Design Studies 10, 20, 30

(a)	Investigate the accessibility principles of universal design, including: equitable use; flexibility in use; simple and intuitive use; presence of perceptible information; tolerance for error; low physical effort; and, size and space for approach and use.
(b)	Differentiate between user-centred design and universal design.
(c)	Research ways in which design has resulted in exclusion of individuals from accessing objects or spaces.
(d)	Identify individuals, groups and organizations that have advocated for change in design thinking and individual and systemic dispositions toward design.
(e)	Examine ethical and economic reasons for inclusion of universal design in all design processes.
(f)	Explain how universal design facilitates empowerment and self sufficiency among individuals and organizations encountering designed spaces, objects or events.
(g)	Describe ways in which universal design is beneficial to all individuals regardless of life stage or physical abilities.
(h)	Create an inventory of universal design features in school and community spaces.
(i)	Explore the benefits of universal design applications such as levered doorknobs, taps in sinks and tubs, strategically placed assisted lifts and grab bars, governors on water heaters, adjustable height cupboards and tables, no barrier entries to buildings in single family dwellings and multi-unit residential dwellings.
(j)	Propose universal design improvements that would enhance user experiences with a variety of private and public spaces and products.
(k)	Suggest considerations required in the design process to develop products and places that are accessible to people with a wide range of abilities, to the greatest extent possible.
(l)	Explain why universal design is important to include in all spaces, not just industrial, commercial or publicly accessed buildings and spaces.

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