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Design

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Kelsey Palmer

on 19 February 2015

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Transcript of Design

Ecological Perspective & Universal Design
design by Dóri Sirály for Prezi
- A connection of an individual to it's environment
-Person-environment relationship
What is an Ecological Approach?
-Recently, attention to accessibility has increased
-More people are involved to make accessible environments
-Communication is important
-However definitions of accessibility, usability, and universal design differ among groups
Why is this important?
Ecological Approach

Setting: City

- An Individual with Crutches
- An Individual in a wheelchair
- An Individual who is blind



What are some barriers that people with a disability face?
Purpose: Define and Discuss the three concepts concerning person environment relationships, accessibility, usability, and universal Design
Accessibility, Usability, and Universal Design- positioning and definition of concepts and describing person environment relationships
What is your definition?
-Accessibility

-Usability


Accessibility
- Is the encounter between the person's or group's functional capacity and the designs and the demands of the physical environment
- Refers to compliance with official norms and standards
- Objective in Nature
- Based on three steps
1. Personal component
2. Environmental component
3. Combo
Usability
- A person should be able to use, to move around, be in and use, the environment on equal terms with other citizens
- Mainly Subjective
- Is the measure of effectiveness, efficiency, and satisfaction
- Based upon 4 steps:
1. Personal component
2. The environmental component
3. Activity Component
4. Interaction of steps 1-3
Universal Design
- "Design for all"
- Represents an approach to design that incorporates products as well as building features
- Is a process
Flourishing Through Leisure:
An Ecological Extension of the Leisure and Well-Being Model

Ecological perspective
Strengths approach
Grounded on a social model of disability

TR services directed toward helping the individual as well as changing social and physical environments
Flourishing Through Leisure:
Framework for TR
"Therapeutic recreation is the purposeful and careful facilitation of
quality leisure experiences
and the development of
personal and environmental strengths
, which lead to greater
well-being
for people who, due to challenges they may experience in relation to illness, disability, or other life circumstances, need individualized assistance to achieve their goals and dreams"
Social Model of Disability
"Disability stems from the failure of society to adjust to meet the needs" of individuals with disabilities
Universal design- society and environments contribute to disability

7 Principles of Flourishing Through Leisure Model
The participant is at the center of TR services
The participant's goals, dreams, and aspirations drive the TR process
The participant is seen within the rich contexts of the environments in which s/he participates
The TR specialist considers all aspects of the participant holistically: psychological, emotional, social, cognitive, physical, spiritual, as well as leisure, which permeates all domains
Both the participant's individual strengths and the environmental strengths and resources are taken into account during the TR process
The participant's strengths and the environmental strengths and resources nourish a flourishing life
TR services are outcomes based and reflect the multidimensionality of human well-being and quality of life
"Person in the Environment"
Environmental interventions
-Enhancing leisure experiences
-Building strengths & resources

Role of CTRS: Enhance Leisure Experience
Universal Design Planning
Scenario 1: Apple picking

Scenario 2: Community Picnic

Scenario 3: Ice Skating Rink
Perceived Environmental Barriers to Recreational, Community, and School Participation for Children and Youth with Physical Disabilities
Objective: To describe parent perceptions of environmental barriers to recreational, community, and school participation for children with physical disabilities
Methods
Design: Longitudinal Study
Setting: Ontario Canada, General Community

Participants: 427 parent-child pairs
- Children between 9-11 yrs old
- Range of health and developmental problems

Date collection: Questionnaires
Results
-According to parents, the highest overall impact of barriers was associated with school and work
- Followed by physical and structural environment and policies
- The lowest impact was general attitudes at home and in the community
Results Continued
- Perceived environmental barriers increased with age

- Reflect changes in school environment

-Expectations for independent participation

-Less involvement or presence of parent

- Parent's attitudes influencing children's emotional and
behavioral functioning

" Although we cannot always change a child's functional abilities, in most circumstances, we can enhance participation by minimizing disabling gaps between a child's capabilities and the social and physical demands of the environments in which children live, learn, play and develop."
How can TR help these children in school systems overcome barriers to build strength and enhance participation?

Social and attitudinal environments
Built and natural environments
Availability of programs
Build leisure skills and knowledge
Savoring leisure
Authentic leisure
Leisure gratification
Mindful leisure
Virtuous leisure
Development of interests, preferences, talents, abilities, skills and competencies
Increased leisure knowledge and awareness
Clarification or discovery of aspirations for leisure
Role of CTRS: Enhance Leisure Experience
Facilitate leisure environments
Real choices for leisure
Typical lifestyle rhythms
Social supports
Facilitate inclusive environments
-Physical accessibility
-Administrative inclusivity
-Programming inclusivity
Role of CTRS: Develop Strengths & Resources
Facilitate strengths and resources across 5 life domains:
Psychological/emotional
Cognitive
Social
Physical
Spiritual


Developing Strengths & Resources
Psychological and emotional:

Strengths in the person
-Capacity for happiness, emotion regulation, self-determination, competence, optimism

Resources in the environment
-Positive behavioral support, natural cues and consequences, quiet space in public areas, high expectations and positive attitudes
Cognitive:

Strengths in the person
-Ability to attend, concentration, following directions, memory, problem solving

Resources in the environment
-Environmental cues and modifications, quiet spaces, activity adaptations
Developing Strengths & Resources
*Populations? Interventions?
*Populations? Interventions?
Social:

Strengths in the person
-Communication skills, interpersonal skills, friendship skills, leadership skills, social confidence

Resources in the environment
-Inclusivity and diversity, opportunities to engage in meaningful social roles, trained staff, peer support development
Developing Strengths & Resources
*Populations? Interventions?
Developing Strengths & Resources
Physical:

Strengths in the person
-Physical health, mobility,
fitness, energy and vitality, physical activity skills

Resources in the environment
-Safe environments, universal design, adapted equipment, affordability, home/community recreation resource development



*Populations? Interventions?
Developing Strengths & Resources
Spiritual:

Strengths in the person
-Hope and inspiration, sense of meaning and purpose, peace of mind, reflection of wisdom, self-actualization, sense of connectedness

Resources in the environment
-Culture of hope, support and encouragement, proximity to nature, quiet places, places of spiritual nourishment, beauty and aesthetics in the environment

*Populations? Interventions?
Outcomes of TR Experienced by Participants
Flourishing life and well-being across several domains in enriched environments

Personal strengths

Environmental resources
Therapeutic Recreation Interventions
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