1. The Global Alliance on Accessible Technology and Environments (GAATES)
UNICEF
Forum on Assistive Devices
Presentation by
Betty Dion
Past President
The Global Alliance on Accessible Technology and Environments (GAATES) *

2. The Mission of GAATES
The Mission of GAATES is to promote the understanding and implementation of accessibility of the sustainable built, social and virtual environments, … so that everyone, including people with disabilities and older persons are able to fully participate and contribute to society.
Case study in Mexico to explain

3. Universal Design and Accessibility
The promotion of Universal Design (UD) is a general obligation of States Parties in the UN Convention on the Rights of Persons with Disabilities and is defined by Article 2:

4. Accessibility Article 9:
Overarching article of the UN CRPD

5. UNIVERSAL Design recognizes that Assistive Devices can enable inclusion

6. Universal Design
Universal Design, is the design of products, services and environments that can be used by anyone to the greatest extent possible, regardless of ability or disability, without the need for adaptation, modification or special design.

7. Principle 1: Equitable Use
The design is useful and marketable to people with diverse abilities.
Means of use is identical or equivalent for all users
No one is segregated or stigmatized
Safety and security are equally available to all users

8. Principle 1: Equitable Use - Examples
Picnic tables with an extended top allow people using wheelchairs to enjoy equitable use of the same table as their company
Ramped entry instead of stairs, this works for everyone – including persons using mobility aids.

9. Principle 2: Flexibility in Use
The design accommodates a wide range of individual preferences and abilities.
Provide choice such as right or left-handed use
Allow for different levels of accuracy
Allow for people who may do things at a different pace

10. Principle 2: Flexibility in Use - Examples
A sewing table that is designed to accommodate persons seated at a chair or who use a wheelchair.
Choice of heights of handrails makes safety available regardless if people are taller or shorter; child or adult

11. Principle 3: 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.
Keep it simple
Consider what the user may be expecting
Allow for different literacy and languages
Provide prompts and feedback

12. Principle 3: Simple and Intuitive Use - Examples
Assembly instructions that are simple and use graphic images will be helpful to all users, including those with limited literacy or use different languages
Recognized emergency colours for a fire pull and easily recognized function make the fire pull intuitive to use

13. Principle 4: Perceptible Information
The design communicates information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.
Use different ways of presenting information (pictorial, verbal, tactile)
Make it easy to provide directions or instructions
Create compatibility for different devices or techniques used by people with sensory disabilities

14. Principle 4: Perceptible Information - Examples
Raised tactile features including raised images allow for everyone to experience a site map.
Tactile warnings not only warm someone with vision disability, this alerts everyone about the upcoming stairs.

15. Principle 5: Tolerance for Error
The design minimizes hazards and the adverse consequences of accidental or unintended actions
Arrange commonly used elements where most accessible and hazardous elements either removed or shielded
Provide warnings and fail safe features
Encourage concentration where it is needed

16. Principle 5: Tolerance for Error - Examples
Guards and edge protection provide a tolerance for error when using this ramp
A warning sign with both text and graphics alert everyone to a potential danger.

17. Principle 6: Low Physical Effort
The design can be used efficiently and comfortably and with a minimum of fatigue.
Allow for user to be in a neutral body position
Use operating forces that are reasonable
Minimize repetitive actions
Minimize the need for a sustained physical effort

18. Principle 6: Low Physical Effort - Examples
The primary entrance to the school is a ramp – this accommodates all students, including those using mobility aids
A water pump modified with a long lever and a seat both reduce the effort required to operate the pump.
By Sustainable sanitation [CC BY 2.0 ( via Wikimedia Commons

19. Principle 7: 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.
Provide a clear line of sight whether sitting or standing
Allow for a comfortable reach whether sitting or standing
Allow for different hand or grip sizes
Provide space for someone using an assistive device or the assistance of another person or support animal

20. Principle 7: Size and Space for Approach and Use -Examples
The walkway leading to the series of shops is wide and level. It provides sufficient space for a wheelchair user to manoeuvre, as well as for people to easily pass by persons using mobility aids.
A classroom with accessible desks and that can accommodate a student using a mobility aid. Set up provides sufficient clear width for the student to get to the front of the class if necessary.

21. Universally Inclusive Design Examples
An historical building that has been made accessible by adding a new ramp, but in the style of the old building, using similar materials.
The ramp is provided at the front entrance area, without taking away from historical significance or integrity.

22. Universally Inclusive Design Examples
Child communicating using sign language via a smartphone. This type of technology can also be used by persons just wishing to have a voice conversation by video.
Enables sharing information, including emergency information and notification.

23. Universally Inclusive Design Examples
A washroom with clear space both in front of and beside a toilet allows for maximum use of the facility.
There is sufficient space in the washroom to accommodate an assistant or parent.

24. Universally Inclusive Design Examples
As part of the building fit up, an assistive listening system can be a benefit to regular users such as students and staff, and a benefit to visitors such as parents and presenters.

25. Examples of Poor Design that is not Universally Inclusive
Lack of proper maintenance at a curb makes it dangerous.
Accessibility must be considered in the design of sidewalks and public routes. This sidewalk is uneven, the light posts are in the way of the clear route and there is no proper curb ramp to cross the street.

26. Examples of Poor Design that are not Universally Inclusive
Ramps steeper than 1:12 are dangerous for everyone. Especially if there is no curb and/or handrail.

27. Examples of Poor Design that are not Universally Inclusive
In this example, a building has been made accessible by creating an accessible entrance at the back of the building. Although physically accessible, it is not inclusive and promotes a sense of segregation.

28. GAATES website: www. GAATES. org info@GAATES. org www
GAATES website:
GAATES Contact Info