Since the Help America Vote Act (HAVA) in 2002 that addressed improvements to voting systems and voter access through the use of electronic technologies, electronic voting systems have improved in U.S. elections. However, voters with disabilities have been disappointed and frustrated, because they have not been able to vote privately and independently (Runyan, 2007). Voting accessibility for individuals with disabilities has generally been accomplished through specialized designs, providing the addition of alternative inputs (e.g., headphones with tactile keypad for audio output, sip-and-puff) and outputs (e.g., audio output) to existing hardware and/or software architecture. However, while the add-on features may technically be accessible, they are often complex and difficult for poll workers to set up and require more time for targeted voters with disabilities to use compared to the direct touch that enable voters without disabilities to select any candidate in a particular contest at any time. To address the complexities and inequities with the accessible alternatives, a universal design (UD) approach was used to design two experimental ballot interfaces, namely EZ Ballot and QUICK Ballot, that seamlessly integrate accessible features (e.g., audio output) based on the goal of designing one voting system for all. EZ Ballot presents information linearly (i.e., one candidate’s name at a time) and voters can choose Yes or No inputs that does not require search (i.e., finding a particular name). QUICK Ballot presents multiple names that allow users to choose a name using direct-touch or gesture-touch interactions (e.g., the drag and lift gesture). Despite the same goal of providing one type of voting system for all voters, each ballot has a unique selection and navigation process designed to facilitate access and participation in voting. Thus, my proposed research plan was to examine the effectiveness of the two UD ballots primarily with respect to their different ballot structures in facilitating voting performance and satisfaction for people with a range of visual abilities including those with blindness or vision loss. The findings from this work show that voters with a range of visual abilities were able to use both ballots independently. However, as expected, the voter performance and preferences of each ballot interface differed by voters through the range of visual abilities. While non-sighted voters made fewer errors on the linear ballot (EZ Ballot), partially-sighted and sighted voters completed the random access ballot (QUICK Ballot) in less time. In addition, a higher percentage of non-sighted participants preferred the linear ballot, and a higher percentage of sighted participants preferred the random ballot. The main contributions of this work are in: 1) utilizing UD principles to design ballot interfaces that can be differentially usable by voters with a range of abilities; 2) demonstrating the feasibility of two UD ballot interfaces by voters with a range of visual abilities; 3) providing an impact for people with a range of visual abilities on other applications. The study suggests that the two ballots, both designed according to UD principles but with different weighting of principles, can be differentially usable by individuals with a range of visual abilities. This approach clearly distinguishes this work from previous efforts, which have focused on developing one UD solution for everyone because UD does not dictate a single solution for everyone (e.g., a one-size-fits-all approach), but rather supports flexibility in use that provide a new perspective into human-computer interaction (Stephanidis, 2001).

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Although Universal Design (UD) was initially an architectural construct, the term is now used in a wide range of disciplines including education. Proponents believe that implementing UD principles will meet the needs of the broadest range of learners; not with a “one size fits all” answer for everyone, but rather through flexible curricular materials and activities. Skeptics argue that UD principles cannot be successfully transferred from one discipline (architecture) to another (education). Using the critical analytical tools of the immanent critique, genealogy, and the ideal type critique (Skrtic, 1995); the practical and theoretical benefits, advantages, and potential as well as the challenges, problems, and limitations of Universal Design in education are explored in this study. Finally, the implications of UD in teaching, learning, and possible areas for future research are discussed. Using a mixed method research approach of qualitative and quantitative research methods, I conducted a study that specifically explores educators’ and students’ perceptions of UD aligned teaching practices and their influence on the teaching and learning of students, and assesses the differences and similarities between student learning in two comparable classes studying the same senior high novel unit: with one class using UD aligned practices and the other class using traditional methods. While my study was unable to determine if implementing the principles of UD improved learning outcomes, it supports the notion that UD may help teachers provide more inclusive educational settings.

Although Universal Design (UD) was initially an architectural construct, the term is now used in a wide range of disciplines including education. Proponents believe that implementing UD principles will meet the needs of the broadest range of learners; not with a “one size fits all” answer for everyone, but rather through flexible curricular materials and activities. Skeptics argue that UD principles cannot be successfully transferred from one discipline (architecture) to another (education). Using the critical analytical tools of the immanent critique, genealogy, and the ideal type critique (Skrtic, 1995); the practical and theoretical benefits, advantages, and potential as well as the challenges, problems, and limitations of Universal Design in education are explored in this study. Finally, the implications of UD in teaching, learning, and possible areas for future research are discussed. Using a mixed method research approach of qualitative and quantitative research methods, I conducted a study that specifically explores educators’ and students’ perceptions of UD aligned teaching practices and their influence on the teaching and learning of students, and assesses the differences and similarities between student learning in two comparable classes studying the same senior high novel unit: with one class using UD aligned practices and the other class using traditional methods. While my study was unable to determine if implementing the principles of UD improved learning outcomes, it supports the notion that UD may help teachers provide more inclusive educational settings.

This thesis investigates the role of prior experience of products and its affect upon interaction. It has been shown within this work that technological experience of products is related to age, and that this has implications for the success of subsequent interaction. This research adds weight to a growing body of literature that has identified age related and generational differences toward product interaction. Implications for intuitive design such as the use of familiar features and icon design are also identified. The adoption of a novel inclusive design approach, framing interaction using an interactional, behavioural model, is proposed as a potential method to identify issues that cause unnecessary interactional complexity. The effect of prior experience and design upon interaction was investigated by performing three main experimental studies that assessed individuals’ performance with products and identified the problems real users’ experience through inadequate product design. The findings reveal that older participants’ ability to learn and transfer knowledge for successful product interaction may be adversely affected by design. Older users recognised fewer features and iconic warning symbols than younger users, and this appears to place them at a disadvantage in terms of learning and intuitive interaction. Technological experience was found to decrease with age, further compromising older users’ ability to draw accurate inference from products. The contribution of this work is to provide the design community with new knowledge and a greater awareness of the diversity of user needs, and particularly the needs and skills of older people. The hope is that the awareness of this knowledge can, in turn, assist toward the community’s development of better design methods. The approach introduced can be applied to new and existing products alike and can aid the development of products that are more accessible and easier to use for a wider proportion of the population.

Master of Landscape Architecture / Landscape Architecture/Regional and Community Planning / Howard D. Hahn / The absence of participation in physical activity is a public health concern for all people, but even more of a problem for the estimated 52 million Americans with disabilities (Rimmer 2005). Besides the physical health benefits derived from physical activity, when a trail leads through a natural setting, research shows that significant sensory and cognitive benefits can also be gained which leads to greater well-being (Maller et al. 2005; Hull and Michael 1995; Kaplan 1995; Irvine and Katherine 2002). Furthermore, when trails are planned and constructed in natural settings, most of the attention is directed at minimizing environmental impacts at the exclusion of maximizing the physical, sensory, and cognitive experience of users. This shortcoming is compounded when the user has disabilities. Besides typical disability concerns related to mobility, disabilities to be better accommodated in trail design also include vision and hearing impairments. The focus of this research is investigating how trail planning and design in natural settings can better provide for the physical, sensory, and cognitive experience of users, particularly those users who have disabilities. Findings informed the development of Natural Trail Design Guidelines prepared for the City of Manhattan Parks and Recreation Department who is seeking to improve the City’s existing natural trails. Sample designs for trail enhancements at Anneberg Park and the Konza Prairie near Manhattan, Kansas were proposed. Once implemented and assessed to be found successful, the Natural Trail Design Guidelines might be transferable to other locations.

Master of Regional and Community Planning / Department of Landscape Architecture/Regional and Community Planning / Katherine Nesse / Most adults have grown accustomed to the current design orientation of their communities; however, as adults grow older they will be hard pressed to maintain their current lifestyle and level of activity in their community. This research identifies the importance of incorporating accessibility and usability elements into the streetscape of a community to encourage the integration of seniors into community life. One of the four pillars of the Main Street approach is design. This encompasses the design of building facades, streetscapes, and public spaces. This research looks at the Kansas Main Street program and investigates its success in furthering usability and accessibility of streetscapes in rural communities experiencing an aging population and infrastructure. My thesis is if the Main Street organizations of Kansas were concerned about the access and use of streetscapes for elderly populations, their concern would be expressed in development plans and practices through their Main Street program undertakings. Through this research, I have found that while rural communities see the value in accessible streetscapes their primary barrier to creating them is a financial one.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 162-173).

Purpose: This is a pilot study to investigate gaze strategies for coping with glare when performing a simple visual task under intense contra light viewing conditions. Method: Twenty-four normally sighted participants were recruited for this study. They consisted of a young subgroup (n=12), aged 21-29 (mean = 25.3 ± 2.5), and an older subgroup (n=12), aged 51-71 (mean = 57.3 ± 6.1). Visual acuity (VA) and Brightness Acuity testing (BAT) were used to assess central vision. Participants were required to locate and approach (from 15m) a small platform that was contra lit by a powerful light source. Upon arrival at the platform, participants were required to insert a small ball into a similarly sized receptacle. An ASL Mobile Eye (Bedford, MA) eye tracker was used to monitor gaze position throughout until the task was completed. Scene and pupil videos were recorded for each participant and analyzed frame by frame to locate the participant’s eye movements. Results: Two participants (one from each subgroup) adopted aversion gaze strategies wherein they avoided looking at the contra lit task for more than 50% of the task completion time. For the remainder of the experimental trial, these two participants were either looking toward the glare source or blinking. The other twenty-two participants opted to endure the contra light condition by gazing directly into the glare for the majority of the task completion time. An individual t-test between the younger iv subgroup’s BA scores vs. the older subgroup’s BA scores was statistically significant (p<0.05). Significantly poorer BAT scores were found in the older subgroup, however, individual participant’s BAT scores did not necessarily predict the ability to cope with a contra lit glare source. Although, statistically significant differences were not found between the two subgroups when examining their VA and length of time to complete the course, a trend was found, as the older subgroup consistently had poorer VA scores and took longer to complete the course. Further research must be completed with a larger sample size to fully understand the glare aversion strategies one must elicit when dealing with a contra lit glare source within the built environment, and to confirm the three glare strategies proposed by this pilot study.

A product pair is two products with similar functionality that satisfy the same high level need but are different by design. The goal of this research is to apply association rule-based learning to product pairs and develop universal design rules to be used during the conceptual design phase. The Apriori algorithm produced 1,023 association rules with input parameters of 70% minimum confidence and 0.5% minimum support levels. These rules were down-selected based on the prescribed rule format of: (Function, Typical User Activity) ? (Change, Universal User Activity). In other words, for a given product function and user activity, the rules suggest a design change and new user activity for a more universal product. This research presents 29 universal design rules to be used during the conceptual design stage. These universal design rules suggest a parametric, morphological, functional, or no design change is needed for a given user activity and product function. No design change rules confirm our intuition and also prevent inefficient design efforts. A parametric design change is suggested for actionfunction elements involving find hand use to manipulate a product. Morphological design changes are proposed to solve actionfunction elements in a slightly more complex manner without adding or subtracting overall functionality. For example, converting human energy to mechanical energy with the upper body opposed to the lower body or actuating fluid flow with motion sensors instead of manual knobs. The majority of the recommended functional changes involve automating a product to make it more universal which might not be apparently obvious to designers during conceptual design.