school.

Some of the accommodations that I have used throughout my journey through school is that I always sit in the front of the class room so when the class moves seats I always stay and get new neighbors. Even with sitting in the front I cant always see what is on the board mattering on the color marker the teacher uses to the size that their information is written or types. I also get large print papers that are the size of a newspaper. It was always hard in grade school when I couldn’t find my friends at recess because I couldn’t see that far or if they were playing a sport I most likely couldn’t join in because I couldn’t see any types of balls coming at me very well. The problems with balls are still hard for example I am a link crew leader at my school and when

we do activities with our freshman there is a game with tape balls and o could never do the activity with my kids because I cannot catch them well. One of the hardest moments that I have had that has made me hate the fact that I have bad vision is the fact that I cannot drive. Some people say it is not that big of a deal but they have no clue how much it hurts to not have the independence that you thieve to have. As my journey continues to college there are a lot of fears for me that come up. It starts with having to explain my vision to people and be in new place I am not used to. And having to maybe have to walk across campus in the dark which brings me to another challenge where it is hard for me to see in the dark and I am very light sensitive so bright lights are my enemy. My vision also gets in the way for me socially with people judging me because of my bad vision to someone waving at me and I cant even see it. The other problem I have had with my vision is people saying that I cant doing something. One example of this that really hits home is that I am going to college for a Doctorate in Pharmacy and I have had people in my family say that I cant do it and that no one would hire me. These are just a few challenges I have had so far in my life and I am sure that they will continue.

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KEY PROJECT PROPERTIES

CLIENT AND USER DESCRIPTIONS

Name: Iris Age: 67 Vision Quality: Cataracts - can cause blurred vision and sensitivity to glare Low Vision - refers to still having some functional vision. Individuals who have low vision may need optical devices to help them.

Iris is starting to deal with the effects of aging and cataracts.

Cataracts cause 39% of blindness in the world and women are 66% more likely to suffer from visual impairments. Though cataracts can be a treatable condition, Iris does not have the funds to pay for such procedure. Iris enjoys shopping despite her financial circumstances, but recently she has been having a hard time distinguishing between both stores and merchandise in stores where the colors are very similar or products are similar shapes. Signage comes across as blurry and the skylights that she so much enjoyed in her younger years now make it more difficult to navigate through the mall.

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KEY PROJECT PROPERTIES

CLIENT AND USER DESCRIPTIONS

Name: Catherine Age: 42 Vision Quality: 20/20 – basically perfect vision Catherine, now in her 40s, has had perfect vision her entire life.

She works at the mall at a kiosk that lives in the hallway. She has always been a socialite and enjoys socializing with people in the mall to sell them jewelry, phone cases, sunglasses; whatever the next big thing is. Not very often does Catherine come across blind people, however, people do occasionally run into her when not watching where they are going.

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KEY PROJECT PROPERTIES

USER JOURNEY

Existing Activity Patterns in a mall include movement through the main corridor and exiting and reentering the main space into adjacent retail spaces. Some shopping may occur in the main corridor of travel at kiosks which are generally located through the middle of the corridor.

Additional activities may include sitting or perching while waiting for someone to exit a store or for a break from standing depending on the duration of visit. At the end of the main stretch, there is an atrium space with food court and seating groups of all sizes, a place where groups congregate and persons are able to choose from a selection of fast food services and to eat.

USER JOURNEY MAY GO SOMETHING LIKE THISThe individual or group of individuals enter the mall, walk down a short corridor like space with lowered ceilings for approximately 50 feet. At the end of this corridor the user is dumped into a much larger volume of space where the options are more than one. You can now choose to continue right, change directions left staying on the same floor, or proceed forward to take the escalator, stairs, or continue to an elevator. In that time frame the individual may come into contact with a railing, a change in surface material on the floor, and or could

be confronted with a variety of opportunities to enter into a new retail space. As the user continues the length of the mall, the space will undulate and fluctuate with store fronts, balconies, and kiosks/ furniture pods. Groups of people also moving through the mall can become additional obstacles if they stop walking abruptly or perhaps stand and congregate in front of a store.

BREANNA’S JOURNEY SHE DESCRIBES LIKE THIS “Going to the mall for those with low vision is much harder for me compared to people with normal vision. The first problem I have is that I cannot just go to the mall when I want since I can’t drive. But when I get to the mall the parking lot is nerve wracking because there are cars coming from everywhere.

If I do not know where a store is in the mall I go to a map that is around. The map is challenging to read because of the small print they is on them. They also do not utilize the entire board for the map and could make the map a larger print that everyone could read and use it to find stores. The other part that is hard for me to read is the direction boards such as Dillard’s upper level due to how high up it is along with the font size not being large enough and they are not lit very well. Escalators are also challenging

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VALUE PROPOSITION

for people with bad vision such as myself because some of them do not have yellow lines to tell you when the steps start so people with bad vision cannot tell where a step starts and ends. This also leads to the problem that if a mall has any stairs they should have black lines at the end of each step so people can tell when each step ends because some tiles blend together.

One thing that I have noticed at the mall that I go to is that the tiles are not all flat when they change colors so some are risen higher which makes me nervous that there is a step coming up. Another major problem that drives me nuts is that menu boards in the food court are not in big enough font so I cant even read them from the counter this makes it very challenging if I try to go to get food by myself. It also does not allow people with bad vision to be independent because we have to ask for help. People with bad vision want to be normal just like everyone else. Therefore all menu boards should have larger print and they should have a large print out pamphlet of their menu out on their counter so if people still cannot read the menu they can grab one of the pamphlets from the counter to look at. “A problem with stores themselves, is when they have glass walls. It can be hard to tell where the entrance is. Also some stores lighting is not enough for people with bad vision

to see what something really looks like. Lastly, when in a store they need to make the tags in bigger font that way people with bad vision can read them. These are some challenges that people with low vision have to deal with at malls.“

VALUE PROPOSITIONS Through this case study, the design will provide better accessibility to users, enabling self-reliance in navigation through the space, making it a more enjoyable experience with less uncertainty, while also creating awareness to those who are visually able. This helps in accommodating for the users while being sensitive to their needs. A few problems that will ideally be solved in the Kenwood Mall case study include: providing a clear sense of direction perhaps through materiality, the need to navigate through the space in and around groups of people, though they are not as predictable, and then simply put allowing them to navigate through the mall from one end to the other and back, independent of help and without judgements, Ideally the mall could be equipped with better acoustics that make the journey less noisy overall and perhaps a bit more sensitive and calm.

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KEY PROJECT PROPERTIES

BUILDING CODE REQUIREMENTS

Building Codes: ISBN 978-0-470-

Atrium Spaces: “ an atrium is

59209-0

commonly found in building lobbies

Accessibility Regulations:

and shopping malls. It is basically a

ICC/ANSI A117.1

multi-story space contained within

ADA (ADAAG) and ADA-ABA

a building, often surrounded by

Standards

glass or open balconies. Atriums

Uniform Federal Accessibility

are required to be separated

Standards (UFAS)

from all adjacent spaces by fire-

Sustainability Standards:

resistance-rated walls….New

ASHRAE, USGBC, IES, IGCC

atriums are allowed only in a fully

International Building Code (IBC)

sprinklered building. Additional

International Fire Code

Fire suppression systems may be

Life Safety Code

required.”

Occupancy: Malls (Mercantile) with small restaurants (Business) and large food court (Assembly) M-A, A-2 (A-B or A-A) Load = Floor Area / 60 Egress: Exit Access Travel Distance: without sprinkler system 200ft, with sprinkler system 250ft Minimum of 4 exits per story Exit Signage… how can this apply to blind?

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User Journey

Americans with Disabilities Act (ADA) Standards for Accessible Design

Universal Design Practices

Opportunities for Accessible Design in this Case Study

Outside Approach

Ramped curbs Truncated Domes

Ramped curbs

include ramped curb in drop off zone not just at crosswalk.

Entry

Doors • 404.2.1 Revolving Doors, Gates, and Turnstiles. not be part of an accessible route.

• Cavities created by added kick plates shall be capped.

• 404.2.11 Vision Lights. Adjacent to doors or gates, containing one or more glazing panels. (see exception)

Doors

current change in materials, good, however could better inform where ramp or stairs are through contrast for visually impaired as dumb you in middle of a large space.

Ramp

•

405.9.1 Extended Floor or Ground Surface. Of the ramp run or landing shall extend 12 inches minimum beyond the inside face of a handrail complying with 505.

Handrails

•

Handrails shall be permitted to protrude 4½ inches (115 mm) maximum.

Handrails present

Bridge the gap between handrails surrounding atrium cut outs perhaps carrying line down onto the floor, and texture on the handrail that helps inform distance traveled

Floors

•

302.1 General. Floor and ground surfaces shall be stable, firm, and slip resistant 303.2 Vertical. Changes in level of ¼ inch (6.4 mm) high maximum shall be permitted to be vertical.

Non-Slip Floors

Strategic material changes to inform path, direction, and distance traveled, inform through texture store entrances and information areas like directories

•

comply with ADA and better inform its location.

Walls

Limits on Protruding Objects • 307 Protruding Objects no more than

Switches Controls height

Datum Line on the walls and across entrances to inform shops and direction.

Signage

• •

Contrast

Experiential Signage with combination of braille, graphics, and additional level of identification, directories

Acoustics

Acoustics, lighting, guardrail safety

Lighting

Reduce contrast and glare from skylights remove obstacles from means of travel

Braille Spacing Location and Height Requirements Sign Posting of Facilities

Atrium Corridor

Vertical Clearances • 307.4 Vertical Clearance. Vertical clearance shall be 80 inches (2030 mm) high minimum. Guardrails or other barriers shall be provided where the vertical clearance is less than 80 inches (2030 mm) high.

• The leading edge of such guardrail or barrier shall be located 27 inches (685 mm) maximum above the finish floor or ground

Elevator

Controls • 407.2.1 Call Controls. Where elevator call buttons or keypads are provided, they shall comply with 407.2.1 and 309.4. Call buttons shall be raised or flush.

• 407.2.1.6 Keypads. Shall be in a standard telephone keypad arrangement and shall comply with 407.4.7.2.

• Where in-car signals are provided, they shall be visible from the floor area adjacent to the hall call buttons.

• 72” above finished floor begins height of the buttons Audible Signals • 407.2.2.1 Visible and Audible Signals. Provided at each hoistway entrance to indicate which car is answering a call and the car’s direction of travel.

• 407.2.2.3 Audible Signals. Audible signals shall sound once for the up direction and twice for the down direction, or shall have verbal annunciators that indicate the direction of elevator car travel. Frequency of 1500 Hz maximum. Verbal annunciators shall have a frequency of 300 Hz minimum and 3000 Hz maximum. The audible signal and verbal annunciator shall be 10 dB minimum above ambient, but shall not exceed 80 dB, measured at the hall call button.

• Door closing audible signal

Comply with ADA, find better way to inform location of elevator throughout space.

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design principles functional concepts experiential concepts universal design principles

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DESIGN PRINCIPLES AND CONCEPTS

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DESIGN PRINCIPLES AND CONCEPTS

DESIGN PRINCIPLES

In answering the question “how might we create awareness through design that empowers self-reliance for the visually impaired?” it is important to look for benchmarks that can help in measuring the success of the design.

Parameters allow us to measure the success of a design the first of which are displayed as project goals.

PROJECT GOALS -create awareness -integrating means for accessibility -expanding and better defining short comings of ADA Design Standards and Universal Design -promote interaction of people with a space -visually impaired to navigate through space on own without assistance HOW WILL THESE GOALS BE ACHIEVED? -the location must be in a public space to have high exposure to the design -more in depth analysis of ADA and Universal Design -capitalizing on already identified points of interaction.

-potentially material changes as a

way to measure distance through space -infographics can also be used to inform or create additional awareness for the visually able With these in mind it is also good to step back and take a look at high level design principles that will help keep focus on what is most important for the project and answering “the how might we...” question.

DESIGN PRINCIPLES - we go where they are this is justification for a public space where many people frequent in a day, week, month. In order for the project to be successful it is important to reach a lot of people and not ask them to go out of their way to gain awareness.

- aim for quality over quantity In this project it is important that the quality of each detail of the design, that each moment of interaction is a quality one.

Additionally, it is important that the quality of the interviews and surveys I take are more important than the number of surveys I collect.

- don’t forget the focus is on the blind and visually impaired. at the end of the day, despite any

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relation this project may have to following ADA and using universal design guiding principles, it is important to remember who we are helping and why. The visually impaired are the focus because of our lack of accommodations that are provided for them.

-rectify the short comings of the industry ultimately this project will be most successful if the identified short comings of existing standards in the interior design industry are surpassed and made better overall.

Finally, determining the avenue by which the problem presented in the “how might we...� question will be answered; the design concept.

DESIGN CONCEPT -amplifying moments of interaction to provide means of navigation for the visually impaired.

-celebrating the transformation from visual navigation to tactile means of navigation transformation of industry space standards - Elevating experiential design absent of sight.

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DESIGN PRINCIPLES AND CONCEPTS

FUNCTIONAL CONCEPTS

RECOMMENDED PRACTICES “curbs particularly dangerous to blind” “for those with sight impairment it is advantageous if the color of the tread contrasts with color of the riser” -ramped curbs -doors- raised thresholds avoided -switches and controls -handrails -2” grip width -non-slip floors -sign posting of facilities -acoustics

POTENTIAL POINTS OF INTERACTION OPPORTUNITIES INCLUDE -

entry stairs escalator elevator

FUNCTIONAL CONCEPTS -

corridor

“to be independent a blind person relies extensively on what he hears, and in particular on echoes to assist mobility”

railing

“partially sighted: special attention should be given to lighting, especially in the kitchen and over staircases. Color contrasts may be used to emphasize hazards.

Handrails to staircases should be extended.”

Points of Interaction can be observed best through user journey, identifying the existing conditions, and noting moments that can be altered to create awareness and experiential accessibility.

restroom food station

branding seating groups signage adjacent entries

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EXPERIENTIAL CONCEPTS

Existing Activity Patterns in a mall include movement through the main corridor, exiting and reentering the main space into adjacent retail spaces. Some shopping may occur in the main corridor of travel at kiosks which are generally located through the middle of the corridor.

Additional activities may include sitting or perching while waiting for someone to exit a store or for a break from standing depending on the duration of visit. At the end of the main stretch there is an atrium space with food court and seating groups of all sizes, a place where groups congregate and persons are able to choose from a selection of fast food services and to eat.

USER JOURNEY MAY GO SOMETHING LIKE THIS The individual or group of individuals enter the mall, walk down a short corridor like space with lowered ceilings for approximately 50 feet. At the end of this corridor the user is dumped into a much larger volume of space where the options are more than one. You can now choose to continue right, change directions left staying on the same floor, or proceed forward to take the escalator, stairs, or continue to an elevator. In that time frame the individual may come into contact

with a railing, a change in surface material on the floor, and or could be confronted with a variety of opportunities to enter into a new retail space. As the user continues the length of the mall, the space will undulate and fluctuate with store fronts, balconies, and kiosks/ furniture pods. Groups of people also moving through the mall can become additional obstacles if they stop walking abruptly or perhaps stand and congregate in front of a store.

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DESIGN PRINCIPLES AND CONCEPTS

UNIVERSAL DESIGN PRINCIPLES 7 PRINCIPLES OF UNIVERSAL DESIGN

EQUITABLE USE -

LOW PHYSICAL EFFORT -

the design is useful and marketable to people with diverse abilities

design can be used efficiently and comfortably and with minimal fatigue

FLEXIBILITY IN USE The design accommodates a wide range of individual preference and abilities.

SIMPLE AND INTUITIVE TO USE use of design is easy to understand regardless of the user’s experience, knowledge, language skills, or current concentration level.

PERCEPTIBLE INFORMATION The design communicates necessary information effectively to the user regardless of ambient conditions or the user’s sensory abilities.

TOLERANCE FOR ERROR design minimizes hazards and adverse consequences of accidental or unintended actions.

SIZE AND SPACE FOR APPROACH AND USE appropriate size and space provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility.

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CREATING A SCALABLE SOLUTION TO A NATIONAL PROBLEM

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existing conditions concept sketches model and presentation reflection and next steps

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CONCEPTUAL DESIGN DIAGRAMS

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CONCEPTUAL DESIGN DIAGRAMS

EXISTING CONDITIONS 1

ENTRY 1 (FROM PARKING LOT)

2

FOOD COURT

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3

TYPICAL CORRIDOR

4

MACY’S ATRIUM

6

DILLARD’S COURT

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CONCEPTUAL DESIGN DIAGRAMS

CONCEPT SKETCHES AND DESCRIPTIONS

These preliminary concept sketches and evaluations of the existing space were conducted at the end of the first capstone semester. Per my research and evaluations I found some of the following things to be troublesome with the way the mall was currently configured.

Among these was the poor location of planters and trash cans along handrails. These objects are placed in a manner that they would directly obstruct the path of travel for someone relying on handrails.

Additionally the handrails, especially those on the upper level of the mall do not provide a linear path of travel. The hand rails stop and start and could at least carry a transition along the floor to help indicate such circumstances.

Another observation I had was that the thresholds into each retail tenant space is different. with the wall ungulating and the storefronts always different it would be utmost challenging without sight to navigate in and out of these stores safely.

The last and most problematic observation I had was the use of materiality and light. Even for those without vision problems the amount of glare and reflection that is present on the floor surfaces is

troubling. It is blinding to those without vision problems and as many low vision persons rely on lighting patterns and rhythm to navigate, the flood of light present during the day from the sky lights and the refraction that occurs makes it harder yet to navigate, and when the kiosks that already create obstructions are in these light wells they too become invisible and even more hazardous.

In my sketches I identify a lot of these issues and proposals to fixing them. Is there a more standardized way of addressing storefronts and thresholds? simple change in materials like the flooring could help eliminate a lot of glare, and creating instructional pathways through flooring might allow one to not be bounced around or left in disarray.

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TYPICAL CORRIDOR CONCEPT SKETCHES

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CONCEPTUAL DESIGN DIAGRAMS

MODEL AND PRESENTATION

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CONCEPTUAL DESIGN DIAGRAMS

REFLECTION AND NEXT STEPS

REFLECTION -

ACTION ITEMS FOR NEXT STEPS -

The final critique went well. I presented to Hank, Kathrine, and Joe. Hank was intrigued by my project and bought into the idea of this for a capstone project. He made the statement that this was more of a programming than design project, but I think this is something I will able to prove is not the case in the next semester.

For Hank, I need to identify all of the human factors that play into who my users are, who I am accomodating for and to narrow that down with regards to age, height, make a scale of visual impairments, and each of these should be placed into a matrix that when evaluating a design move in the space it can be given some sort of rating in this matrix system to prove both who it is able to help and that it is better than what is currently being used.

Additional Matrixes should include sensory and cultural influences.

Joe liked the idea of my project and main feedback was to pay attention to the areas and nodes that I was selecting. Overall appreciated the well-being aspect of my project.

Kathrine loved the premise and was very excited to hear the research and my approach. She suggested a few ideas of things I hadn’t previously considered including to look at the Fire Codes. She is an advocate for designing for persons with disabilities. Kathrine works at Miami University of Ohio and I need to stay in touch with her. She would like to see where this project goes and if possible would like to get my work published at the end of this.

Another action item I need to consider is to do additional studies of the mall to identify if any additional nodes, and do an additional comprehensive study of ADA and Universal Design, and lastly make that information graphical.

For Kathrine, she would like to see me write my own version of the ADA in more simplistic terms and ealuate critically the merits of what is currently included in ADA and based on my studies see if they are viable and or what else should be included.

I need to get back in touch with Chris Downey, follow up with a way to impliment my survey, and make my research easier to understand.

128

130 133 134 136 138 142 150 154

methodology matrix of success program sections ramp down stair with railing up elevator critique notes and summary

eight

129

SCHEMATIC DESIGN

130

SCHEMATIC DESIGN

METHODOLOGY CRITERIA FOR ANALYZING AND EVALUATING A SPACE

IS OR DOES THE DESIGN ...

HAVE EQUITABLE USE

1

2

3

4

5

Is the design is useful and marketable to people with diverse abilities?

HAVE FLEXIBILITY

1

2

3

4

5

Does the design accommodate a wide range of individual preference and abilities?

SIMPLE AND INTUITIVE TO USE

1

2

3

4

5

Is the design easy to understand regardless of the user’s experience, knowledge, language skills, or current concentration level?

HAVE PERCEPTIBLE INFORMATION

1

2

3

4

5

Does the design communicate necessary information effectively to the user regardless of ambient conditions or the user’s sensory abilities?

HAVE TOLERANCE FOR ERROR

1

2

3

4

5

Does the design minimize hazard and adverse consequences of accidental or unintended actions?

REQUIRE LOW PHYSICAL EFFORT

1

2

3

4

5

Can the design be used efficiently and comfortably with minimal fatigue?

HAVE SIZE AND SPACE FOR APPROACH

1

2

3

4

5

Is appropriate size and space provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility?

131

IDENTIFYING POTENTIAL POINTS OF INTERACTION • • • • • • • • • • • • • • • • • • • • •

ENTRY THRESHOLDS DOORS VESTIBULE TRANSITIONS WAYFINDING DIRECTORY SIGNAGE VERTICAL CIRCULATION RAILING RAMP STAIRS ELEVATORS ESCALATOR PARKING LOT/ CURB CORRIDOR FURNITURE MOVEABLE FIXED RESTROOM ATRIUMS

ASSESSMENT OF MATERIALITY is there glare? what is the ratio of soft to hard surfaces? is the space loud? are materials changes high contrast?

ASSESSMENT OF FURNITURE

132

SCHEMATIC DESIGN

METHODOLOGY CHANGES TO MEASURE SUCCESS AFTER ANALYZING AND EVALUATING A SPACE

OUTLINE OF WHAT I CAN AFFECT • • • • • • • o o o o • • • • • • • • o o • • • •

Entry Thresholds Wayfinding Directory Signage Graphics Vertical Circulation Railing Stairs Elevators Escalator Transitions Acoustics Materiality Contrast Lighting Parking Lot/ Curb Corridor Furniture Moveable Fixed Restroom Doors Vestibule Atriums

All changes must be FUNCTIONAL, SAFE, DURABLE, AESTHETIC, and ADAPTABLE. Most recommended areas to be addressed through my research include: • Walkways/Pathways • Vertical Circulation, ie. Stairs and Ramps • Finish Materials • Fixed/Movable Furniture • Lighting Design • Signage/Wayfinding Matrix to measure success…. of changes as they relate to the user.

Types • • o o o o o •

of vision normal vision low vision macular degeneration diabetic retinopathy glaucoma cataract retinitis pigmentosa blind

All ages • 10 and under • 20-40 • 40-60 • 60-80 All Heights and sizes • As they correlate to varying ages Physical Limitations • None • Wheelchair bound • Cane User Activated Sensory Experience • Sight o Contrast o Figure ground o lighting • Sound o Acoustics o Volume o Materiality • Taste o Usually not applicable in public setting • Touch o Materiality o warmth • Smell o Pumped scent o materiality

133

SECTIONOF SUCCESS MATRIX SECONDARY STAIR UP WITH DESCRIPTION RAILING SECONDARY DESCRIPTION

BEFORE

AFTER

134

SCHEMATIC DESIGN

PROGRAM DEFINING CRITICAL DEVICES FOR CHANGE

13 CRITICAL INSTANCES TO CREATE A NEW VOCABULARY FOR LIMITED VISION NAVIGATION RAMP

BOUNDARIES

1

- Ramp Down

9

- Walls/FloorTreatment

2

- Bend/Turn in Ramp

10

- Threshold of mall retailer

3

- Ramp Up

11

- Threshold to major department

STAIRS

4

- Stairs Down with Railing

5

- Stairs Up with Railing

ELEVATOR

6

- Elevator

FURNITURE

7

- Moveable Furniture

8

- Fixed Furniture

WAYFINDING

12

- Divergence choice between ramp and stairs

13

- Directory

MATERIALS IN ALL APPLICATIONS

135

9

12

1

2 4

5

7

10

8 3

6 13

11 scale 3/32” = 1’ 0”

136

SCHEMATIC DESIGN

SECTIONS THROUGH DILLARD’S COURT - CURRENT CONDITIONS

TRANSVERSE SECTION CUT A SCALE 3/16” = 1’0”

LONGITUDINAL SECTION CUT B SCALE 3/16” = 1’0”

137

B

A

KEY PLAN NTS

138

CHAPTER NAME SCHEMATIC DESIGN

3

SECTION SECONDARY DESCRIPTION RAMP DOWN SECONDARY DESCRIPTION ORIGINAL SPACE AND TECHNICAL DRAWINGS

Verem fugitio repudam rendipit rem. Et doluptur rera dolessit unt mo cullaborit odicipid quos vendaep tatusda se sequi abo. Nequid quaepel illat lignam sitiaecte velicia quas molor ab inistio nsequosantis et quidi sandant labo. Ciis maio offictur ratiae mo i

139

140

CHAPTER NAME SCHEMATIC DESIGN

3

SECTION SECONDARY DESCRIPTION RAMP DOWN SECONDARY DESCRIPTION ORIGINAL SPACE - IDENTIFYING PROBLEM AREAS

Verem fugitio repudam rendipit rem. Et doluptur rera dolessit unt mo cullaborit odicipid quos vendaep tatusda se sequi abo. Nequid quaepel illat lignam sitiaecte velicia quas molor ab inistio nsequosantis et quidi sandant labo. Ciis maio offictur ratiae mo i

141

SECTION SECONDARY DESCRIPTION SECONDARY DESCRIPTION

LIGHTINGthe light from the skylight in combination with the materiality makes for an extremely high low contrast light levels, which even for the healthy eye can cause some issues when trying to navigate a space. working to identify a good overall light level that can adjust when the sunlight adjusts throughout the day and changing materiality to prevent extra glare and reflection are a start to how this lighting can be fixed.

RAILINGnothing to tell user if they are to expect stairs or ramp and to be going up or down. the railing also doesn’t help identify where the steps start and end. additionally, the railing is too tall for children to make use of safely.

WALL SURFACEthough the material is durable it is high gloss causing a highly reflective surface which can cause both issues with glare and with lacking contrast.

142

CHAPTER NAME SCHEMATIC DESIGN

5

SECTION SECONDARY DESCRIPTION STAIR UP WITH RAILING SECONDARY DESCRIPTION ORIGINAL SPACE AND TECHNICAL DRAWINGS

description Verem fugitio repudam rendipit rem. Et doluptur rera dolessit unt mo cullaborit odicipid quos vendaep tatusda se sequi abo. Nequid quaepel illat lignam sitiaecte velicia quas molor ab inistio nsequosantis et quidi sandant labo. Ciis maio offictur ratiae mo i

143

144

CHAPTER NAME SCHEMATIC DESIGN

5

SECTION SECONDARY DESCRIPTION STAIR UP WITH RAILING SECONDARY DESCRIPTION ORIGINAL SPACE - IDENTIFYING PROBLEM AREAS

description Verem fugitio repudam rendipit rem. Et doluptur rera dolessit unt mo cullaborit odicipid quos vendaep tatusda se sequi abo. Nequid quaepel illat lignam sitiaecte velicia quas molor ab inistio nsequosantis et quidi sandant labo. Ciis maio offictur ratiae mo i

145

SECTION SECONDARY DESCRIPTION SECONDARY DESCRIPTION

STAIR TREADScolor is very neutral and low contrast between steps and no edge detailing to help create visual break on the steps.

RAILINGnothing to tell user if they are to expect stairs or ramp and to be going up or down. the railing also doesn’t help identify where the steps start and end. additionally, the railing is too tall for children to make use of safely.

WALL SURFACEthough the material is durable it is high gloss causing a highly reflective surface which can cause both issues with glare and with lacking contrast.

146

CHAPTER NAME SCHEMATIC DESIGN

5

SECTION SECONDARY DESCRIPTION STAIR UP WITH RAILING SECONDARY DESCRIPTION CONCEPTUAL SKETCH AND REASONING

description Verem fugitio repudam rendipit rem. Et doluptur rera dolessit unt mo cullaborit odicipid quos vendaep tatusda se sequi abo. Nequid quaepel illat lignam sitiaecte velicia quas molor ab inistio nsequosantis et quidi sandant labo. Ciis maio offictur ratiae mo i

147

SECTION SECONDARY DESCRIPTION SECONDARY DESCRIPTION

STAIR TREADSstill neutral but now has eding that helps to identify edge of stair and break of stair treads. the 6� band on either side helps to create contrast to the wall and identify the buffer zone with which objects protrude. additionally, the material on the riser is slightly darker providing additional contrast between tread and riser

RAILINGupon arrival at the bottom of the steps one would reach out to feel the cold metal with a series of raised bumps that signify the stairs ahead are to rise or accend ahead. as the user moves forward the material of the handrail changes to signify the first in a series of steps, and upon reaching the top it will change back to metal identifying the end of the stairs. the lower rail mimics the top rail but now allows shorter persons and children to use the steps in similar manner.

WALL SURFACEproviding a wall that is more matte in finish and highly contrasts the floor and objects in front of it allows the visually impaired to better identify objects. by changing the material of top wall to wood, no longer will glare from the skylight be an issue and it helps make it a warmer surface on which one could sit.

148

CHAPTER NAME SCHEMATIC DESIGN

5

SECTION SECONDARY DESCRIPTION STAIR UP WITH RAILING SECONDARY DESCRIPTION CONCEPTUAL SKETCH

Verem description fugitio repudam rendipit rem. Et doluptur rera dolessit unt mo cullaborit odicipid quos vendaep tatusda se sequi abo. Nequid quaepel illat lignam sitiaecte velicia quas molor ab inistio nsequosantis et quidi sandant labo. Ciis maio offictur ratiae mo i

AFTER

149

SECTION SECONDARY DESCRIPTION SECONDARY DESCRIPTION ORIGINAL SPACE

BEFORE

150

CHAPTER NAME SCHEMATIC DESIGN

6

SECTION SECONDARY DESCRIPTION ELEVATOR SECONDARY DESCRIPTION ORIGINAL SPACE AND TECHNICAL DRAWINGS

description Verem fugitio repudam rendipit rem. Et doluptur rera dolessit unt mo cullaborit odicipid quos vendaep tatusda se sequi abo. Nequid quaepel illat lignam sitiaecte velicia quas molor ab inistio nsequosantis et quidi sandant labo. Ciis maio offictur ratiae mo i

151

152

CHAPTER NAME SCHEMATIC DESIGN

6

SECTION SECONDARY DESCRIPTION ELEVATOR SECONDARY DESCRIPTION ORIGINAL SPACE - IDENTIFYING PROBLEM AREAS

description Verem fugitio repudam rendipit rem. Et doluptur rera dolessit unt mo cullaborit odicipid quos vendaep tatusda se sequi abo. Nequid quaepel illat lignam sitiaecte velicia quas molor ab inistio nsequosantis et quidi sandant labo. Ciis maio offictur ratiae mo i

153

SECTION SECONDARY DESCRIPTION SECONDARY DESCRIPTION

SIGNAGEit is far to high above eye level for someone approaching/looking for elevators from Dillard’s, though height also seems appropriate for people about to come down the stairs. the sign over all is too small and difficult to read

THRESHOLDthe material surrounding the elevator, though prominent is not dominant enough as the low contrasting materials makes it hard realize it is there. additionally the depth could be used to better identify the entry to the elevator and highlight the location of button.

ADA/FLOOR IDENTIFICATIONthough this is the current standard and what is outlined by ADA law, it does not seem efficent in labeling the floor you are on or if you have the ability to traverse up or down. For lower vision users many would have to get very close to this sign to read it which could cause collision at the door as it loads or unloads passengers.

154

SCHEMATIC DESIGN

CRITIQUE NOTES AND SUMMARY

FEBRUARY 4, 2016 At the schematic design review the panel of critics included Tom Horwitz from FRCH, and Kelly Gaddes and Cristin Wenstrup from CR Architecture + Design. Upon conclusion of my presentation, I was commended for my choice in differennt project path.

To begin I was challenged to think about the ideal space and ideal scenerios, to go beyond the retrofit and perhaps explore two options: both a realistic and dream type scenerio. Perhaps consider what the space might look like if it were all blown out or created in isolation. additionally I was challenged to think forward to the final presentation, what form does the senior show take on. Is a poster with drawings the best way to convey the project? The before and after visuals are successful, perhaps a prototype or buildout scenerio where people can experience and sense the difference for themselves.

Additionally, for the final presentation I need to find a way to more simply convey the matricies that help to compare and validate the changes and key principles or concepts that are defined. the critics, as designers asked that there are choices, other options and perhaps more than one way to make the changes. Perhaps it

becomes more of a catalog with multiple ways illustrated as to how to achieve the ideal and proposing options. Can the changes be tied to rules and principles such as contrast, lighting, and how they related to stairs, ramps, and other scenerios so that it can be adapted rather than exact designs.

From there where can it go? Can it be published?

What are the ideals for the remaining portion of the semester? and what can be the end result come April that makes sense for this project.

Talk to John Berry -code revisions -adopted as legislation -credit for depth of intellectual content -possibility of being published.

155

SECONDARY DESCRIPTION SECONDARY DESCRIPTION

PUSH BEYOND THE REALISTIC RETROFIT AND DARE TO DREAM ABOUT THE IDEAL.

156

158 160 162 164 166 168 172 174 176 178 180

revised program context perspective side by side overview existing reevaluated rethought section perspectives stair wayfinding materials palette critique notes and summary

nine

157

DESIGN DEVELOPMENT

158

DESIGN DEVELOPMENT

REVISED PROGRAM DEFINING CRITICAL DEVICES FOR CHANGE

6 CRITICAL INSTANCES TO CREATE A NEW VOCABULARY FOR LIMITED VISION NAVIGATION

1

2

RAMP

- Walls/FloorTreatment

- Bend/Turn in Ramp

- Threshold of mall retailer

- Ramp Up

- Threshold to major department

STAIRS

- Stairs Up with Railing ELEVATOR - Elevator

4

BOUNDARIES

- Ramp Down

- Stairs Down with Railing

3

5

FURNITURE - Moveable Furniture - Fixed Furniture

6

WAYFINDING - Divergence choice between ramp and stairs - Directory MATERIALS IN ALL APPLICATIONS

159

1

2 5 4

3

6

scale 3/32” = 1’ 0”

160

DESIGN DEVELOPMENT

CONTEXT PERSPECTIVE DILLARD’S COURT AXONOMETRIC - EXISTING

161

162

DESIGN DEVELOPMENT

SIDE BY SIDE OVERVIEW

EXISTING

163

REEVALUATED

RETHOUGHT

164

DESIGN DEVELOPMENT

EXISTING AXONOMETRIC, FLOORPLAN, AND PERSPECTIVE CALL-OUTS This phase of the case study was to document the existing conditions of the space and identify the problem areas that need improving.

5

6 4 3

1

2 AREAS OF INTEREST FOR CASE STUDY DEVELOPMENT

1

- Furniture

4

- Elevator

2

- Stairs

5

- Threshold

3

- Ramp

6

- Wayfinding

165

1

6

FURNITURE & WAYFINDING

WAYFINDING too far away too small font needs contrast

FIXED-FURNITURE hard to identify blocks navigation needs contrast MOBILE FURNITURE blocks navigation creates obstacle needs contrast

2

STAIRS LIGHTING navigation can be better lit helping those with low vision to follow direction of light source and create contrast.

PLANTER SURFACES there is too much glare and reflectivity in the material with the amount of natural daylight present.

RAILING thin, a reflective material that blends into the wall beyond. no deliniation between stairs and ramp STAIR RISE + TREAD material, though a matte finish, has no contrast between rise and run and no marking to deliniate where one step starts and another on ends. edge of stair blends into wall, needs more contrast.

166

DESIGN DEVELOPMENT

REEVALUATED AXONOMETRIC, FLOORPLAN, AND PERSPECTIVE CALL-OUTS This phase of the case study shows how applying the key principles of contrast, light, texture, and sound can help promote self-reliance.

5

4

3

6

1

2 AREAS OF INTEREST FOR CASE STUDY DEVELOPMENT

1

- Furniture

4

- Elevator

2

- Stairs

5

- Threshold

3

- Ramp

6

- Wayfinding

167

1

6

FURNITURE & WAYFINDING

WAYFINDING centered, high contrast color, textural map FIXED-FURNITURE higher contrast from floor and surrounding walls. blocks navigation

2

STAIRS LIGHTING better lighting allows those with low vision to follow direction of light source in the space and create navigation contrast.

PLANTER SURFACES by using wood with a matte finish there is less glare and the walls have a dark contrasting color to help objects stand off of the walls RAILING bumps on the railing allow a user to feel if the stairs with rise or fall, and the material changes from cold metal to warm wood at start of the first stair.

STAIR RISE + TREAD matte tile with darker color treads and lighter colored risers help deliniate location of steps. the change in material along edge allows one to see where the wall meets the stair.

168

DESIGN DEVELOPMENT

RETHOUGHT AXONOMETRIC, FLOORPLAN, AND PERSPECTIVE CALL-OUTS This phase of the case study shows how the space would look with ideal configurations of the ramp, stairs, furniture, and gathering spaces.

3

4

6

2 5

AREAS OF INTEREST FOR CASE STUDY DEVELOPMENT

1

- Furniture

4

- Elevator

2

- Stairs

5

- Threshold

3

- Ramp

6

- Wayfinding

1

169

2

STAIRS

WALKWAYS color on eitherside of walkway helps a user navigate walkways STAIR moved to center of space for quick easy navigation FLOORING changes texture and color at base of stair to inform user an obstacle is ahead

1

FURNITURE LIGHTING no lighting directly above the seating group helps to keep glare and shadows from falling onto books or food while people are sitting there.

PLANTER SURFACES walls have a dark contrasting color to help objects such as the fixed seating to be apparent and not blend into the walls FIXED FURNITURE seating is made up of two rows of extra deep seats to allow for large groups of people to comfortably sit and relax or have a conversation.

FLOORING sound absorbing carpet tile allows for this fixed furniture gather space to be quiet and peaceful as it is in an attrium space.

170

EXISTING

REEVALUATED

RETHOUGHT

171

172

DESIGN DEVELOPMENT

SECTION PERSPECTIVES SIDE BY SIDE COMPARISON OF SECTIONS AND ELEVATIONS

EXISTING

REEVALUATED

RETHOUGHT

173

174

CHAPTER DESIGN DEVELOPMENT NAME

2

SECTION SECONDARY DESCRIPTION STAIR SECONDARY DESCRIPTION ORIGINAL RAILING DETAIL

description Verem fugitio repudam rendipit rem. Et doluptur rera dolessit unt mo cullaborit odicipid quos vendaep tatusda se sequi abo. Nequid quaepel illat lignam sitiaecte velicia quas molor ab inistio nsequosantis et quidi sandant labo. Ciis maio offictur ratiae mo i

BEFORE

175

SECTION SECONDARY DESCRIPTION SECONDARY DESCRIPTION REEVALUATED RAILING DETAIL

AFTER

176

CHAPTER DESIGN DEVELOPMENT NAME

6

SECTION SECONDARY DESCRIPTION WAYFINDING SECONDARY DESCRIPTION ORIGINAL SIGNAGE AND DIRECTORY

description Verem fugitio repudam rendipit rem. Et doluptur rera dolessit unt mo cullaborit odicipid quos vendaep tatusda se sequi abo. Nequid quaepel illat lignam sitiaecte velicia quas molor ab inistio nsequosantis et quidi sandant labo. Ciis maio offictur ratiae mo i

177

SECTION SECONDARY DESCRIPTION SECONDARY DESCRIPTION REEVALUATED DIRECTORY

178

DESIGN DEVELOPMENT

MATERIAL PALETTE EXISTING

179

REEVALUATED + RETHOUGHT

180

DESIGN DEVELOPMENT

CRITIQUE NOTES AND SUMMARY

MARCH 3, 2016 At the design development review the panel of critics included Paul Lechleiter from FRCH and Kelly Gaddes from CR Architecture + Design.

Having taken the suggestion from the previous critique, I developed three complete scenerios to document the case sttudy. In the first scenerio I documented the existing space of Kenwood Towne Centre, the second scenerio is the quick fix retrofit, the third and final design is an idealized scenerio that would be best for the visually impaired.

Amidst the new critiques I was challenged to think about adding layers; layers of light to play up contrast, creating a more sensory experience, perhaps using heat or cold to instruct users as to whether the stairs go up or down in addition to the bumps on the railing.

Also the suggestion of using art as markers and a wow factor to make it more designed was made.

Additionally, playing up other senses like engaging hearing.

One critique that I am not sure I agree with was that which was also suggested in the schematic design phase, to create a kit of parts or a system to implement in other ways.

The critics, as designers asked that there are choices, other options and perhaps more than one way to make the changes. Perhaps it becomes more of a catalog with multiple ways illustrated as to how to achieve the ideal and proposing options. Can the changes be tied to rules and principles such as contrast, lighting, and how they related to stairs, ramps, and other scenerios so that it can be adapted rather than exact designs.

Overall, the plans were validated and said to make sense. I just need to add the design to the space. The plans are intuitive, simple, and safer.

I need to pull out information and details that begin to explain the design. The presentation needs to stand alone and speak for itself.

NEXT STEPS Take a look at the texture and furniture, add lighting, play more with color in the rethought scenerio, explore art as means for adding rhythm and interest.

Can this be made inclusive for other disabilities?

Layer in the information needed to explain the design and decisions made in making it a better solution for those who are visually impaired and using the space.

181

SECONDARY DESCRIPTION SECONDARY DESCRIPTION

SMALL CHANGES CAN MAKE A SIGNIFICANT DIFFERENCE FOR AN UNDER-SERVED POPULATION

182

184 190 196 200 204

rethought stair rethought reevaluated existing side by side overview

ten

183

FINAL DESIGN

184

FINAL DESIGN

186

FINAL DESIGN

RETHOUGHT

CONCEPT The idea behind the rethought scenerio was to create an idealized version of the case study space making all means of vertical transportation better, and bettering and emphasizing the furniture layout and designated areas, as well as giving the space a little more design than the courtyard had previously.

By looking at how we are humans interact and experience things I have taken into account the sound, temperature, lighting, contrast, materiality, and navigation of the space, I started by straightening out the ramp which is now more easily accessible from the elevator or to the elevator depending on coming or going. The stairs directly align with the entry way to Dillard’s and they too are centered in the space under the skylight as to become the prominent feature in the space.

The fixed furniture is now higher contrast allowing low vision users to better make out the space and whether they are waiting for the elevator or plan to sit and stay a while, the space is now less out in the open, slightly more tucked away and inviting people to gather and

stay a while. If you prefer a table setting these areas have now been given designated areas deciphered from the pathway with change in material from tile to carpet.

All of the materials in the space are much less reflective, the plants less of a visual barrier, and better lit overall.

188

FINAL DESIGN

190

CHAPTER FINAL DESIGN NAME

2

SECTION SECONDARY DESCRIPTION STAIR RETHOUGHT SECONDARY DESCRIPTION DETAIL AND TECHINICAL DRAWINGS

description Verem fugitio repudam rendipit rem. Et doluptur rera dolessit unt mo cullaborit odicipid quos vendaep tatusda se sequi abo. Nequid quaepel illat lignam sitiaecte velicia quas molor ab inistio nsequosantis et quidi sandant labo. Ciis maio offictur ratiae mo i

191

192

FINAL DESIGN

STAIR RETHOUGHT TECHNICAL DRAWINGS

193

194

FINAL DESIGN

STAIR RETHOUGHT TECHNICAL DRAWINGS

195

196

FINAL DESIGN

198

FINAL DESIGN

REEVALUATED

STAIR TREADSstill neutral but now has eding that helps to identify edge of stair and break of stair treads. the 6� band on either side helps to create contrast to the wall and identify the buffer zone with which objects protrude. additionally, the material on the riser is slightly darker providing additional contrast between tread and riser

RAILINGupon arrival at the bottom of the steps one would reach out to feel the cold metal with a series of raised bumps that signify the stairs ahead are to rise or accend ahead. as the user moves forward the material of the handrail changes to signify the first in a series of steps, and upon reaching the top it will change back to metal identifying the end of the stairs. the lower rail mimics the top rail but now allows shorter persons and children to use the steps in similar manner.

WALL SURFACEproviding a wall that is more matte in finish and highly contrasts the floor and objects in front of it allows the visually impaired to better identify objects. by changing the material of top wall to wood, no longer will glare from the skylight be an issue and it helps make it a warmer surface on which one could sit.

200

FINAL DESIGN

202

FINAL DESIGN

EXISTING

STAIR TREADScolor is very neutral and low contrast between steps and no edge detailing to help create visual break on the steps.

RAILINGnothing to tell user if they are to expect stairs or ramp and to be going up or down. the railing also doesn’t help identify where the steps start and end. additionally, the railing is too tall for children to make use of safely.

WALL SURFACEthough the material is durable it is high gloss causing a highly reflective surface which can cause both issues with glare and with lacking contrast.

204

FINAL DESIGN

SIDE BY SIDE OVERVIEW

RETHOUGHT

205

REEVALUATED

EXISTING

206

EXISTING

REEVALUATED

RETHOUGHT

207

208

210 biblography

eleven

209

SOURCES

210

SOURCES

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Iozzio, Corinne. “Indoor Mapping

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“Home.” National Federation of

org/2015/07/24/423230927/-a-gift-

the Blind. Accessed May 25, 2015.

to-the-non-disabled-at-25-the-ada-

https://nfb.org//.

improves-access-for-all

“United States Census Bureau.”

Cincinnati for the Blind

Disability. Accessed May 25, 2015. http://www.census.gov/people/ disability/.

Universal Design Handbook Second Edition ISBN 978-0-07-162923-2 Designing for the Disabled by Goldsmith Universal Design: 17 Ways of thinking and teaching Chris Downey TED Talk

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user interviews sample survey questionnaire sample email outreach additional literature

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APPENDIX

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APPENDIX

USER INTERVIEWS

Interview with Ed McCloskey, Director UCLA - Office for Students with Disabilities July 2nd, 2015 Based on documentation.

Range from application process all UC students have online application and if they don’t have such accessibility to computers with braille keyboards they can direct them to a place where such technologies are available.

Bruin Day, all applicants invited to campus where they have presentations and sign language interpreters, escorts, parking, and large print documents printed out if they know ahead of time to be more accommodating.

If accepted and live on campus which 96% of students do they will ensure rooms have the accommodations they need; wheel chair height desks, blind having braille, despite room size, single, double, triple Summer move in date (orientation and mobility training for those who find it helpful so they can begin to learn and better navigate campus.

Department of Rehab (for California residents) will work and pay to help funding.

Must come with a documentation of disability (refer to their intake process) Braille #

Wheelchair user accessible labs make up about half of the labs on campus 2700 students with disabilities registered About 50% have learning disabilities (LD) including Autism, ADHD, bipolar, scapulae, and psych disabilities make up the largest scope.

Permanent i.e. wheelchair users, 5 students who are blind, 30 visually impaired, deaf or hard of hearing.

Of the deaf and hard of hearing only one prefers sign language and the others prefer line typing where a peer sits in class and types what it is the professor is saying.

Temporary Disabilities, since 420 acres they have a van service as it is challenging to get across campus.

No sounding alarms in residence halls had speaking 1-2 years on campus and then in 3rd and 4th years people live off campus in the Westwood area so they have expanded the van service to those areas.

They follow ADA, 504 of Civil Act of 1973 acc. Stud, AB 746 which predates ADA Funded by the State (some) it is free to students, but parking permit costs same as other students, free note taking, live in attendant bed

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then that would be provided free to student including the bed they wouldn’t have to pay for both.

Office of Instructional Technology Disability (DCP) every lab has JAWS, ANEVA, and height adjustable tables.

ADA Definition:, Provide anything that is included in the Daily living Activities (made up of 14 items) include cancer patients, asthma rooms as not every residence hall is equipped with air conditioning and individuals with asthma require AC. Campus has two main hills the academic on top of one hill, the residence halls at top of the other and the athletic field and facilities there about in the center. The hills are steep as the campus as was built in 1919, now has wheelchair ADA compliant ramps but they zigzag back and forth and a push chair could be tiring so they recommend electric wheelchairs.

There are 22 individuals in wheelchairs on UCLA’s campus Nothing too unique about what provide. Generally Blind can’t read or do braille and many students ask for the book to be read to them through a program that converts a PDF to a flash drive that reads it to them.

Students can’t go to school due to attendance issues or training so if reduce the fee program and 11or fewer units then they pay half price tuition but generally have to go longer than 4 years to get their degree.

Promote Universal Design -physical building But also in the teaching Raised line drawings for geography class Classroom assistant work in visually orientation class.

We do not assess anyone’s disabilities Requires outside assessment and documentation Not a testing office.

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APPENDIX

SAMPLE SURVEY QUESTIONNAIRE

CAPSTONE DESIGN FOR VISUALLY IMPAIRED SURVEY I am a fifth year interior design student at the University of Cincinnati. As such, I am beginning my capstone project and gathering more information regarding design for the visually impaired. Any information collected will remain anonymous and will be used only for educational purposes.

Age Gender Female Male Prefer not to answer Relationship Status Single Married Dating Education What is your highest level of education? o K-12 o High School GED o 2 Year Higher Education Degree o 4 Year Higher Education Degree o Masters o Doctorate Career Briefly describe your career field

and job description.

To what degree are you visually impaired?

At what age did you lose your vision?

Which infrastructure do you feel is best suited for the visually impaired? o Large urban o Mid-size urban o Small urban o Suburban o Rural Why do you feel this infrastructure is best?

Which form of transportation do you most often use to get around? o Public Transportation o Bus o Train o Subway o Walking o Rides from a family member or friend o Other: Do you use a cane or service pet to help navigate? o Cane o Service Pet o No o Other: How much do you rely on others to help with daily tasks? o A lot

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o Occasionally o Sometimes o Never o Other: What activities do you perform on a daily basis?

What activities do you participate in for fun?

What accommodations do you feel would be helpful in the efforts toward universal design?

What are examples you personally have encountered where you enjoyed and felt included in an interior space?

Where did you feel the opposite; that there were no accommodations for you or the space was not experientially enjoyable?

Which words best describe you?

Choose all that apply o Adventurous o Cautious o Reserved o Independent o Dependent o Vulnerable o Self-reliant o Other:

The link to this survey can be found here: https://docs.google.com/forms/d/ 15YKsJ8Iq8t2HbE7KZWpKM9I NALWJqAqX5M2MNAAodqk/ viewform?usp=send_form vision?

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APPENDIX

SAMPLE EMAIL OUTREACH TO CHRIS DOWNEY, DANIEL KISH, AND ORGANIZATIONS FOR THE BLIND

Dear Mr. Chris Downey, I am a fifth year interior design student at the University of Cincinnati. As such, I am beginning my capstone project and gathering more information regarding design for the visually impaired. Any information collected can remain anonymous and will be used only for educational purposes.

As aforementioned, in attending school at the University of Cincinnati, I had the opportunity to sit in on your guest lecture during the 2014 spring semester.

I feel fortunate to have been in attendance as it was very intriguing.

Never before had I truly assessed what design is experientially if not seen. Though I didn’t realize at the time this seed of intrigue would continue to grow into a more profound interest during my trip to Europe in May of this year.

As I traversed Italy, Milan, Verona, and Venice, I noticed that many transportation centers and even the Milan expo itself had rubber strip pathways that were meant to help guide the blind; informing them through a variety of textures these paths informed where turns, curbs, and informational hubs such as maps and signs were located. I also noticed that basic retail items such as allergy medicine boxes had braille on them to identify the name and key information.

My overall observation led me to the conclusion that the Europeans seemed to take better care of their visually impaired population, or at least being more mindful and actively working to accommodate.

However, I also noticed, in general providing clearances or accessibility ramps that we use as a standard for wheelchairs, was not a priority there.

Designing a space that is meant to be experiential for the blind is something that has become more interesting to me through these experiences and observations.

I am perplexed as to what the appropriate solution will be as the field of architecture and interior design is inherently a visually driven field.

The question I am looking to answer through my exploration in my capstone year is “how might we create awareness through design that empowers self-reliance for the visually impaired?”

Since you share in the field of architecture and interior design, I was hoping that you might be able to take the following survey and provide any additional insight or perhaps examples of spaces you have found particularly successful in accommodating for the blind.

Also, if you can think of any, noting places that have provided awful user experience for you from

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the time you lost your vision. In reaching out to you now, I hope that we might be able to create a collaborative student-mentor like relationship as there are not any professors at my college that have such vast knowledge or personal connection to my topic as you do.

I want to thank you in advance for any and all help you would be willing to provide throughout the course of my capstone exploration.

Please let me know if you have any questions, and I look forward to hearing back from you in the near future.

Kindest Regards, Sara Willhoite RESPONSES From: Chris Downey <chris. downey@arch4blind.com> Sent: Monday, June 29, 2015 10:14 PM To: Willhoite, Sara Subject: RE: Designing for the Visually Impaired Capstone and Survey Hi Sara, Thank you for your email and interest in this subject. I have not yet had time to take the survey but I wanted to at least confirm that I received your email. I am interested to collaborate/correspond with you concerning your project

but my availability will be rather limited. Your curiosity and interest through your studies, your travel and in response to my talk at the University of Cincinnati last fall compels me to take the time to respond when I generally cannot.

For now, I simply wanted to confirm that I received the email and will endeavor to take the survey (and forward it to others) ASAP. Additionally, I would like to respond directly to comments in your email as there are divergent reactions within the blind community concerning devices like tactile guide strips. Itâ&#x20AC;&#x2122;s a complex topic that warrants discussion - it is a very controversial strategy in the US. More later - for now, thanks for your email and the survey.

Best, Chris Chris Downey, Architect Architecture for the Blind (510) 409-8592 chris.downey@arch4blind.com www.arch4blind.com DECLINE OF RESPONSE Cincinnati for the Blind wonâ&#x20AC;&#x2122;t do survey as it is not in their mission statement to help students and find that giving their members and employees surveys is not really fair as it is not their priority. This was made abundantly clear in a phone call.

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APPENDIX

SAMPLE EMAIL OUTREACH TO DISABILITY SERVICES, UCLA, UC BERKLEY, UNIVERSITY OF CINCINNATI

To Whom this may concern: I am a fifth year interior design student at the University of Cincinnati. As such, I am beginning my capstone project and gathering more information regarding design for the visually impaired. Any information collected can remain anonymous and will be used only for educational purposes.

I was hoping that I might be able to either set up an interview with someone in the disability services office to discuss the below questions, or if there is not time to do that in the next week, perhaps someone could fill out answers to the below so I can keep moving forward with my research.

DISABILITY SERVICES SURVEY/ INTERVIEW What accommodations are made for individuals with disabilities on your campus?

How does the university define disabilities?

Is there documentation of statistics for who makes use of the disability services and what disabilities they have?

What laws do you specifically follow and are there others you use for guidelines?

Does the state provide any funding for these services?

Designing a space that is meant to be experiential for the blind is something that has become more interesting to me through my college travel experiences and observations. I am perplexed as to what the appropriate solution will be as the field of architecture and interior design is inherently a visually driven field.

Is there anything unique that your university does to accommodate individuals with disabilities that, to your knowledge, other universities do not provide?

The question I am looking to answer through my exploration in my capstone year is â&#x20AC;&#x153;how might we create awareness through design that empowers self-reliance for the visually impaired?â&#x20AC;?

If you have any further questions please feel free to let me know.

Thank you in advance for any and all information you can provide for this educational research project.

Kindest Regards, Sara Willhoite

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RESPONSES Interview with Ed McCloskey, Director UCLA - Office for Students with Disabilities July 2nd, 2015 Notes from interview collected on page 114.

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APPENDIX

ADDITIONAL LITERATURE

Look into Renee Seward about dyslexia, typefaces and graphic design.

Design Revolution 100 products that empower people (product design and art) Birth of Venus Art that is 3D for blind in Florence.

Identify the need and or gap.

Domestic Case study by Ann Black from LiveWell about aging in place.

Cinema for the Blind (integrated) Daredevil series though fictionalâ&#x20AC;Ś.

School for the Blind in Columbus Design for Disabilities glasses now seen as fashion statement not only for need.

TED Talk series on the blind Handbook of Environmental Psychology Westborne blind community in Monte Creek?