Large Business

• Representation – The presence of people with disabilities across a range of employee roles, and leadership positions
• Receptivity – Respect for differences in working styles, and flexibility in tailoring positions to the strengths and abilities of employees
• Fairness – Equitable access to all resources, opportunities, networks, and decision-making processes

The Process of Universal Design

Key considerations to address when applying UD to a physical space at an institution of higher education are to plan ahead and to keep in mind the diversity of the campus community at all stages of a project. The following steps outline a process for the application of UD to physical spaces.

• Identify the space – Select a physical space (e.g., a student union building, dormitory, theater, athletic facility, classroom, or science lab). Consider the purpose of the space, location, dimensions, budget, and other issues that affect design.
• Define the universe – Describe the overall population and then consider the diverse characteristics of potential members of the population who might use the space (e.g., students, staff, faculty, and visitors with diverse characteristics with respect to gender, age, size, ethnicity and race, native language, learning style, and abilities to see, hear, manipulate objects, read, and communicate).
• Involve consumer – Consider and involve people with diverse characteristics (as identified in Step 2) in all phases of the development, implementation, and evaluation of the space. Also gain the perspectives of potential users through diversity programs such as the campus disability services office.
• Adopt guidelines or standards Review research and practice to identify the most appropriate design for the type of space identified in Step 1. Identify universal design strategies to integrate with the best practices in architectural design.
• Apply guidelines or standards – Apply universal design strategies in concert with other best practices, identified in Step 4, to the overall design of the physical space (e.g., aesthetics, routes of travel) and to all subcomponents of the space (e.g., signage, restrooms, and sound, fire, and security systems).
• Plan for accommodations – Identify processes to address accommodation requests by individuals for whom the design of the space does not automatically provide access (e.g., cafeteria staff members should know how to assist customers who are blind).
• Train and support – Tailor and deliver ongoing training and support to staff who manage the physical space. Share institutional goals with respect to diversity and inclusion and practices for ensuring welcoming, accessible, and inclusive experiences for everyone using the space. Explain the reasoning behind design decisions so that design integrity is maintained over time (e.g., make sure that staff know not to configure furniture in such a way that it creates physical barriers to wheelchair users).
• Evaluate – Include universal design measures in periodic evaluations of the space, evaluate the space with a diverse group of users, and make modifications based on feedback. Provide ways for ongoing input to occur (e.g., through online and printed instruments and signage that requests suggestions from facility users).

For more information please visit the University of Washington DO-IT page