An integrated literature review of the current discourse around universal design in the built environment - is occupation the missing link?

PURPOSE: To synthesise current literature regarding applications of universal design (UD) to built environments that promote social participation, identify areas of agreement and areas requiring further attention and development. Occupations refer to personally meaningful activities, which people need, want or must do as part of their daily life. MATERIALS AND METHODS: Recently published literature (January 2011-December 2017) relevant to UD and built environments, and pertaining to any discipline or professional area, were identified via a systematic search of databases in the EbscoHOST platform. The person-environment-occupation (PEO) model was chosen as a theoretical framework for the review, which included a sample of 33 peer reviewed journal articles. RESULTS: The current discourse is driven more by description, discussion, and commentary than empirical approaches; although, a combination of quantitative, qualitative, and mixed methods approaches was employed. Much of the current discourse on UD and the built environment focuses on the person and the environment, with the occupations carried out in built environments and the interaction between these domains not referred to in much detail. CONCLUSIONS: Including occupations, social participation, multi- and trans-disciplinary collaboration, and multicultural perspectives in the ongoing discourse around UD would enable the concept to reach its full potential as a medium for social justice. Implications for Rehabilitation The universal design (UD) process must account for the occupations that people perform in the built environment. Multi-disciplinary research and development, using multiple methods, is the most appropriate approach to investigate the application of UD to the built environment. Key areas of contention within the current discourse include meaningful inclusion of non-professional stakeholders, tensions between embracing and eliminating diversity and how professional education should be delivered.

Evaluating Universal Design in Built Environments - A Scoping Project.

This project aimed to scope existing methods of evaluating the application of universal design to built environments and to explore relevant knowledge of key stakeholders, such as architects, access consultants and people who experience disability. The project commenced in 2017. Ethics approval was gained and a mixed methods approach was employed. Methods of data collection included electronic survey and in-depth interview. Early survey findings are reported in this paper. A descriptive approach was used to analyse quantitative data. A total of 157 survey responses were received from across Australia (83%) and internationally (16.6%). Preliminary findings indicate that most survey respondents (72%) had been involved in the process of applying universal design to the design of built environments. Although evaluating the application of universal design was rated as "extremely important" by 85% of respondents, only 36% had such experience. Of these, 74% had used specific tools for this purpose. Non-standardised checklists and access audits were the most frequently used and preferred tools. Overall, stakeholders perceived themselves to have 'some knowledge' on universal design theory and application. This project offers insight into how universal design is understood and applied to the design of built environments. Findings suggest that evaluation is less common than application and that there is a need to strengthen existing methods of evaluation to provide greater detail on universal design processes and outcomes.

Working with Policy and Regulatory Factors to Implement Universal Design in the Built Environment: The Australian Experience.

Built environments that are usable by all provide opportunities for engagement in meaningful occupations. However, enabling them in day to day design processes and practice is problematic for relevant professions. The purpose of this phenomenological study was to gain greater understanding of the policy and regulatory influences that promote or hinder the uptake of universal design in built environments, to inform better future design. Focus groups or telephone interviews were undertaken with 28 key building industry and disability stakeholders in Australia. Four themes were identified: the difficulties of definition; the push or pull of regulations and policy; the role of formal standards; and, shifting the focus of design thinking. The findings highlight the complexity of working within policy and regulatory contexts when implementing universal design. Occupational therapists working with colleagues from other professions must be aware of these influences, and develop the skills to work with them for successful practice.

Readiness for interprofessional learning: a cross-faculty comparison between architecture and occupational therapy students.

Health and wellbeing includes a need for built environments to accommodate and be inclusive of the broadest range of people and a corresponding need to ensure graduates are ready to engage in this field of interprofessional and inter-industry practise. All too often, interprofessional education in higher education is neglected with a tendency towards educational silos, particularly at a cross-faculty level. This paper reports on an initiative that embedded universal design practice education into the curricula of first year architecture and third year occupational therapy students and evaluated the impact on students' readiness for interprofessional learning. The Readiness for Interprofessional Learning Scale (RIPLS) was given to students at the beginning and end of the semester during which students participated in a variety of online and face-to-face curriculum initiatives. Results showed that at the beginning of semester, occupational therapy students were significantly more positive about interprofessional learning than their architecture counterparts. Post-results showed that this trend continued but that occupational therapy students became less positive on some items after the interprofessional learning experience. This study provides insights into the interprofessional learning experiences of a group of students who have not previously been studied within the available literature.

Community mobility in the context of universal design: inter-professional collaboration and education.

BACKGROUND/AIM: The design of built environments is a critical factor in facilitating participation for all community members. This study aimed to explore key stakeholders' views on the role and collaboration of occupational therapists and architects in relation to universal design and the built environment. This study is currently the only research to focus on the needs and practices of both occupational therapy and architecture in universal design. The results have implications for both clinical practice and professional education, and highlight an area of developing interest in occupational therapy. METHODS: Focus groups and semi-structured telephone interviews were conducted with key stakeholders involved in the design of built environments. Data from these interviews were analysed qualitatively, using codes of interpreted meaning which were then organised into themes. RESULTS: Three main themes emerged in relation to inter-professional collaboration around universal design: 'form vs. function', 'the earlier the better' and 'universal design as a specialist area'. DISCUSSION/CONCLUSIONS: Although there are areas of synergy between occupational therapy and architecture in universal design, each profession has its own strengths and skills to bring to the design process. Given the multidisciplinary nature of ensuring designs support participation in occupations and roles, both professions could benefit from opportunities to meaningfully collaborate during professional education and in the workplace.