New Ways of Looking at Disability Across the Curriculum

Activity 2: Accessibility Audit

Resources and Materials: Handouts B-2 & B-3
Outcome(s): Examine disability issues from the perspective of seeing disability as a social issue
Suggest ways to make the world more accessible to persons with disabilities

This activity is meant to engage students in the evaluation of a specific public space.
Assemble students in groups of 2-4
Ask the students to evaluate the accessibility of a public space in your community. This could be the
school (or a specific area of the school, for example, the gymnasium and locker rooms), a government
building, a community centre, an office building, or a retail store.

Using the materials provided, conduct an

accessibility audit of Xavier Hall.
You won't have time to complete a full
audit, but pay particular attention to the
spaces we use in our daily interactions
with each other and with resources and
spaces.
Take a checklist with you!

- 32 -

New Ways of Looking at Disability Across the Curriculum

Handout B-2. Guidelines for Universal Design

(This material is adapted from: Mace, Hardie, & Place, 1990; Salmi, n.d.)

What is Universal Design?

Universal Design means that all buildings, exterior spaces, products, and other environments should be
designed to be used by all people. Universal Design encourages designers to consider the needs of a wide
range of people when designing something instead of adding accessible features after the fact. When
something is designed with universal design features, people with all sorts of abilities and needs can access
the space. For example, a ramp or level access into an apartment building allows a person who uses a
wheelchair to easily access the building. It also allows a parent to move their childs stroller, a person to wheel
their bicycle in and out, and a delivery person to bring in a heavy appliance.

Fixed Accessible Features

Wide, passable doors: Doors that provide at least an 81.5 centimetre/32-inch, clear opening.
An accessible route: A clear path (generally at least 91.5 centimetres/36 inches wide) connecting all
accessible features and spaces. This requirement means there can be no steps or stairs at the entrance to the
building or unit and that a complete set of living facilities must be on one level unless all levels are connected
by a ramp, lift, or elevator.
Clear floor spaces: Specified floor areas around fixtures, such as toilets, tubs, showers, and sinks must be
clear to allow people using wheelchairs to maneuver. The clear floor areas can be partially covered by
removable elements such as cabinets. Careful design can avoid major increases in room size.
Controls within easy reach and easily operated: Light switches, thermostats, electrical receptacles,
faucets, and other controls should be mounted between 122 centimetres/48 and 137 centimetres/54 inches
above the floor (depending on the direction of approach) and be used with one hand. They should also not
require treat force or grasping power.
Visual alarms: If warning signals are provided, such as smoke and/or fire alarms, they must be both visual
and auditory, or an outlet must be provided which will connect a portable visual signal device into the alarm
system.
Reinforcing for grab bars: Wood blocking or other reinforcing must be placed in specific locations in walls
around showers, tubs and toilets to facilitate the simple addition of grab bars at a later time.
Ramps: Wheelchair ramps should be built with no less than a 1:12 ratio. That is, for every 2.5 centimetres/1
inch of height, the ramp should be at least 30 centimetres/12 inches long.

- 33 -

New Ways of Looking at Disability Across the Curriculum

Adjustable Features
Segments of countertops over knee spaces at work surfaces and sinks should be adjustable in height from a
standard height of 91.5 centimetres/36 inches to a low of 71 centimetres/28 inches to allow use by people who
must sit down to prepare food. The kitchen sink should be included in the adjustable counter segment and its
plumbing can be connected with flexible supply pipes and removable segments or slip joints in the drain pipe.
Stoves and other appliances may also include adjustable features at the option of the owner, builder, or
designer.

Signs
Placement of signs: Signs to destination zones, restrooms, and exit signs should be placed above eye level,
and with appropriate lighting, taking care to avoid glare. It is also important to place signs at regular intervals,
particularly at decision points. This is important in large buildings with long corridors, buildings with many
visitors such as airports, hospitals, sports facilities, and other buildings where the layout is complicated.
Clarity of the signs: All signs should be easy to read under any condition. The letters of the sign should be
large, easy to read, and the colour of the letters should stand out from the background colour. The signage
should be carefully lit to prevent any glare that causes the sign to be unreadable. The text should be paired
with a picture that is clearly understood a feature that is useful to non-readers. For emergency exit signs, in
addition to signs that are mandated by code, exit signs should be placed on the wall low enough to that a
person in a wheelchair can reach it, and it should contain raised images, text, and Braille, if possible. This
additional exiting signs should be placed in consistent locations.
Colour: Colour on signs should be used consistently. For example, if there is more than one destination
zone, use signage that is paired with a graphic and reinforced with a colour such as orange. The orange
colour should be obviously repeated in the destination zone as well as the accompanying exit.

Communication
Website accessibility standards: All websites should follow basic web accessibility standards.
Plain language: All text and supporting documents should be available in clear and simple language.
PDF accessibility: If PDF documents are provided, the same document should also be available in another
format that is accessible to screen-readers such as HTML, Word, or plain text.
Format: Alternate formats such as Braille or large print should be available for all printed materials.
Sign language: If requested, interpretation services should be available for those who require them.

- 34 -

New Ways of Looking at Disability Across the Curriculum

Handout B-3. Accessibility Audit: Public Space

(This material is adapted from: Mace, Hardie, & Place, 1990; Salmi, n.d.)

Location:

Xavier Hall

Date: Jan. 31, 2014

Conducted By: Meg
General Interior Area
If there are stairs, is there also a ramp or elevator?

Are all areas of the space wide enough for a wheelchair?

Are all interior doorways wide enough for a wheelchair?

Do all doors have lever handles?

Is the flooring slip-resistant?

If there is a front counter, is its height appropriate for a wheelchair user?

Can the chairs be moved away from desks, tables, etc.?

Are there raised letters or a raised symbol on the washroom door?

Does the cubicle door swing outwards?

Is there a grab bar beside the toilet?

Is there enough clear floor space beside the toilet for a wheelchair user to transfer onto the
toilet?

Is the faucet operable with closed fist or automatically controlled?

Is the sink at an appropriate height?

Is there a sidewalk leading from the street to the entrance?

Is there a curb ramp at the sidewalk?

Does the ramp have an acceptable height/length ratio?

Is there a level route from outside the exterior door to the interior of the building?

Is the threshold at the entrance acceptable (1.25 centimetres/1/2 inch or less)?

Does the main entrance door have an automatic door opener?

Is the entrance door wide enough for a wheelchair?

Washroom

Exterior

Entrance Doors

- 35 -

New Ways of Looking at Disability Across the Curriculum

Parking
Are there wheelchair accessible parking spaces associated with the facility?

Is the parking lot level?

Is there a vertical sign indicating that the parking space is for vehicles for persons with
disabilities?

Signs

Is there an exterior sign with the name and address of the facility?

Is the sign noticeable as you approach the facility?

Are the characters on a contrasting background?

Is there a telephone available equipped with volume control for people with are hearing
impaired?

If the organization has a website, is it accessible?

If someone requires Sign Language Interpretation, can they request it?

Is printed material available in alternate formats (electronic, Braille, large print)?

Is printed material written in plain, clear language?

Communication

Key Observations/Notes:
Maintenance can sometimes be an issue - ie snowstorms, weather conditions. Brick stones uneven in some areas and
not always well cleared during bad weather.

For any questions answered no, please provide details:

In general, building is somewhat accessible but does require a great deal of work to become fully accessible. Overall maintenance
is an issue, as the building is so old, this hinders accessibility.

What recommendations do you have to improve accessibility?

Upkeep should be improved, as well as renovations to areas of the building that are aging and un accessible would likely be
easier and less costly than patching things. Due to the weather in the area, it is critical that ramps, walkways, sidewalks, etc
are kept well cleared and salted to help eliminate potential hazards.

- 36 -