19ARE332T UNIVERSAL DESIGN

UNIT 01

PRESENTED BY:AR.K.KALAIMATHY, Assistant Professor, SAID

SYLLABUS

MODULE 1

• Understand the term Disability and Barrier; Need for Barrier Free environment
• Fundamental Principle for Designing a Barrier Free Environment
• Understand the various types of disability, mobility device and controls
• Categorization of people with disabilities and encounter their difficulties
• People with impaired mobility; people with visual impairment
• People with hearing impairment; People with learning disabilities and Mental Retardation
• Understand the barrier free anthropometrics and mobility devices
• Study of dimensions that can be used for guidance when designing for facilities and equipment's to be used by
persons with disabilities
• Analyze the special design considerations for disabled persons in various buildings
• Case studies
• Study the minimum standards, norms and guidelines related to barrier free design
• Case study examples from India
• Analyze the special design considerations for elderly persons in various buildings
• Case studies
• Analyze the special design considerations for elderly persons in outdoor spaces
• Case studies
 IN INDIA AND AROUND THE WORLD
-A Background to Free Barrier Concept
• Over the years, our society has slowly done away with segregations into divisions and has started amalgamating itself to become more
global and encompassing. The differences and discriminations due to caste, creed, color, sex, profession, etc. are slowly disappearing
and society is moving towards becoming a more inclusive one – where all are included and perceived as equals.

• In spite of the world and our society being more inclusive, more connected and accessible to all, it is unfortunate that in reality some
barriers still exist – especially physical barriers which deny access to people with differences such as persons with disabilities, the elderly,
children and pregnant ladies, persons with temporary or permanent difficulties. These barriers result in denying them their rights and
opportunity to full participation and eventually culminate in their exclusion from society.

• Developed countries acknowledged the need for removing barriers and making places accessible. The movement started gathering
momentum in the late 1970’s and initially focused on barriers faced by injured war veterans and other people with disabilities. This led to
legislation and Disability Acts in these countries.

• It was realized that barriers were a problem faced not only by people with disabilities but also by many sections of society such as the
elderly, pregnant ladies, children and temporarily incapacitated people. This realization led to many Disability Acts being revised and
made universal. With barrier-free design becoming a fundamental part of all planning, many countries have taken major strides towards
making access universal. In India, the process is at an initial stage and has a long way to go before there is a general concerted move to
create accessibility.

MEASURES TAKEN BY THE INDIAN GOVERNMENT

• A major step has been the PWD Act 1995 that specifies the law and the role of the State in creating access. Over and above, the
National Building Code, CPWD guidelines as well as bylaws of various urban development bodies have shown the direction towards
building a barrier free environment.

• Disability is not a health problem. World Health Organization (WHO) mentions that: ― It is a complex phenomenon, reflecting the
interaction between features of a person‘s body and features of the society in which he or she lives. Overcoming the difficulties faced by
people with disabilities requires interventions to remove environmental and social barriers.‖
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 UNDERSTANDING UNIVERSAL DESIGN

―Universal Design as a process that enables and empowers a diverse population by improving human performance, health and wellness,
and social participation. ‖
- Steinfeld and Maisel, 2012

―The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or
specialized design.‖
- Ronald L.Mace

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 WHAT IS DISABILITY?
• A Disability is any condition of the body or mind that makes it more difficult for the person with the condition to do certain activities
and interact with the world around them (physical or mental impairment). It is the state of being unable to use a part of your body,
usually because of injury or disease or by birth factors.
• It can be Cognitive, developmental, intellectual, mental, physical, sensory or a combination of multiple factors.

WHAT IS BARRIER?
• Barrier is a factor in a persons environment that through their absence or presence, limit functioning and create disability.
• Barrier is anything that prevents a person with a disability from fully participating in all aspects of society because of his/ her
disability.

WHO IS DISABLED?

People are identified as having disabilities if:

• Use wheelchair, cane , crutches or walker.

• Having difficulty performing one or more functional activities (Seeing, hearing, speaking, lifting/carrying, using stairs, walking or
grasping small objects).
• Having difficulty with one or more activities of daily living. (Bathing, Toileting, Dressing, Eating, Getting in and out of the bed)
• Having learning disabilities, mental retardation, Alzheimer diseases or any type of mental or emotional problems like those who get
frequently anxious or depressed
• People in ages between 16 to 67 that doing job or business is difficult for them for their certain condition.
• Children
• Pregnant Ladies
• Old-age people

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 WHAT IS ACCESS AND ACCESSIBILITY?
• Access and Accessibility In simple terms, ‗access‘ means ‗ available for use‘.
• ‗Accessible‘ means ‗being able to reach to and use something‘.
• For example, a toddler may have access to a number of toys – i.e., there may be a number of toys in his home; however that does
not necessarily mean that they are ‗accessible‘. In other words, he may not be able to use them.
• This could be due to various reasons—for example, they may be high up on a shelf which the toddler cannot reach, or they may be
kept in a cupboard which is locked.

• Access and accessibility are some of the major concerns in the area of disability.
• One may think that a person with locomotor disability can access most places in the environment since, it seems to us that, by the
use of crutches or on his wheelchair he can go anywhere he wants to.
• For example, a folding wheelchair can be kept in a car or a bus.

WHAT IS A BARRIER-FREE ENVIRONMENT?

• Space that allows for free and safe movement, function and access for all, regardless of age, sex or condition.
• The environment means buildings, roads, parks, gardens and other places, services, modes of transportation, products of daily use,
etc.
• Barrier–free goes far beyond just a ramp and has many other necessary aspects. These range from door and passage widths to
flooring surfaces, from counter heights to door handles and railings, from signage and auditory signals to tactile guides. IN

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 NEED FOR A BARRIER-FREE ENVIRONMENT?

• Barriers make an environment unsafe and cause a high level of difficulty to the user. But more importantly, barriers cause spaces to
be out of reach, denying people the opportunity of participation in various spheres of life.
• This ranges from education, economic, social, cultural and many other activities.
• This loss of opportunity is not only a loss for the person concerned but also society‘s loss which misses out on their contribution.
• Simply put, a barrier causes exclusion and its removal is necessary for ensuring inclusion and participation of all in society

• Not allowing a person equal opportunities and participation is an infringement on his/ her rights as a citizen of this country
• Designing therefore should focus on being universal rather than fulfilling separate needs. A single design not only helps in
controlling space and expense but also reduces exclusion and promotes inclusion.

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 FUNDAMENTAL PRINCIPLES FOR DESIGNING A BARRIER-FREE ENVIRONMENT

• Equitable Use- ―The design is useful and marketable to people with diverse abilities.‖
• Flexibility in Use- ―The design accommodates a wide range of individual preferences and abilities.‖
• Simple and Intuitive Use- ―Use of the 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- ―The design minimizes hazards and the adverse consequences of accidental or unintended actions..‖
• Low Physical Effort- ―The design can be used efficiently and comfortably and with a minimum of fatigue.‖
• Size and Space for Approach and Use-―Appropriate size and space is provided for approach, reach, manipulation, and use
regardless of user's body size, posture, or mobility.‖

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 FUNDAMENTAL PRINCIPLES FOR DESIGNING A BARRIER-FREE ENVIRONMENT

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FUNDAMENTAL PRINCIPLES FOR DESIGNING A BARRIER-FREE ENVIRONMENT - INDIA

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EIGHT GOALS OF UNIVERSAL DESIGN
UNIVERSAL DESIGN- MODULE 1
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 UNDERSTANDING THE VARIOUS TYPES OF DISABILITY

Various, disabilities which have been considered while preparing the guidelines for barrier free built environment
are broadly classified under four categories

• Non-Ambulatory : Impairments that, regardless of cause or manifestation, for all practical purposes, confine
individuals to wheel & chairs.

• Semi-Ambulatory : Impairments that cause individuals to walk with difficulty or insecurity. Individual using braces
or crutches, amputees, arthritics, spastics &those with pulmonary & cardiac ills may be semi-ambulatory.

• Sight : Total blindness or impairments affecting sight to the extent that the individual functioning in public areas
is insecure or exposed to danger.

• Hearing : Deafness or hearing handicaps that might make an individual insecure in public areas because he is
unable to communicate or hear warning signals.

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 UNDERSTANDING THE VARIOUS TYPES OF DISABILITY

1. Physical Disability
a. Leprosy cured persons
b. Cerebral Palsy
c. Dwarfism
d. Muscular Dystrophy
e. Acid attack victims
2. Visual Impairment
a. Blindness
b. Low vision
3. Hearing Impairment
a. Deaf
b. Hard of Hearing
4. Speech and Language disability
5. Intellectual Disability
a. Specific learning disabilities
b. Autism spectrum disorder
6. Mental Behavior
a. Mental illness
7. Disability caused due to
a. Chronic neurological conditions viz. (i) Multiple sclerosis (ii )Parkinson‘s
disease
b. Blood disorder viz. (i) Hemophilia (ii) Thalassemia (iii) Sickle cell disease 8.
Multiple Disabilities (more than one of the above specified disabilities)
including deaf blindness.

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 UNDERSTANDING DIVERSTIY AND DISABILITY

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 MOBILITY DEVICES
RECOMMENDATION
Adequate space for persons using mobility devices
• Adequate space should be allocated for persons using
mobility devices, e.g. wheelchairs, crutches and walkers, as
well as those walking with the assistance of other persons
(Fig. I, 2 and 7).

• The range of reach (forward and side; with or without

obstruction) of a person in a wheelchair should be taken
into consideration (Fig. 3,4, 5 and 6).

• Attention should be given to dimensions of wheelchairs

used locally. Standard size of wheel chair has been taken
as 1050mm x 750mm (as per ISI).

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 MOBILITY DEVICES

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 MOBILITY DEVICES

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 MOBILITY DEVICES

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 CONTROLS

• For locking and opening controls for window

and doors should not be more than 1400mm
from the finished floor usable by one hand.

• Switches for electric light and power as well

as door handles and other fixtures and fittings
should be between 900 mm - 1200 mm from
finished floor.

• Power point for general purpose should be

fixed between 400-500 mm from the finished
floor.

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 CONTROLS

RANGE OF REACH

• A wheelchair user‘s movement pivots around

his or her shoulders. Therefore, the range of
reach is limited, approximately 630 mm for an
adult male.
• While sitting in a wheelchair, the height of the
eyes from the floor is about 1190 mm for an
adult male.
• A wheelchair has a footplate and leg rest
attached in front of the seat. (The footplate
extends about 350 mm in front of the knee).
The footplate may prevent a wheelchair user
from getting close enough to an object.
• Manually operated equipment must be
designed to be easily accessible from a
wheelchair.
• Make sure that the coin slots of vending
machines etc. are located no higher than
1200 mm.
• Allow a space at least 350 mm deep and 700
mm high under a counter, stand, etc.

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 SPECIAL NEEDS FOR THE PERSONS WITH DISABILITIES

With regard to the design guidelines the special needs of the persons with disabilities for construction of built environment are as
follows.

NON-AMBULATORY DISABILITIES / PEOPLE WITH IMPAIRED MOBILITY

• Persons restricted on wheel chair should use the facilities within the built environment alone without a helper‘s assistance.

Wheelchair Users

• A wheelchair may be operated by the user alone or with a helper‘s assistance. However, wheelchair design must assume that the
user should be able to operate the wheelchair without help.
• The width and length of the wheel chair, its control and the diameter of the casters decide the following: Width of entrances and
exists (clear 900mm, Ref. Entrance / Exit Door Page No. 34 )
• Width of the passage / corridor (min. 900mm Ref. Corridor Page No. 31)
• Slope of the climbing (min. ramp slope 1:12, Ref. Ramp Details Page No. 29)
• Passing over different levels and grooves (Grating with narrow slots in the direction of movement and level difference to limit to
2cm or less, Ref. Site Planning, Page No. 22 & 23)
• Range of reach (Ref. Page No. 12)
• Transferring from wheel chair (adequate space is required to transfer from wheel chair to toilet seat and bed. (Ref. details of toilet,
and guest rooms, Page No.43 & 65).
• Lift size (Ref. details of lift, Page No. 39).
• Toilet size (Ref. details of toilet, Page No. 43)

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 SPECIAL NEEDS FOR THE PERSONS WITH DISABILITIES

SEMI-AMBULATORY DISABILITIES

Persons with impaired walking Persons in this category

who use walking aids such as crutches or canes, who are
amputees, who have chest ailments or heart disease.
The persons in this category include those who can not
walk without a cane and those who have some trouble in
their upper or lower limbs although they can walk
unassisted.

Design requirements

Width of passage for crutch users (min. 900 mm)

Finishes of floor surface with non slip floor material.
Installation of handrail to support the body weight at the
critical places e.g. staircase, toilet, ramp, passage with a
change of level (800-850 mm).
Extension of handrail on the flat landing at the top and
bottom of the stairs (300 mm).
To prevent slipping off the cane or crutch from the side of
the stairs or ramps (20 mm high lip on the exposed edge).

To prevent a cane or crutch tip from slipping off the side

of the stairs or ramp, install a 20 mm high lip on the
exposed edge.

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 SPECIAL NEEDS FOR THE PERSONS WITH DISABILITIES

SIGHT DISABILITIES

• Persons with impaired vision Persons in this category are totally blind or
with impaired vision. Visually impaired persons make use of other
senses such as hearing or touch to compensate for the lack of vision.
It is necessary to give instructions accessible through the sense of
touch (hands, fingers or legs).

• While walking with a white cane to spot their feet near the tip of the
cane the persons may bump his or her head or shoulder against
protruding objects.

• Persons with limited vision may be able to discriminate between dark

and bright shades and difference in primary colors.

Design requirements
• Use of guiding blocks for persons with impaired vision to guide them
within the buildings and facilities and out side the building. (Refer
details of guiding/warning blocks).
• Installation of information board in braille.
• Installation of audible signage's (announcements)
• Removal of any protruding objects and sufficient walking space for
safe walking.
• For persons with limited vision use of contrasting color arrangements.

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 SPECIAL NEEDS FOR THE PERSONS WITH DISABILITIES

HEARING DISABILITIES

Persons with impaired hearing Persons in this category are totally deaf or
have difficulty in hearing. They are generally use their sight to gather
information in public places.

Design requirements

Provision of information board in an easily understandable manner.

Provision of illuminated signage's, layout diagrams to help the persons
easily reach the desired place.

ELDERLY PERSONS

Elderly persons may suffer impaired mobility, sight disabilities (partially or

fully), hearing disabilities or any other physical difficulties, for which the
design guidelines for them within and outside the buildings and facilities
shall be similar like other physically disabled persons.

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 PEOPLE WITH LEARNING DISABILITIES AND MENTAL RETARDATION

Learning disabilities are neurological disabilities that affect information processing. They may affect how a person learns, understands,
communicates, and remembers information. Adults with LD may have been born with their disability, or they may have acquired it
later in life.

CHARACTERISTICS OF PEOPLE WITH LEARNING DISABILITY

Positive characteristics of adults with LD may include problem-solving skills, compensatory strategies, persistence, empathy, and
outgoing personalities.

Areas of difficulty include:

• difficulty with reading, writing and/or math;

• poor memory;
• difficulty following directions;
• inability to discriminate between or among letters, numbers, and/or sounds;
• eye-hand coordination problems;
• difficulty putting things in the right sequence;
• disorganization; and/or
• difficulty adjusting to change.

An intellectual disability describes below-average IQ and a lack of skills needed for daily living. This condition used to be called
―mental retardation.‖
A learning disability refers to weaknesses in certain academic skills. Reading, writing and math are the main ones.

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 PEOPLE WITH LEARNING DISABILITIES AND MENTAL RETARDATION

STRATEGIES FOR PEOPLE WITH LEARNING DISABILITIES AND MENTAL RETARDATION

• Ensure that the Visual, Tactile, Auditory and Kinesthetic learning aids and experiences should be provided
• Level of difficulty of the content need to be adapted as per the comprehension level of the child
• Instruction strategies should be used like; taste analysis method, chaining, shaping, modeling and demonstration, clueing,
prompting and fading.
• Matching, Identification and naming pattern should be followed for teaching any concept
• Concrete, Semi-concrete and abstract should be followed.
• Principles of teaching should be used.
• Give enough time for individualized teaching learning opportunities.
• Teaching should take place according to students pace.
• Proper Signages

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 UNDERSTAND THE BARRIER FREE BASIC ANTHROPOMETRICS AND MOBILITY DEVICES

REACH RANGES

FORWARD REACH
• If the clear floor space only allows forward approach to an object,
the maximum high forward reach allowed shall be 1200 mm. The
minimum low forward reach is 400 mm. (fig.10) -If the high forward
reach is over an obstruction 500 mm deep the reach and clearances
shall be 1100 mm. (fig. 11)

SIDE REACH
• If the clear floor space reach allows parallel approach by a person in
a wheelchair, the maximum high side reach allowed shall be 1300
mm and the low side reach shall be no less than 250 mm above the
finished floor. (fig.12 ) - If the side reach is over an obstruction 500
mm deep and 850 mm high, then the max. side reach is 1200 mm.
(fig. 13)

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 UNDERSTAND THE BARRIER FREE BASIC ANTHROPOMETRICS AND MOBILITY DEVICES

REACH RANGES

WHITE CANE RANGE

Any obstacle above 750 mm cannot be detected by the white
cane. If there are projections above this height then the
projections have to be reflected at the floor level in terms of
level or textural differences. ( fig. 14) -The radial range of the
white cane is a band 900 mm wide. (fig. 15)

COMMON REACH ZONES

The comfortable reach zone when seated on a wheelchair is
between 900 mm and 1200 mm. The maximum reach zone is
between 1200 mm and 1400 mm. (fig. 16)

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 UNDERSTAND THE BARRIER FREE BASIC ANTHROPOMETRICS AND MOBILITY DEVICES

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 UNDERSTAND THE BARRIER FREE BASIC ANTHROPOMETRICS AND MOBILITY DEVICES

CIRCULATION DIMENSIONS

Figure 19 illustrates that although 1500 mm is the minimum required turning

radius, it is desirable to provide an 1800 mm turning radius.

WHEELCHAIR DIMENSIONS

Figures 16,17 and 18 illustrate some of the typical dimensions of the standard
wheelchair. Electrical wheelchairs may be more bulky and do not have the
same maneuverability as manual wheelchairs.

WALKWAY WIDTH FOR CRUTCH USERS

Even though the disabled using walking aids can manoeuver themselves
through door widths of 900 mm., for a comfortable gait a wider passageway
is desirable. A minimum width of 950 mm is desirable. (fig. 20)

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 UNDERSTAND THE BARRIER FREE BASIC ANTHROPOMETRICS AND MOBILITY DEVICES

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 UNDERSTAND THE BARRIER FREE BASIC ANTHROPOMETRICS AND MOBILITY DEVICES

VISION CONE

The illustration aside shows the different fields of vision for the normal
sighted person. All signage's should be designed based upon these
dimensions. (fig. 21, 22)

HEIGHTS OF PEOPLE

The average height of a person seated upon a wheelchair is

generally less than 1200 mm. -The average height of a standing
person is generally less than 2000 mm.

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 UNDERSTAND THE BARRIER FREE BASIC ANTHROPOMETRICS AND MOBILITY DEVICES

LIGHTING

• Illumination levels shall not be less than 100 lux in laboratories and
not less than 50 lux in all other facilities.
• The minimum illumination level required at floor and tread level at
angles, intersections and changes in level where there are stairs
or ramps shall be:
• 50 lux in every exit, in every public corridor, and in every corridor
providing access to an exit and other occupancies.
• 100 lux in washrooms, in recreation rooms, residence common
rooms, at the level of edge of stair nosings.
• 200 lux in service rooms and laundry rooms.

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 UNDERSTAND THE BARRIER FREE BASIC ANTHROPOMETRICS AND MOBILITY DEVICES

LIGHTING

• Illumination levels shall not be less than 100 lux in laboratories and
not less than 50 lux in all other facilities.
• The minimum illumination level required at floor and tread level at
angles, intersections and changes in level where there are stairs
or ramps shall be:
• 50 lux in every exit, in every public corridor, and in every corridor
providing access to an exit and other occupancies.
• 100 lux in washrooms, in recreation rooms, residence common
rooms, at the level of edge of stair nosings.
• 200 lux in service rooms and laundry rooms.

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 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR
SPACES
ELDERLY PERSONS
• Elderly persons may suffer impaired mobility, sight disabilities (partially or fully), hearing disabilities or any other physical difficulties, for which the
design guidelines for them within and outside the buildings and facilities shall be similar like other physically disabled persons.
• Ageing as a human life stage integrates several dimensions of human diversity with usual challenges of loss of mobility, dexterity, hearing, sight,
memory, strength or stamina. Elderly citizens are prone to falls and slip accidents in wet areas like the washrooms or floors under maintenances.
The phenomenon of ageing induces multiple forms of physical, sensory and cognitive challenges which have to be addressed in built
environments that not only minimize physical effort, but also render services with care, priority and inclusion. The accessibility needs listed below
must be considered while planning and designing built environments.
• Provision of supporting element in built environment like Grab rails, Nonslip surfaces, adequate color contrast in level changes.
• Use of efficient way finding system which allows a user to reach a destination independently.
• Provision of priority queuing systems
• Provision of ramps with gentle gradient, accessible elevator access and appropriate level differences.
• Large and readable fonts with adequate color contrast in signage systems.
• Digital signage systems with real time information and audio-video public announcements.
• Adaptive and supportive features like grab rails, high WC seat, etc. in residential and public washrooms.
• Well maintained, non-slippery flooring surfaces.
• Good acoustic treatment indoors which does not distort sound and enhances its quality.
• Providing emergency alarms in private spaces of the elderly which can warn the caregiver, in the event of any
TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR
SPACES

Design Elements Outside the Building

• Site entrance
• Kerb at Footpath
• Road Crossing
• Public Toilets
• Bus Stops/Taxi Stand
• Telephone Booth
• Grooves and gratings
• Tactile Guiding Surface Indicators
• Bollards
• Seat Furniture elements
• Protruding objects

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

SITE ENTRANCES
Every built environment is usually approached from an external site
entrance before one approaches the building entrance door. It is crucial
to design for universal accessibility at every site considering various
elements of a site including gate widths, security counter heights, shelter
drop off spaces, clearly demarcated waiting zones, adequate illumination
and connectivity with sidewalks for pedestrian routes. Needs of persons
with disabilities and other diverse user groups must be considered while
planning and design detailing the site entrances as shown in Fig: 3.1 and
Fig: 3.2.
This includes the presence of various features such as:
1. Site map with braille / tactile features along with appropriate
wayfinding signage shall be part of the site entrance to aid ease of
mobility for all.
2. 2. Clear pedestrian access with inclusive features for wheeling devices
such as wheelchairs, rollators, baby strollers, baggage trolleys, etc.
3. 3. TGSIs from the point of entrance independently and safe access to
the site.
4. 4. Low height counter windows for interaction with security personnel
5. 5. Site entrances must be designed with adequate colour contrast for
legibility in context with the surrounding environment. For e.g.,
Mentioning Gate nos. on a site with multiple entries aids people to
minimise effort and provides access.
6. 6. Safe parking and waiting zones with adequate street furniture must
be an integral part of site entrances to ensure safety for women,
children, elderly, and persons with disabilities.

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

SITE ENTRANCES

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

KERB AT FOOTPATH
A dropped kerb is a ramp built on a footpath
or pavement to accommodate the change in level towards
vehicular areas. Dropped kerbs shall be of appropriate design and
provided with adequate visual and tactile warning.

Dropped kerb shall be provided at pedestrian crossing and at

each end of the footpath of a private street or access road. Kerb
separating footpath or ramp from vehicular area shall also be a
dropped kerb.
Requirements

Dropped kerb shall be constructed as follows:

-
1. Not less than 1200 mm in length and 1200
mm in width;
2. With a clearance of at least 800 mm long
at the back of the footway;
3. Ramped at a gradient not steeper than
1:12;
4. With a level difference of not more than 15
mm with the vehicular areas;
5. Provided with a tactile warning strip at 300
mm from the vehicular areas;
And
6. Provided with a tactile warning strip of the
nominal width of 600 mm at the ramp.
TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 KERB AT FOOTPATH

Location
Dropped kerb shall be so located to enable users to have an unobstructed
view of traffic approaching from any direction.
Surface
Raised traction strips shall be avoided.
Design Considerations
• The provision of a dropped kerb is to overcome potential hazard arising from
change in level for persons with or without a disability.
• The tactile warning strip should be provided in order to notify the presence of
traffic.
• The tactile warning strip should have luminous contrast for the elderly and
persons with visual impairment.
• Dropped kerb should have slip-resistant surface. Raised traction strips should
be avoided in order to reduce the hazard to everyone.
Recommended Design Requirements
Slip Resistance
Dropped kerb should have slip-resistant surface with a minimum ―static
coefficient of friction‖ of ―Very Good‖ grading.
Luminous Contrast
Tactile warning strip should have a minimum luminous contrast of 70% with the
adjoining surfaces.
Conjunction with Pedestrian Crossings
Dropped kerb should be provided where necessary and in conjunction with
pedestrian crossings, which should include visible, audible and tactile crossing
devices with traffic lights.

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

ROAD CROSSING

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

PUBLIC TOILETS

• The toilet bowl should preferably be a stool type.

• At least one of the toilet bowls must have a handrail installed.
• The door should, as a rule, be outward-opening.
• The door lock must be easily operable.
• Also, an indication must be provided on the outside of the
stall to show that the toilet is occupied.

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

Bus Stops

• Two rows of guiding blocks for persons with impaired

vision should be provided 300 mm. away from the bus
stop pole on the sidewalk.

• The bus stop pole should be clearly visible after dark.

• The bus stop area should be equipped with a roof and

bench.

• Information on the names of all stops along a bus route

should be indicated inside the bus by displaying text in a
suitable position. Preferably, this information should also
be announced verbally.

• Information on a route and its final destination should be

displayed outside the bus in large text, especially on its
front and side.

• This information should be illuminated by an internal light

to make it readable in the dark.

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

Taxi Stand

Two rows of guiding blocks for person with

impaired vision should be provided 300 mm. away
from the taxi stand pole on the sidewalk.
The taxi stand pole should be visible after dark.
For wheelchair users to be able to approach a taxi
easily sudden level differences from the taxi stand
to the road need to be eliminated.

Taxi Interior

It is recommended that taxis be adapted to allow

passengers to get in and out of them while
remaining seated in their wheelchairs.

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

Telephone Booth

• Sufficient floor or ground space for a

forward or parallel approach by a
wheelchair user should be provided
near telephone booths.

• The highest part of a telephone should

be within reach of a seated person.

• Knee space should be provided under

telephones.

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

Grooves

1. Grooves in flooring either as expansion or construction joints or for other

purposes of retrofitting need to be well covered to ensure that either they are
well covered to ensure smooth access for all.
2. If not well identified, they may cause people to trip over. It is therefore
recommended to provide adequate visual contrast for the same.
3. In case the grooves are temporary and cannot be covered for the entire
length, an access path should be created to manage the same.

Gratings

1. Gaps in gratings and walking surfaces should not be more than 12mm in
width (Refer Fig: 3.9 & 3.10 )and be placed such that their length is
perpendicular to the dominant direction of travel. This will help prevent
wheels (of wheelchairs, baby prams, baggage trolleys, etc.), walking sticks
and heels from getting caught in the gaps.
2. Alternately, perforated gratings in stone or steel finish could be installed.
3. Manholes, gratings and drains should preferably be located to the side of the
walkway and levelled with the ground surface. They should not be located at
the centre of the path as they may become tripping hazards.
4. Grating should be flushed with finished ground or floor level.
5. Drain covers should be made of materials that are non-slip in both wet and
dry conditions. Metal chequered plates, which tend to be slippery when wet,
should be avoided.
6. Where possible, gratings should be located outside the minimum clear width
of the outdoor recreation access route.

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

Tactile Guiding Surface Indicators (TGSIs)

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

Tactile Guiding Surface Indicators (TGSIs)

Materials
1. Tactile ground surface indicators are
produced in a range of materials
including concrete, ceramic, rubber,
cork, steel and various resins. Some types
are supplied in a tile format while others
are applied with a sprayon technique.
2. When making a judgement as to which
type to use, consideration should be
given to:
a. Internal versus external applications;
b. New versus retrofit applications; and
Availability and installation requirements.

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

SEAT FURNITURE ELEMENTS

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

BOLLARDS

1. Bollards are used as guiding and preventive

elements to segregate and avoid vehicles
climbing on pedestrian spaces.
2. They need to be positioned carefully through
proper planning and understanding to ensure
that they don‘t pose as barriers to wheelchair
users, ambulant disabled, parents with strollers,
elderly and several other kinds of user
categories.
3. Bollards should not be positioned within an
access route and should be identifiable by using
contrasting colours, reflective bands or materials
around the neck.
4. It is recommended to have bollards with a
minimum height of 800 mm and placed with
adequate spacing between them ensuring a
minimum of 900 mm clear passage width for
wheelchair users and others including baby
prams. (Refer Fig: 3.30)
5. Linking bollards with ropes or chains shall be
avoid as this can present a hazard to people
with visual impairments.
6. Bollards as street elements should be checked
for regular maintenance and acts of vandalism.

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

PROTRUDING OBJECTS

1. It needs to be ensured that the various furniture

are aligned in a synchronous manner without
obstructing the clear access routes. Refer Fig:
3.31 and 3.32
2. Hazard protection should be provided if objects
project more than 100 mm into an access route
and their lower edge is more than 300 mm
above the ground. This could be in the form of
overhead protrusions of tree branches or
extended elements in walking zone,
unmaintained surfaces, lack of visually
contrasting elements, etc.
3. Protruding objects, if any, must not reduce the
clear width of the passage required for an
access route or manoeuvering space.
4. If well designed and installed, each element
plays a vital role in enhancing accessibility of an
external environment. Following accessibility
provisions need to be considered while
designing or placing street furniture elements in
diverse urban contexts.

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

PROTRUDING OBJECTS

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 ANALYZE THE SPEICAL DESIGN CONSIDERATIONS FOR DISABLED AND ELEDERLY PERSONS IN OUTDOOR SPACES

PROTRUDING OBJECTS

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR
 THANK YOU!

TUTOR
SCHOOL OF ARCHITECTURE
UNIVERSAL DESIGN- MODULE 1 A R . K . K A L A I M A T H Y, A S S I T A N T
& INTERIOR DESIGN
PROFESSOR