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Managing inclusive building design for higher educationEquality briefing and process checklist

Foreword

November 2009

ContentsIntroduction 11Definitionofinclusivebuildingdesign 32Writinganinclusivedesignbrief 43Legalandregulatoryresponsibilities 54Equalityimpactassessments 85Involvementofusersandstakeholders 96Accessconsultants 117Accessstatements 148Accessguides 169Health,safetyandfirelegislation,andconservation 1810Conclusions 1911Managementprocesschecklist 2012Referencesandbibliography 2213Sourcesoffurtherinformation 25AppendixA:Draftingabuildingprojectbriefforanewbuildproject 27AppendixB:Samplequestionstousewhenchoosingaprojectmanagerorotherkeymembersofadesignteam 30

Equality Challenge UnitManaginginclusivebuildingdesignforhighereducation

Equalitybriefingandprocesschecklist

Definition of inclusive building design

2 Managinginclusivebuildingdesignforhighereducation

ContentsForeword ii

Executivesummary 1

Introduction 3

Section A 4

1. Termsofreference 4

2. Language 8

3. Themedicalandtheoreticalexplanationoftranssexualism 84. Thelegalframework 10

Section B 165. Generalgoodpractice 16

6. Supportingamemberofstafforstudent 22

7. Discussingtransitionwithothers 25

8. Thedayoftransition 279. Post-socialtransitionsupport 27

10. Bullying,harassmentanddiscrimination 28

11. Monitoring 29

Annexes 32

A Suggestedformatforpolicystatement 32

B Anexampleofthetransitionprocess 34C Transrespect 35D Checklisttoconsiderwhendiscussingtransition 36E Indicatorsofsuccessfulpolicies 40

F Usefuladdresses,publicationsandwebsites 41

Coordinated by Sue Cavanagh with support from Stuart Moore.

AcknowledgementsECUwouldliketothankthefollowingmembersoftheworkinggroupfortheirparticipationinproducingthisbriefingandchecklist:

GaryCox,OperationsDirector,DurhamUniversity

MichaelMurray,DirectorofHospitalityServices,CanterburyChristchurchUniversity

LeviPay,HeadofEqualityService,UniversityofLeeds

IanRobertson,AssistantDirector(Residences),Residential&CommercialServices,UniversityofLeeds

IanTallintire,DeputyDirectorofEstatesandBuildings,DurhamUniversity

CraigWebster,EstateManager,CanterburyChristchurchUniversity.

Wewouldalsoliketothankthefollowingfortheirsupportandcontributionstothispublication:

KeithBright,EmeritusProfessorofInclusiveEnvironments,theUniversityofReading,IndependentAccessConsultant

SuzanneIrwin,ExecutiveOfficer,AUDE

PatrickFinch,ChairmanofAUDEandDirectorofEstatesattheUniversityofBristol

KathleenGrehan,LiberationResearch&DevelopmentOfficer,NUS

ValNicolls,TrainingOfficer,ASRA

MarkSwales,ChairmanofCUBO.

ContactDrSueCavanagh,DeputyChiefExecutiveEmail:sue.cavanagh@ecu.ac.uk

1Managinginclusivebuildingdesignforhighereducation

IntroductionThisbriefingandchecklisthavebeendevelopedbyEqualityChallengeUnit(ECU)inpartnershipwithmembersoftheAssociationofCollege&UniversityBusinessOfficers(CUBO)andtheAssociationofUniversityDirectorsofEstates(AUDE).Theaimofthebriefingistopromoteinclusivepracticeinbuildingdesignandrefurbishmentinhighereducation,throughoutliningaprocessthatwillensureequalityistakenintoconsiderationatkeystagesofdevelopment.

Thisdocumentwillhelpthoseresponsibleforpubliclyandprivatelyfundedestatesandfacilitiestomeettheirlegalresponsibilitiesandbebetterinformedaboutcurrentgoodpractice.Itshowshowinclusivemanagementcaneasilyandcost-effectivelycreatephysicalenvironmentsthatgobeyondsimplymeetingbasiclegalcompliancetobecomingenvironmentswherepositiveandequalopportunitiesareexperiencedbothbystaffandstudents,regardlessoftheirage,disability,sexualorientation,race,religionorbelief,genderorgenderidentity.

Theinformationitcontainsisrelevanttoallthoseconnectedtocommissioninganddevelopinghighereducationinstitution(HEI)buildings,including:

seniorofficersinuniversities

estatemanagers

projectmanagers

designersandarchitects

purchasingofficers

equalityanddiversityspecialists

privateandpublicsectoraccommodationmanagersandproviders

managersoffacilitiesandservices.

Thereisastrongbusinessargumentforensuringthecampusenvironmentaddressesequalityissues.Thephysicalenvironmenthasamajorinfluenceonthestudentexperience,ontheexperienceofstaffmembers,andonthereputationofaninstitution.Institutionsareincreasinglyconcernedwithattractingadiverserangeofstudentsanddeliveringaworkingandlearningenvironmentthatiswelcoming,popularandinclusive.

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Highereducationinstitutionsarealsodevelopinganunderstandingofhowtheirsizeandactivitiescanhaveanimpactonthelocalandglobalenvironment.Considerationsofequalityanddiversityissuesandinclusivedesignstrategieswillformpartofanycomprehensivecorporateresponsibilityanalysis.

Consideringandaddressingequalityissuesfromtheoutsetofanynewdevelopmentwillusuallyprovetobecost-effectivebyreducingtheneedforcostlyalterationsoradaptationstoaccommodateabroaderrangeofneedsinthefuture.Theintentionistoenhancevalueinnewdevelopmentsandrefurbishments,andtomanageoutproblemsbeforetheyarise.

TheinformationinthisbriefingsupplementstwoearlierECUpublicationsthatconsidertheneedsofdifferentequalitygroupsandissuesrelatingtotheprocurementofstudentaccommodation:

Inclusive Campus: Accommodation and Social Spacewww.ecu.ac.uk/publications/inclusive-campusHandbook for Student Accommodation Providers: Support and Guidance for Equality and Diversity www.ecu.ac.uk/publications/files/student-accommodation-providers-handbook.pdf/view

Althoughtheprocessoutlinedherefocusesonlarger-scaleprojects,aninclusiveapproachtobuildingdesignisrecommendedatalllevelsofacommission,fromredecorationtorefurbishmentandrestructure.

Evensmallinteriordesigndetailscanaffectsomepeoplesignificantlyandchangescanprovideopportunitiesforimprovement.Forexample,thechoiceofpaintcolourswhenrepaintingacorridorwillhaveeitherapositiveornegativeimpactontheexperienceofmanypartiallysightedpeople.Similarly,therefurbishmentofacafeteriawilloftenprovideanopportunityformeetingabroaderrangeofdifferentdietaryrequirements–whichstudentsandstaffmayhaveformedical,culturalorreligiousreasons–andforcreatingexcitingnewspacestoencouragestudentsfromdifferentbackgroundstomixandsocialise.

Introduction

3Managinginclusivebuildingdesignforhighereducation

1 Definition of inclusive building designWhenconsideringinclusivityinhighereducationbuildingdesign,thoughtshouldbegiventothevariousenvironmentalandculturalbarriersthatcanbeencountered.Barrierscanincludeinaccessibleorinappropriatemaincampusbuildings,circulationareas,accommodation,socialspacesandamenities,andpoorteachingandlearningenvironments.Inclusivebuildingdesignaimstoremovebarriersandenabletheenvironmenttobeusedbyeveryonewithouttheneedformuchindividualcustomisation.

Althoughaninclusivedesignapproachisimportantforallequalitygroups,itcanbeparticularlyimportantfordisabledstaff,studentsandvisitors.Historically,disabilitywasconsideredalmostexclusivelyamedicalproblem,butsincethe1990sgovernmentpolicieshavebeenreinforcingthemessagethatdisabilityshouldberegardedasanequalopportunitiesissueonaparwithgender,race,ethnicity,sexualpreferenceandage.The1995DisabilityDiscriminationAct(DDA)markedanimportantstageinemphasisingtheimportanceofeliminatingphysicalandattitudinalbarriersthatwerepreventingdisabledpeoplefromaccessingmainstreamopportunities,includingaccesstohighereducation.See�A fuller�Afullerunderstandingofinclusivedesign’,Section3inBuilding and Sustaining a Learning Environment for Inclusive Design(CEBE,undated).

Inclusivebuildingdesignaddressesthelegalresponsibilitytoanticipatetheneedsofdisabledpeopleandeliminateorganisationalbarriers.Thisapproachhasalsobeendescribedbydisabledpeopleasadoptingthesocialmodelofdisability,whichplacestheemphasisonmakingtheenvironmentaccessibleratherthanfocusingonaperson’sindividualcircumstances(referredtoasthemedicalmodelofdisability).Inpractice,someoneusingthemedicalmodelmightdescribeasituationbysaying�Jeremyisdisabled,heusesawheelchair...’,whereaswhenusingthesocialmodeltheywouldfocusonhowthephysicalandsocialenvironmentrenderscertainpeopledisabled–forexample,�Jeremyisdisabledbythisbuildingbecauseithasonlystepsandnoramp...’.

Furtherinformationonthesocialandmedicalmodelsofdisabilityisavailablein:

theDDACode of Practice Post-16(DRC,2007:�Understandingthesocialdimensionofdisability’,section2.3)

The Disability Equality Duty: Guidance on Gathering and Analysing Evidence to Inform Action(DRC,undated:page9).

2 Writing an inclusive design briefFormajorarchitectural/interiordesignprojects,aprerequisiteforensuringthenewdevelopmentreflectsinclusivedesignprincipleswillbetowriteadesignbrief(seeAppendixA).Manyinstitutionsalreadyhaveequalityanddiversityasimportantprincipleswithintheirvisionstatement,withendorsementbyseniormanagers.Ifthisisso,thedesignbriefshouldlinktorelevantequalityanddiversityprinciplesstatedinthewiderHEIbusinessplan.Itshouldalsolinktoinclusivedesignstrategiesintheactionplansdevelopedfromthepublicsectorduties,aswellasbeinginfluencedbytheuser/stakeholderinvolvementstrategyoutlinedinthechecklist(section11).

Theresponsibilityforcreatinganinclusiveenvironmentrestsnotsolelywiththedesignersofthebuiltenvironment,butwiththewholeprojectteam.Thisincludesquantitysurveyors,contractorsandsiteoperatives,serviceengineers,planners,developers,CDMcoordinatorsandplanningsupervisors–anyonewhomakesadecisionoractsinawaythatcreates,altersorinfluencesthenatureoftheenvironment.Allprojectmanagersandarchitects/designersshouldbeexpectedtodemonstratetheirexpertiseandcommitmentinthisareabeforetheyareappointed(seeAppendixBforsuggestedquestionstobeaskedattenderstage).

Everyoneinvolvedinaparticularprojectshouldbeaskedtoendorsetheprinciplesofcreatinganinclusiveenvironmentandgivenopportunitiestoofferfeedbacktotheprojectmanagerifbarrierstoanyoftheequalitygroupsareperceived.Theprojectmanagerwillthenbeexpectedtodesignin,andtakeactionon,theseobservationsandthoseofusergroupsasthebuildingdevelops.

Toworkinaccordancewithcorporatesocialresponsibilitycommitmentstoprotecttheenvironmentandpublichealth,designers,architectsandbuildersshouldalsoconsiderhowtoachieveaninclusivedesign,whilegivingconsiderationtoimprovingenergyefficiency,recycling,eliminatingthereleaseofpollutants,andothersustainabilityissues.

Managinginclusivebuildingdesignforhighereducation 5

3 Legal and regulatory responsibilitiesComplying with current anti-discrimination legislationHighereducationinstitutionshavealegalresponsibilitytoensuretheycomplywithequalitylegislationthroughthegeneralandspecificpublicduties(seesection12andwww.ecu.ac.uk/law.

Responsibilitiesincludeundertakinganticipatoryadjustmentstotheestate(ECU,2008a),equalityimpactassessments(ECU,2008b),andinvolvingusersandotherstakeholdersinthedecision-makingprocess(seewww.ecu.ac.uk/our-projects/furthering-the-involvement-of-disabled-students).

Whenfunctionsarecarriedoutbyanexternalsupplier,theinstitutionretainsresponsibilityforensuringthesuppliercarriesouttheirworksuchthattheinstitutionremainscompliantwiththepublicduties.Ifallprocurementprocessesbuildinequalityconditionsfromthestart(asoutlinedintheAppendices),thiscanhelpensureequalityissuesareaddressedappropriatelyatallstages.

Building and planning regulationsWhenissuesofinclusivedesignarediscussed,peopleoftenrefertotheguidancedescribedinApprovedDocumentM(ADM2004)oftheBuildingRegulations(OfficeOfficeoftheDeputyPrimeMinister,2004)or the more detailed guidance covered in BSorthemoredetailedguidancecoveredinBS8300:2009(BSI,2009).Peoplemayalsoconsiderorrefertoplanningregulations,forexamplethoserelatingtotheminimumnumberofdisabledparkingspacesrequiredwhenanewcarparkisdesigned.

Suchguidancewillbefamiliartomostprojectmanagersandarchitects,andcanbeusefulinprovidingminimumspecificationsforcommonfacilitiesandfeatures.However,complyingwithbuildingandplanningregulationswillnot,initself,ensurethatabuildingisdesignedtobeinclusiveorensureanHEI’scompliancewithanti-discriminationlegislation,forthefollowingreasons.

TheguidancedescribedinADM2004identifiestheminimumlegalstandardofaccessibilityacceptableforagivenprojectorsituation.Someissuesthatarevitaltotheaccessibilityandusabilityofaspaceorenvironment,suchassignage,surfacefinishesandlighting,arenotcoveredinmuchdetailbytheregulations.

Thereisalsooftenatimedelayinrelationtoupdatingtheregulationsinlinewithlatestgoodpractice.ThiscanbeaproblemforHEIsinseveralsituations,forexamplewhereprovidingthecurrentminimumsizeofaliftasprescribedinbuildingregulationsmaynotmeettheaccessrequirementsofstudentsusinglargerandmorecomplexwheelchairsthaninthepast.

Buildingregulationsgenerallyapproachissuesfroma�minimumdimensions’perspective,ratherthanan�inclusivedesign’perspective.Forexample,regulationsmaysetoutaminimumwidthforadoorwayandcorridor,butmaynotexplainhowtodesignthatdoorwaysothatitisfullyaccessibleandinclusive.Thismeansitispossibletoachieveanappropriatebuildingregulationsstandardbydesigninganentrancewitharevolvingdoorandaseparateentranceforwheelchairusersandotherdisabledpeople,eventhoughhavingseparateentrancesfordisabledandnon-disabledpeopledoesnotfitwiththeprinciplesofinclusivedesign.

Buildingandplanningregulationsgenerallyfocusondisabilityaccessissuesratherthanotherequalitiesissues.Forexample,theprovisionofparentandchildparking,babychangingfacilities,spacesforprayerandcontemplation,awideselectionoffoodoptions,andclearandaccessiblesignageareallrelevantforHEIsintermsoftheircompliancewithanti-discriminationlegislation,buttheyarenotgenerallycoveredbyregulations.

Buildingregulationsandplanningdocumentsareimportantsourcesofguidanceandregulationwhenplanningabuildingorrenovationproject.However,thedutiesplacedonHEIstopromoteequalityandmakereasonableadjustmentsfordisabledpeoplerequirethemtothinkmuchmorebroadlyaboutissuesofinclusivenesswhenmanagingsuchprojects.

Legal and regulatory responsibilities

Examples of the types of issue not covered by building regulations

Theneedforseparatefacilitiesfortheserviceoffoodandforstorageandpreparationoffoodincateringoutletsandresidencesforreligiousobservances.

Theneedforaccommodationfacilitiesappropriateforstudents’familiesandprovisionforchildrenoncampus.

Thediversenatureoftoday’sstudents,includinggrowingnumbersofmaturestudentsandpostgraduateswhomayhavedifferentrequirementsfromrecreationalandsocialspaces.

FurtherexamplesareavailablefromECU(2008a,2009).

Forthcoming legislationTheEqualityBillannouncedinApril2009hasproposedageneralpublicequalitydutyonpublicauthorities(clause143).HEIs,aswellasthefundingcouncils,willbesubjecttothisduty.Itwillreplacethethreeexistingduties(relatingtorace,gender,disability)withasingledutycoveringtheprotectedcharacteristicsofrace,sex,pregnancyandmaternity,genderreassignment,disability,age,sexualorientationandreligionorbelief.

ThegeneralpublicequalitydutywillrequireHEIstohavedueregardtotheneedto:

eliminatediscrimination,harassmentandvictimisation

advanceequalityofopportunitybetweenpersonswhoshareaprotectedcharacteristicandpersonswhodonotshareit

fostergoodrelationsbetweenpersonswhoshareaprotectedcharacteristicandpersonswhodonotshareit.

TheEqualityBillisexpectedtoreceiveRoyalAssentinspring2010.Themajorityofthebillisexpectedtocomeintoforceinautumn2010,withthegeneralpublicdutyfollowingin2011.Thebillisexpectedtocontainadditionaldirectivesforensuringprocurementprocessesarecompliantwiththepublicequalityduties.

Legal and regulatory responsibilities

4 Equality impact assessmentsEqualityimpactassessmentsarecurrentlyarequiredpartofthespecificpublicduties.Theyareintendedtoensureallnewpoliciesandpracticesareconsideredfromtheperspectivesofadiverserangeofpeople.Thisprocessinvolvesscreeningpoliciesandpracticesfortheirpotentialtoaffectanygroupofstudentsorstaffadversely,andthentotakeappropriateactiontoaddressanyissuesthatarise.Anymajorrebuildorrefurbishmentprojectshouldbeequalityimpactassessedandthefindingsshouldhelptoinformaccessstatements(section7).

ECUhasproducedguidanceonundertakingequalityimpactassessments(ECU,2008b).

5 Involvement of users and stakeholdersItisimportantthatprojectsdevelopstrategiesforuserinvolvementtoensuretheinformationheldisup-to-dateandrelevanttothefulldiversityofthestudentandstaffpopulation,sothattheperspectivesofdifferentequalitygroupsareincluded.Usergroupsandotherstakeholdersshouldbeinvolvedsystematicallyintheprocessforagreeingnewdesignandrefurbishmentproposals,ortheyareunlikelytobecomeinclusiveenvironments.

Involvingstaffandstudentsneednotbeacostlyundertaking.Forexample,invitingarangeofpotentialuserstoviewearlyplansorideasandofferingafreelunchinexchangefortheirresponsesisanoptionthathasbeenusedsuccessfully.However,costshouldnotbeusedasanexcusetoavoidordemotetheprocessofuserinvolvementtoatokenisticlevel.

Anotherpossibilityistoworkwiththeequalityanddiversitydepartmenttodevelopuserinvolvementmechanisms.Userinvolvementneedstobemanagedappropriatelytoensurerepresentativesareknowledgeableandeducatedtoalevelthatwillenablethemtomakeinformeddecisionsandprovidequalityinput.Accessconsultantsshouldbepartoftheconsultationandinvolvementprocesstohelpprovideguidanceandexpertiseontheaccessibledesignoftheenvironment.

Whensurveysofestatesbuildingsidentifyconsiderableworkneededtomakebuildingsfullyaccessibletodisabledusers,itcanbedifficulttoprioritisethework.Involvingagroupofuserstoactasaccessrepresentativescouldbeusefultohelpdeterminetheorderofworktobedone.Accessrepresentativesshouldbestudentsandstaffwithastrongawarenessof,orwillingnesstolearnabout,differentwaysinwhichthedesignofbuildingscanrestrictorfacilitateaccesstotheHEI’sservices.

Example – University of Salford

DuringarecentprogrammeofimprovementscarriedoutattheUniversityofSalford,estatesworkedwiththeequalityanddiversityofficetocreateanetworkofaccessrepresentativestocoverallthenon-residentialbuildingsacrosstheHEI.Theaccessrepresentativeswereaskedtocontributetooneortwonetworkmeetingsandasitevisit.Itwasintendedthateachbuildingwouldberepresentedbysomeonewhoworkedorstudiedregularlyinit,andwhowasfamiliarwithitsdesign,whatitisusedfor,andbywhom.Thishelpedtoensureeverybuildinghaditsrightfulplaceintheprogrammeofaccessimprovementundertakenbytheestatesdivision.

Itmaynotalwaysbepossibletosatisfyeveryoneduringtheuserinvolvementprocess,butiftheprocessistransparentandthereasonsforfinaldecisionsaregiven,thencompromiseswillusuallybeunderstoodandaccepted.Aneffectivecommunicationsstrategyisanecessarypartoftheuserinvolvementprocess.

Userinvolvementprocessesareoftenbelievedtobelengthy,butanyadditionaltimespentneedstobebalancedagainstthelikelihoodofimprovedqualityandusersatisfactionresults.Thefinancialbenefitofgettingitrightfirsttimebyinvolvingusersearlyintheprocessshouldnotbeunderestimated.

Involvement of users and stakeholders

6 Access consultantsIndividualestatesdepartmentswillneedtodecidehowtoaccessspecialistadviceonaccessibleandinclusivedesignissuesthatbestmeetstheirneedsandsuitstheirowncontext.Manyinstitutionsmayfindtheyalreadyhavesomeexperienceofworkingwiththeseissues–forexample,estatesservices,equalityanddiversityteamsorstudentdisabilityservicesmaybeabletoprovidesomeinitialadviceaboutinclusivedesignissues.However,suchadviceisrarelyasubstituteforadvicefromaqualifiedandspecialistaccessconsultantoraccessauditor.

Manyinstitutionswillneedtocontractintheservicesofanaccessconsultancy,sothatspecialistaccessconsultantscanbebroughtintoworkondesignteamsandoverseeindividualprojects.Thisapproachisparticularlyimportantforlargerormorecomplexprojectsorwheretheequalityimpactassessmentprocesshasidentifiedtheneed(seesection4).

AccessconsultantsshouldbesourcedviaanaccreditedbodysuchastheNationalRegisterofAccessConsultants(NRAC,www.nrac.org.uk)ortheRoyalInstitutionofCharteredSurveyors(RICS)InclusiveEnvironmentsConsultantsScheme(www.rics.org/site/scripts/documents_info.aspx?categoryID=375&documentID=317).Itisimportanttoensureaccessconsultantsunderstandculturalissuesaswellasthephysicalaspectsofinclusivedesign.AppendixBprovidessomesamplequestionswhichcanbeusedwhenselectinganaccessconsultant.Accessconsultantscanprovideconsiderablebenefitstoprojectsandshouldworkinpartnershipwith(butshouldnotreplace)consultationwithusergroups(seesection5)toensureawideunderstandingofrequirementsisfacilitated.

HEIswillalsoneedtosourcespecialistadviceonaccessibilityandinclusivedesignissuesforotherreasons–forexample,to:

carryoutafullaccessauditoftheirexistingbuildingsandgroundsandproducealistofrecommendedadjustments

engageaspecialisttotrainestatesstafftoensuremainstreamestatesworktakesproperaccountofaccessibilityandinclusivedesignissues.

Example – University of Leeds

AttheUniversityofLeeds,aregisteredaccessconsultant(NRAC)hasbeenengagedtoworkwithdesignandprojectteamstodeliveraccessiblenewaccommodationatnewresidentialdevelopmentbuilds.Theconsultant’sremitistoinformandinfluencethedesignandconstructionofthebuildingsandtheirlandscapestodeliveroutcomesinlinewith:

achievingaccreditationintheVisitBritainNationalAccessibleSchemeQualityStandard(Visit Britain, 2004)

complyingwithADM2004

complyingwithBS8300:2009

meetingotherrecognisedstandards,specificationsandgeneralaccesssolutionsconsideredapplicable(andreasonable)totheproject,forexampleprovidingdécorinsuitablecolours,lighting,wayfindingandsignage.

TheinvolvementofanappropriatelyexperiencedandaccreditedaccessconsultanthasenabledtheHEItomeetitsdutiesundertheDDAandprovideaninclusive,accessibleenvironmentthatcanbeusedbyeveryone.

InadditiontomeetingtherequirementsoftheHEI’sbrief,theconsultanthasalso:

maderecommendations,incorporatedintotheearlydesign,whichhavebeencost-neutral

helpedtheHEIdesignaccommodationthatwillnotneedexpensiveadaptationatalaterdate

helpedmakeacaseforsomederogationfromtheguidanceinADM2004inordertoprovideabettersolutiontomeetingtherequirementsofbuildingusers

helpedtheHEItoplanequipmentinstallationtomeettheneedsofbuildingusers

developedanaccessguideforusebybuildingusersandstaff.

Access consultants

Insteadofbringinginanexternalconsultancy,someHEIsmayprefertorecruitanin-housespecialistonaccessibilityandinclusivedesignissuestobeamemberofalldesignteams,trainestatesstaff,andcarryoutaccessaudits.Ineachofthesedifferentscenarios,thesamplequestionsinAppendixBcanassistwiththeselectionprocess.

Inlarger,complexprojects,oranyprojectwheretheequalityimpactassessmentprocesshasidentifiedaneed(seesection4),projectmanagersshouldberequiredtousetheservicesofanaccessconsultanttoapproveplans,suggestdesignamendments,monitortheprojectduringthebuildprocessagainstanagreedaccessstatementand,eventually,developapracticalaccessguideformanagementofthebuildingaftercompletion.

Access consultants

7 Access statementsAdetailedaccessstatementshouldbedevelopedasanexpressionofintentatthedesignbriefstage,andbeexpandedasaprojectdevelopstoincludeplanning,design,managementandmaintenancerequirements.

Anaccessstatementshouldberegardedasadetailedworkingdocumentsettingoutallthespecificaccessstandardsandrequirementsthatwillneedtobemetwithinthebuilding.Usuallythesestandardsandrequirementsaresetoutunderheadingssuchasinternalcirculation,parkingandsignage,andoftenthedocumentisamendedaseachrequirementismet.Forexample,theaccessstatementwillexplainwhatkindoflightingandlightswitchesshouldbeusedwithinthebuildingfromanaccessibilitypointofview.Oncetheprojectteamissatisfiedthatthesehavebeeninstalled,theaccessstatementwouldnormallyindicatethatthisstandardhasbeenmet.

Accessstatementsshouldbesignedoffandmonitoredbytheusergroup.MoreinformationaboutaccessstatementsisprovidedinCABE (2006) and a number ofCABE(2006)andanumberofdocumentsatwww.accessunlimited.org/downloads.html.

Toimproveinclusivityinbuildingdesign,itisimportanttohaveacreativeapproach.Thiswilloftenmeanexceedingminimumstandardguidance,asoutlinedinADM2004,tomeetthewiderscopeofguidancecontainedinBS8300:2009andtheHEI’sbroadercommitmentsandobligationsinrelationtoequalityandinclusiveness.

ADM2004(Office of the Deputy Prime Minister, 2004) states that adopting theOfficeoftheDeputyPrimeMinister,2004)states that adopting thestatesthatadoptingtheguidanceitcontainsrepresentsonlyonewayofmeetingtherequirementsoftheregulations.Importantlyfordesignersandmanagersofenvironmentsandspaces,italsostatesthattheremaybeotherwaysofachievingcompliancewiththeregulations–butwhereproposalsdeviatefromtheguidanceintheADM,thereasonswhy,andevidencethatwhatisproposedisofastandardthatisequaltoorbetterthanthatdescribedintheADM,shouldbeidentifiedandarguedinanaccessstatement.

Inthatrespect,theaccessstatementisthevehiclethroughwhichdesignerswhowishtobecreativeandinnovativecandemonstratetheinclusivenessand

accessibilityoftheirdesigns,andthatalthoughtheirproposalmaynotfollowthegeneralorstandarddesignguidancecontainedintheADM,itisnonethelesssuitabletoaddresstheneedsofallthepeoplewhowilluseit.

Access statements

8 Access guidesThereisnopointinhavingaccessiblefeatureswithinbuildingsif,afteritscompletion,thosemanagingorstaffingthebuildingdonotknowabouttheexistenceofthesefeaturesorhowtousethem.Thereforethepreparationofabespokeaccessguide,generallybyanaccessconsultant,atthefinalstageofthebuildingdevelopmentshouldbeconsidered–certainlyforallmajorprojects.Anaccessguideisapracticaldocumentaimedatbuildingmanagersandthosestaffingthebuilding(receptionstaff,customerservicestaff,etc.),whichwillhelpensureasmoothhandoverofinformationfromthosewhohavedesignedandcreatedthebuildingtothosewillbeworkingwithinit.

Anaccessguidewilloftencontaindetaileddescriptionsofthefollowing.

Thespecificfeaturesthatexistwithinthebuildingtomakeitinclusive.Forexample,thismightincludeinformationaboutthelocationsofinfraredandinductionloopsystemsforpeoplewhoarehardofhearing,thefirealarmandevacuationfacilitieswithinthebuildingfordisabledpeople,theavailabilityofbaby-changingandreservedparkingfacilities,etc.

Practicalissuesthatmanagersandstaffwillneedtoconsiderwhenoccupyingorusingthebuilding.Forexample,theguidemaysetoutimportantrestrictionsontheselectionandlocationofloosefurnituretoensureclearcirculationroutesareretained,informationabouttheongoinguseandmaintenanceofanyassistivetechnology,anddesignrulestoensureanysignageinstalledinthebuildingisaccessible.Also,wherelatermanagementactions(e.g.lockingofparticularroutesintoorwithinthebuildingatcertaintimes)mayrestrictaccess,theguideshouldsetoutpracticalactionsrequiredtoavoidcompromisingtheaccessibilityofthebuilding.

Recommendedactionsforcommunicatingtheaccessibilityofthebuildingtoitsusers.Forexample,theaccessguidemaysetoutimportantrecommendationsforproducingatactilemaporleafletaboutthelayoutofthebuildinginBrailleandotheralternativeformatsforvisitorsandotherbuildingusers.Itmayalsoexplaintheneedtoincorporatesomeinformationaboutthisspecificbuildingintoabroadercampusaccessibilitydocumentforstaffandstudents(e.g.informationproducedbytheUniversityofEssex:www2.essex.ac.uk/stdsup/disab/access.shtm).

Awellwrittenaccessguideforabuildingwillbeextremelyvaluableinsupportingstafftrainingtomaintaininclusiveaccesstofacilitiesandservicesthroughoutthebuilding,andparticularlytocommunicateanyfeaturesthatarenotalwayswellunderstood.

Access guides

9 Health, safety and fire legislation, and conservationInadditiontoconsideringtheneedsofallusers,aninclusivedesignapproachcansupporttheneedsofthoseconstructing,maintainingandservicingthebuilding.BS9999:2008isanewcodeofpractice,applicablefrom1April2009,whichaimstosupportthehealthandsafetyofthoseinvolvedintheconstruction,designandmanagementofbuildings.BS9999:2008isapplicabletothedesignofnewbuildings,andtoalterations,extensionsandchangesinuseofexistingbuildingsoncampus.Itprovidesguidanceontheongoingmanagementoffiresafetythroughouttheentirelifecycleofabuilding,includingensuringtheoveralldesignofthebuildingassistsandenhancesthemanagementoffiresafety.Itcanbeusedasatoolforassessingexistingbuildings,althoughfundamentalchangesinlinewiththeguidelinesmightwellbelimitedorimpractical.

Wherethereisaconflictofinterestbetweenachievinginclusivedesignandmaintaininghealthandsafety,thesafetyissuesshouldprevail.However,oftenwhatappearstobeaconflictbetweentheseissuescanberesolvedinawaythatsatisfiesbothanHEI’saccessibilityresponsibilitiesanditshealthandsafetyresponsibilities.Forexample,installingaseriesofcorridorfiredoorswillbevitalfromafiresafetyperspective,butthiswillalsocreateaccessbarriersfordisabledpeople.Inthesecircumstances,itbecomestheresponsibilityofprojectmanagerstostrivetocomeupwithawayforwardthattakesaccountofbothregulatoryframeworks.Havingallcorridordoorsonhold-openmechanismswhereverpossible,sothattheycloseautomaticallyintheeventofafire,isonewayofminimisingaccessbarrierswhilealsomeetingfiresafetyrequirements.Theuseofsuchhold-opendevices,andhowtheywillaffecttheabilityofadisabledpersontoescapefromanareaoncetheyaredeactivated,wouldthenbeaddressedinanappropriatepersonalemergencyevacuationplanforpeopleusingthespace.

Buildingdesignersmayexperienceoppositiontoimprovingaccesswhenworkingonrefurbishmentstolisted/historicbuildings.Negotiationswithplannersandconservationistsarelikelytoberequired,butplannersandconservationistsalsohaveobligationstoimproveaccesstopublicbuildings,sosolutionsshouldbepossible.

10 ConclusionsToooftenHEIsmayoverlookthecontributionthephysicalenvironmentmakestoshapingapositivestudentandstaffexperience.Indevelopingnewbuildingsorrefurbishingexistingbuildings,theendusersneedtobeconsideredandinvolvedfromtheoutset.

Usersofbuildingswillhavediverseneeds,sodesigninginasmanyfeaturesaspossiblewillhelpensurethesuccessofthefinalproject.Thisbriefingisintendedtosupportamoveawayfrommeetingminimumrequirementsandfollowingregulations.Instead,thefocusshouldbeonpeople,andonthewayinwhichtheyinteractwiththephysicalenvironmentswecreate.ThismovewillenableHEIstominimisetheneedforthecostlyretro-fittingofadjustments,andistheonlywaytocreatephysicalenvironmentsthatcontributetotheorganisation’sbroaderstrategicobjectivesanddeliverbuildingsandoutdoorspaceswhicharegenuinelyfitforpurpose.

11 Management process checklistInclusivebuildingdesignaimstoenabletheenvironmenttobeusedbyallpeoplewithoutthefurtherneedforcustomisation.Thefollowingprocesswillsupporttheimplementationofaninclusivebuildingdesigninhighereducation,andisintendedtobeusefultoseniormanagerswithresponsibilityforestatedevelopment.

Process Responsibility Done

1 Determineaninclusivebuildingdesignapproachfortheproject’svisionstatementandensureitisprominentwithinthebriefatallstages(AppendixA)

Estatesmanager

Facilitiesmanager

2 Appointaprojectmanagerwithcommitmentandabilitytodelivertheinclusivevision(AppendixB)

Estatesmanager

Facilitiesmanager

3 Formauser/stakeholdergrouptoscopetheprojectanddevelopastrategythatwillensureinvolvementofallequalitygroupsandrelevantprofessionalsatkeystages

Projectmanager

Equalityanddiversityoffice(toensureperspectivesofage,disability,gender,trans,race,religionandbeliefandsexualorientationarerepresented)

Userandstaffrepresentatives

Occupationalhealth

Otherrelevantprofessionalgroups

4 Produceacommunicationstrategytosupporttheinvolvementprocess

Projectmanager

5 Carryoutequalityimpactassessmentofthefinalvisionandscopingoftheproject

Revisetheseifnecessarytoensuretheneedsofallareprovidedfor

Usergroup

Process Responsibility Done

6 Developaccessstatementbasedontheimpactassessment

Projectmanager/designteam

7 Appointdesignteam;includeanaccessconsultanttoadviseoninclusivedesign,ensurecompliancewithlegalequalityrequirements,andaddvaluetotheprojectthroughaddressingdiverseneeds

Projectmanager

8 Developoutlinedesignthatincludesusergroupinput

Designteam

9 Reviewaccessstatementandsupplementwithadditionalequalityrequirements

Usergroup

10 Ifadjustmentsaremadeforcostorotherreasons,usergrouptobekeptinformedandaskedtoprioritisechoicesandpreferencesbasedonfurtherimpactandriskassessments

Projectmanager

11 Usergroupconsultedondevelopmentsinthedesignuntilsatisfiedanddesignsignedoffbythem

Designteam

Projectmanager

12 Communicatewiththepublicusingdifferentmethodsatkeystagesofdevelopmenttoensurewideconsultation

Projectmanager

13 Produceaccessguideatfinalstageofdevelopmenttoensurestaffandusersareinformedaboutaccessfeatureswithinthebuilding

Accessconsultant

14 Onceprojectisdelivered,undertakepost-occupancyauditandusefindingstoinformsubsequentprojects

Estatesmanager

Facilitiesmanager

Management process checklist

12 References and bibliographyBCIS(2002)BCIS Access Audit Price Guide.BuildingCostInformationService, RoyalInstitutionofCharteredSurveyors,London.

Bell,J.A.(2004)Resource Disability Portfolio Guide 9 – Accessible Environments.TheCouncilforMuseums,ArchivesandLibraries,London.www.mla.gov.uk/what/support/toolkits/libraries_disability/~/media/Files/pdf/2003/dis_guide09.ashx

Bright,K.(2009)Making Buildings Inclusive and Accessible 2009: Special Report.WorkplacelawNetwork,London.

Bright,K.T.et al.(2004)Buildings for All to Use.CIRIA,London.

BSI(2009)BS 8300:2009, Design of Buildings and their Approaches to Meet the Needs of Disabled People – Code of Practice.BSI,London.

CABE(2006)Design and Access Statements – How to Write, Read and Use Them. CommissionforArchitectureandtheBuiltEnvironment,London.www.cabe.org.uk/publications/design-and-access-statements

CABE(2008)Inclusion by Design – Equality, Diversity and the Built Environment.CommissionforArchitectureandtheBuiltEnvironment,London.www.cabe.org.uk/publications/inclusion-by-design

CEBE(undated)�Afullerunderstandingofinclusivedesign’,Section3inBuilding and Sustaining a Learning Environment for Inclusive Design: A Framework for Teaching Inclusive Design within Built Environment Courses in the UK. CentreforEducationintheBuiltEnvironment,Cardiff/Salford. http://cebe.cf.ac.uk/learning/sig/inclusive/full_report.pdf

Coleman,R.,Clarkson,J.,Dong,H.andCassim,J.(2007)Design for Inclusivity – A Practical Guide to Accessible, Innovative and User-centred Design. GowerPublishing,Aldershot.

DesignCommissionforWales(2008)Design and Access Statements in Wales – Why, What and How.DesignCommissionforWales,Cardiff.

DRC(2003)Creating an Inclusive Environment.DisabilityRightsCommission,London.http://83.137.212.42/sitearchive/DRC/PDF/4008_157_CreatingInclusiveEnvironment.pdf

DRC(2006)Disability Discrimination Act 1995 – Code of Practice – Rights of Access: Services to the Public, Public Authority Functions, Private Clubs and Premises. DisabilityRightsCommission,London.

DRC(2007)DisabilityDiscriminationAct1995:Code of Practice Post-16. Code of Practice (Revised) for Providers of Post-16 Education and Related Services. DisabilityRightsCommission,London.www.equalityhumanrights.com/uploaded_files/code_of_practice__revised__for_providers_of_post-16_education_and_related_services__dda_.pdf

DRC(undated)The Disability Equality Duty: Guidance on Gathering and Analysing Evidence to Inform Action.DisabilityRightsCommission,London.www.equalityhumanrights.com/uploaded_files/PSD/14_evidence_gathering_and_analysing_guidance.pdf

ECU(2008a)Inclusive Campus: Accommodation and Social Space. EqualityChallengeUnit,London.www.ecu.ac.uk/publications/inclusive-campus

ECU(2008b)Conducting Equality Impact Assessments in Higher Education.EqualityChallengeUnit,London.www.ecu.ac.uk/publications/files/conducting-equality-impact-assessments.pdf/view

ECU(2009)Handbook for Student Accommodation Providers: Support and Guidance for Equality and Diversity. EqualityChallengeUnit,London.www.ecu.ac.uk/publications/student-accommodation-providers-handbook

Grant,A.(2005)Access Audit Handbook. CentreforAccessibleEnvironments,London.

ICIDuluxTrade(undated)Colour and Contrast: CD Design Guide and Colour Schemes.www.icipaints.co.uk/news/news_colour_contrast.jsp

OfficeoftheDeputyPrimeMinister(2004)The Building Regulations 2000 – Access to and Use of Buildings – Approved Document M. NBS,London.www.planningportal.gov.uk/england/professionals/en/4000000000988.html

Ratcliff,M.(2007)Access and the DDA – A Surveyor's Handbook.RoyalInstitutionofCharteredSurveyors,London.

Sawyer,A.andBright,K.T.(2007)The Access Manual(2ndedn).BlackwellPublishing,Oxford.

References and bibliography

UUKSCOP(2006)Code of Practice for the Management of Student Housing.UniversitiesUK/StandingConferenceofPrincipals,London.www.universitiesuk.ac.uk/PolicyAndResearch/Guidance/AccommodationCodeofPractice/Documents/COP%20Mar%202006.pdf

VisitBritain(2004)National Accessible Scheme – Advice and Benefits of Participation.VisitBritain,London.www.enjoyengland.com/Images/NAS%20Benefits%20leaflet_tcm21-171221.pdf

References and bibliography

13 Sources of further informationAccessAssociation www.access-association.org.uk

Accessibuilt www.jiscmail.ac.uk/cgi-bin/webadmin?A0=accessibuilt

BritishDesignInnovation www.britishdesigninnovation.org

CambridgeEngineeringDesignCentre

www.eng.cam.ac.uk/inclusivedesign/index.php

CentreforAccessibleEnvironments www.cae.org.uk

CharteredInstitutionofBuildingServicesEngineers

www.cibse.org

CodeofPracticeonAccessandMobility

www.accesscode.info/introduction/1.htm

CommissionforArchitectureandtheBuiltEnvironment

www.cabe.org.uk/default.aspx?contentitemid=1#2

DesignCouncil www.designcouncil.org.uk

EIDD–DesignforAllEurope www.designforalleurope.org

HelenHamlynResearchCentre www.hhc.rca.ac.uk/archive/hhrc/index.html

InclusiveDesignCommitteeoftheRoyalInstituteofBritishArchitects(RIBA)

www.youtube.com/user/ribavideo1

InstituteforDesignandDisability www.idd.ie

JMUAccessPartnership www.jmuaccess.org.uk

NationalRegisterofAccessConsultants

www.nrac.org.uk/index.html

1.Thisfilmfeaturestalksbydisabledpeopleandinterestingcasestudiesabouthowparticulararchitecturalpracticeshaveinvolveddisabledpeopleintheprocessofdesigningnewbuildingsfromthestartoftheprocess.

ResearchGroupforInclusiveEnvironments

www.reading.ac.uk/ie

RIBABookshops www.ribabookshops.com/site/home.asp

RICSInclusiveEnvironmentsConsultantsScheme

www.rics.org/site/scripts/documents_info.aspx?categoryID=375&documentID=317

SchooloftheBuiltandNaturalEnvironment

www.bne.uwe.ac.uk

SignDesignSociety www.signdesignsociety.co.uk/content.php?folder_id=27

UnitedKingdomInstituteforInclusiveDesign

www.ukiid.org/index.html

UniversalDesignNetwork www.ihcdstore.org/universaldesign-net

Women’sDesignService www.wds.org.uk/index.htm

Sources of further information

Appendix A: Drafting a building project brief for a new build projectToooften,buildingprojectbriefswillignoreinclusivedesignissuesaltogether,perhapsassumingtheseissueswillbetakenintoaccountautomatically,ortheymayincludeasimplestatementsuchas�ThisbuildingmustcomplywiththeDDAandbuildingregulations’.However,ifaninstitutionwantstoensureanewbuildprojectisdesignedinawaythatisgenuinelyinclusive,significantthoughtneedstobegiventoaccessibilityissuesfromtheoutsetandalargeproportionoftheinitialbriefshouldbededicatedtotheseissues.

Belowisafictionalexampleofan�Accessibilityandinclusivedesign’sectionofanindividualprojectbrief.Incorporatingasectionlikethisintoabrief,whilealsothreadingaccessibilityissuesthroughouttherestofthebrief,ishighlyrecommended.Ifyouareseekingtoensureyourbuildingwillmeetspecificstandardsonaccessibility,orbeaccreditedunderaparticularscheme,youshouldalsomakethisclearwithinthebrief.

Accessibility and inclusive design

Wearecommittedtoensuringthisbuildingisfullyaccessibleanddesignedinawaythatisinclusiveforallstudents,staffmembersandvisitors.Whilethereisaneedtofocusonthespecificrequirementsofparticulargroups–particularlydisabledpeople–wealsotakeabroaderapproachtotheconceptofinclusivenessandseektoensurethisbuildingprovidesawelcoming,usableandinclusiveenvironmentforall.

Inrelationtotheequalaccessrequirementsofdisabledpeople,weconsiderthatcompliancewithApproved Document Mof the Building Regulations 2000 isnotsufficient,onitsown,toensureanaccessibleandinclusivebuilding.

Beyonddisabilityequalityissues,weseektocreateaninclusiveenvironmentforadiversestudentandstaffpopulationwhichincludespeople,whatevertheirtheirage,gender,disability,religiousorculturalbeliefs,orsexualorientation. The.Thedesignteamisthereforeexpectedtoworkinlinewiththefollowingprinciples.

Focusonuserexperienceandonthewayinwhichthebuildingwillbeusedbypeople–weexpectinclusivedesignissuestobegiventhesamelevelofattentionthataestheticdesignorcostissuesconventionallyreceive.

Deliver,asfaraspossible,anequaluserexperiencefordisabledandnon-disabledusersofthebuilding–forexample,whendesigningthecounterfacilitiesinthemainhall,allthereceptiondeskservicepointsshouldbeaccessibletoeveryone,ratherthancreatingaseparateservicepointforwheelchair-users.Similarly,wehopetoavoidhavingdesignatedspacesforwheelchair-usersinlecturetheatres,asthiswouldprovidedisabledpeoplewithlesschoiceofwheretosit.

Minimisethenumberofaccessbarrierswithinthebuilding–forexample,byensuringalldoorsareeasytoopenand,wherepossible,onhold-openmechanismssothattheycloseonlyintheeventofafire.

Minimisethenumberofaccessibilityfeaturesthatmaybreakdownorrequiremaintenanceinthefuture–forexample,inmostcasesinstallingapermanentrampwillbepreferabletoaplatformlift.

Ensurethebuildingisaccessibleforstaffmembersaswellasstudentsandvisitors–forexample,receptiondesksneedtobeaccessibleforadisabledreceptionistaswellasadisabledvisitor,andlecturetheatres(onthesecondfloor)mustbeaccessibletoadisabledlectureraswellastodisabledstudents.

Seekappropriateinputfromadiverserangeofpotentialusersofthebuilding(viaausergroup).

Appendix A: Drafting a brief

Theseprinciplesmeanthatinclusivedesignissuesmustinformallaspectsofdesign,forexampleincludingthefollowing.

Externallandscapingofthebuildingandrelatedexternalfacilities,withattentiongiventothegradientofexternalslopeswithinthefootprintofthebuildingandtheneedfornearbyparkingprovisionfordisabledpeople.

Designofentrancestothebuilding–forexample,wewishtoavoidtheneedforseparateentrancesforwheelchair-usersandotherpeople.

Designofinternalcirculationroutes,asfaraspossibleensuringdisabledpeopledonotencounterunnecessarydelayscomparedwithnon-disabledpeoplewhenmovingaroundthebuilding.Allbuildingusers,disabledandnon-disabled,mustbeabletonavigatearoundthebuildingeasilyandindependently–forexample,staff-operatedplatformliftsarenotappropriate.

Interiordesignchoices–forexample,colourpalettesforinteriordécorshouldensurehigh-contrastprovisionforpeoplewhoarepartiallysighted,flooringsmustbeaccessibleforwheelchair-users,andacousticsneedtobeplannedtoensureaccessforpeoplewhoarehardofhearing.

Selectionofappropriateassistivetechnology–forexample,inductionloopsystemsshouldbebuiltintoreceptiondesks,andeitherinductionlooporinfraredsystemsincorporatedintothemainteachingspacesinthebuilding.

Toiletfacilities–wherepossible,theseshouldbedesignedtobeaccessibletobothdisabledandnon-disabledpeople.Theuseofunisexaccessiblefacilitiesmaybepreferabletoseparatetoiletsfordisabledandnon-disabledpeopleinsomepartsofthebuilding.Alltoiletprovisionmustbeaccessibletoambulantdisabledpeople–forexamplewithlevertaps,accessibledoorlocks,etc.

Fireandemergencyegress–whereverpossible,provisionshouldbemadetoenableadisabledpersontoexitthebuildingindependentlyinthecaseofanemergencyorfire.Wherenecessary,refugepointsmaybeincorporatedinthedesign;however,allrefugepointsmusthaveanintercomsystemlinkedtothesecurityofficeandmustbeclearlysignposted.Fireandotheremergencyalarmsystemsmustbebothvisibleandaudible.Alarmbellsorsirensshouldnotbesitedinrefugeareas.

Specificfacilitiesforparticulargroupsofpeople–forexample,wemustensuretheprayerandcontemplationroom(currentlyplannedforthesecondfloor)meetstherequirementsofpeopleofparticularreligiousfaiths.

Theseareindicativeexamplesofimportantdesignfeatures,notanexhaustivelist.

Appendix A: Drafting a brief

Appendix B: Sample questions to use when choosing a project manager or other key members of a design teamWhenchoosingaprojectmanagerorotherdesignteammembers–includingarchitectsandaccessconsultants–itisessentialtoensuretheyhaveexperienceofinclusivedesignandaccessibilityissues.Thisappendixlistssomesamplequestionsforinstitutionstousewhenseekingaprojectmanager,architectoraccessconsultant.

Institutionswillneedtoadaptandsupplementthesetosuittheirownrequirementsandprocurementprocedures.Theyaredraftedwithatenderingprocessinmind,butcouldbeadaptedtosuitarecruitmentexerciseifaninstitutiondecidestorecruititsowninternalaccessspecialist.

Question Issues to consider

Questions relevant to all potential design team members

1 Pleasedescribetwobuildingprojectsyouhavebeeninvolvedinrecently,whichyouconsidertobedesignedinclusivelyasaresultofyourinvolvement.

Youmayasktoseedetailedplansofthebuildingscitedasexamplesand/orseekreferencesfromclientsoftheseprojects.Alsoconsiderseekinginformationaboutthespecificroleofthetendererinrelationtotheseprojects(e.g.askforexamplesofadjustmentsthatweremadetothedesignsspecificallyasaresultoftheirinput).

Analternativeapproachmightinvolvegivingasetofbuildingplansfromapreviousbuildingprojecttothetenderer(s)atinterview,allowingthemashorttimebeforetheinterviewtoexaminetheplans.Theiraccountofthemainaccessibilityissuesrelatingtothatbuildingwillprovideaclearindicationoftheapproachtakenbythetendererandthequalityandusefulnessoftheiradvice.

2Givenallthedifferentregulationsandsetsofstandardsthatexistinrelationtoaccessibility–includingtheDDA,BuildingRegulationsPartM,BritishStandards,CentreforAccessibleEnvironments(CfAE)guidance,etc.–whatbaselinestandardswouldyouusewhenplanningtheaccessibilityofabuilding?

YouneedtobesuretheconsultantwillnotsimplyassessaccessibilityagainsttheBuildingRegulationsPartM,asthiswillnotnecessarilybesufficienttoensuredutiesimposedbytheDDAwillbemetandwillnotnecessarilydeliverfullyaccessibledesigns(seesection3).

Thisquestionshouldalsotellyouwhetherthetendererisawareofanystandardsthatrelatetothespecifictypeofprojecttheywouldbeworkingon.Forexample,ifyouarelookingforanaccessconsultanttoworkonahallofresidencedesignteam,thisquestionmightrevealwhetherthetendererisawareoftheVisitBritainNationalAccessibleSchemeQualityStandard(VisitBritain,2004).

3Inyourwork,whichdisabilityissuesdoyoutakeintoaccount?

Towhatextentdoyougobeyondconsideringtheaccessrequirementsofwheelchair-usersandpeoplewithmobilityimpairments?

Andtowhatextentdoyoufocusoninclusivedesignissuesbeyonddisabilityaccessissues?

Accessconsultantsshouldbelookingatawiderangeofdisabilityissueswhencarryingouttheirwork.Mostconsultantswillconsidertheaccessrequirementsofpeoplewithrestrictedmobility,peoplewhoaredeaf,hardofhearing,blindandpartiallysighted(andthereforetakeintoaccounttheneedforvisual/vibratingfirealarms,inductionloops,contrastingpaintcolours,tactilepaving,etc.).Youmaywishtoestablishwhethertheywillconsidertherequirementsofabroaderrangeofdisabledpeople–forexample,theneedforclearsignagetoassistpeoplewithdyslexia.

Alsoconsidertheextenttowhichyourequireadviceonotherequalitiesissues(e.g.adviceonhowtomakeabuildinginclusiveforpeoplewithafamily,peoplefromdifferentreligiousgroups,transgenderpeople).Insomecasesyoumayneedtolookbeyondanaccessconsultantforsuchadvice.

Appendix B: Sample questions

4aHowwouldyouproposetoconsultandinvolvestaffandstudents(particularlydisabledstaffandstudents)intheworkyoucarryoutunderthiscontract?

and/or

4bForpastprojectsofsimilarsize/complexity,howhaveyouinvolveddisabledpeopleinyourwork?

Agoodaccessconsultantshouldbeabletodescribehowtheyintendtotakeaccountoftheviewsofdisabledpeopletoinformtheirwork,forexamplebyestablishingausergrouporissuingacallforfeedbackfrombuildingusersaboutparticularaccessbarriersthatexist.

Theyshouldalsobeabletorefertoexamplesofpreviousprojectsinwhichtheyhaveinvolveddisabledpeopleorpeoplefromothergroupswhomaybeusingtheproposedenvironment.

5Pleaseconfirmwhowillbeworkingtodeliverservicesunderthiscontractand,specifically,whatthecontributionofeachpersonwillbe.

Alsoconfirmwhetheryouintendtosubcontractanyoftheworkdeliveredunderthiscontract.

Youneedtobesurethatthepeopleyouaremeetingatinterviewwillbethepeoplewhodeliverworkunderthecontract.

Youdonotwanttoappointacontractoronlytofindthattheypasstheworkontoanotherpersonororganisationlackingtherequiredspecialistskillsandexperience.

6 Howdoyouensurethosewhowillbeprovidingservicesunderthiscontracthavetherequiredspecialistskillsandexperienceforthiswork?PleaseprovideCVs/profilesforallstaffwhowillbeprovidingservicesunderthiscontract.

Youshouldbelookingforevidencethatcontractorstaffhaveattendedspecificcoursesand/orhavequalificationsonaccessibilityandinclusivedesignwork.Youmayalsowishtoaskhowlonganytrainingcourseslasted,toensuretheywerenotjustshortone-ortwo-daycourses.

7Ofthepeopleinvolvedindeliveringworkunderthiscontract,howmanyareNRAC-registeredconsultantsandhowmanyareNRAC-registeredauditors?

TheNationalRegisterofAccessConsultants(NRAC)isanindependentregisterofaccreditedaccessauditorsandaccessconsultantswhomeetprofessionalstandardsandcriteriaestablishedbyapeer-reviewsystem.NRACauditorsarequalifiedprimarilytoidentifybarrierstoaccess,whileconsultantshavegreaterconstructionknowledgeandcangofurtherinrecommendingsolutionstoaccessbarriers.Seewww.nrac.org.ukformoreinformation.

Anotherpeer-reviewaccreditationscheme,istheInclusiveEnvironmentsConsultantsSchemeoperatedbytheRoyalInstitutionofCharteredSurveyors–peoplewhohavebeenacceptedontotheschemeregisterareentitledtousethelettersIECaftertheirname.Seewww.rics.orgformoreinformation.

InmostcasesallaccessibilityandinclusivedesignspecialistsareexpectedtobeNRAC-orIEC-registered,ortodemonstrateasimilarlevelofaccreditation/expertise.

Question that is particularly relevant when selecting an access consultant

8Pleaseprovidetwoexamplesofpreviousaccessauditreports/accessstatements*thatyouhaveproducedforotherclients/projects.

Youneedtoknowthatthekindofreportsthisorganisationproduceswillmeetyourneeds.Aretherecommendationsorlistedactionsinthesereportsclear?Howusefulwouldyourinstitutionfindthesereports?

*Deleteasappropriatedependingonwhetheryouareseekinganorganisationtocarryoutanaccessauditofexistingbuildingsortoinputintoanewbuilddesign.

www.ecu.ac.uk

Equality Challenge Unit supports the higher education sector to realise the potential of all staff and students whatever their race, gender, disability, sexual orientation, religion and belief, or age, to the benefit of those individuals, higher education institutions and society. © Equality Challenge Unit. ECU’s publications are produced free of charge to the HE sector. Information can be reproduced accurately as long as the source is clearly identified. Alternative formats are available: E: pubs@ecu.ac.uk, T: 020 7438 1010.Company limited by guarantee, No. 05689975. Registered Charity No. 1114417

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