About Us
- Partners & Associates
- Contact Us
- Conferences
- 2018 Universal Design & Higher Education in Transformation Congress
- 2015 - Education Across the Continuum: Innovating through Universal Design
- 2007 Inaugural Conference: "Universal Design for the 21st century: Irish & International Perspectives"
- Welcome Address and Introduction
- Universal Design for the 21st Century: Irish & International Perspectives
- Universal Design in the Irish Context
- Designing a more Inclusive World
- Universal Learning for the 21st Century
- Designing as a Moral Enterprise: TRIL Researchers Reflect on the Centrality of the Person
- Universal Design in the Built Environment: The Irish Context
- MOSAIC - An Overview
- Supporting Industry in the Development of Design for All (DfA) curriculum
What is Universal Design
Built Environment
- Launch of The Universal Design Guidelines for Early Learning and Care settings
- Residential Long Term Care Settings for Older People
- eLearning Module, Buildings for Everyone: Central Bank of Ireland
- Building for Everyone
- Housing
- Shared Space
- Walkability Auditing
- Shared Education Campuses
- Homes for Smart Ageing Universal Design Challenge
Products & Services
- I.S. EN 17161: 2019 Design for All-Accessibility following a Design for All approach in products. goods and services - Extending the range of users
- Webinar - A Universal Design for All Approach: Methods for a Culture of Co-Design
- Customer Communications Toolkit for Services to the Public - A Universal Design Approach
- Foreword
- Introduction
- Glossary of Terms
- Written Communication
- Spoken and Signed
- Digital Communication
- Web Content Accessibility Guidelines (WCAG) 2.1
- Writing for the Web
- Content Quality
- Links and Microcontent
- Titles and Descriptions
- Designing and Developing Usable Websites
- Online Forms
- Error messages
- Password and Login Details
- Time-out Messages
- CAPTCHAs
- Search
- Multimedia, Images and Colour
- Accessibility based on WCAG 2.1
- Mobile Web Content and Apps
- Accessibility Statements
- Apps for Smart Phones and Devices
- Email and Newsletter Guidance
- Accessible Documents
- How to make accessible documents
- Telephone Based Systems
- SMS Based Communication
- Social Media Guidance
- Communication Design Question Sets
- List of Checklists
- Customer Engagement in Energy Services
- Customer Engagement in Tourism Services
- Guidelines on Body Size
- Technical Guidelines for in Home Displays
- Universal Design Guidance and the ICF
Technology
- Web accessibility techniques
- Developer's introduction and index
- DEV 1 - Provide an accessible page structure and layout
- DEV 1-1 - Use headings to convey the structure of your content
- DEV 1-2 - Ensure text is displayed correctly .
- DEV 1-3 - Code lists of items semantically, using native HTML list elements
- DEV 1.4 – Provide meaningful links
- DEV 1.5 – Do not misuse semantic markup
- DEV 1.6 – Maintain a logical tab and reading order and provide a clear focus indicator
- DEV 1.7 – Provide adaptive or responsive layouts
- DEV 1.8 – Provide an accurate and informative page title
- DEV 1.9 – Specify the default language of the page and any language changes
- DEV 1.10 – Provide native HTML 5 for elements and ARIA for landmarks
- DEV 1.11 – Use clear and simple language
- DEV 2 - Design accessible navigation
- DEV 3 – Ensure images, video and audio are accessible to everyone
- DEV 4 - Keep tables and data representation simple
- DEV 5 – Provide accessible forms
- DEV 6 – Ensure custom widgets are accessible
- DEV 7 – Code according to best practices
- DEV 8 – Use ARIA appropriately
- DEV 9 – Always test your site with users who have access needs
- DEV 1 - Provide an accessible page structure and layout
- Designer's introduction and index
- DES 1 - Provide a consistent and flexible design
- DES 2 – Design accessible navigation
- DES 2.1 – Provide effective navigation based on recognised conventions
- DES 2.2 – Provide additional navigational aids
- DES 2.3 – Allow users to skip blocks of information easily
- DES 2.4 – Maintain a logical tab and reading order and provide a clear focus indicator
- DES 2.5 – Use simple mobile gestures for interaction
- DES 3 - Use accessible design to communicate information
- DES 4 – Ensure images, video and audio are accessible to everyone
- DES 5 – Design accessible interactions and feedback
- DES 6 – Always test your designs with users who have access needs
- Content provider's introduction and index
- CP 1 - Write accessible text
- CP 1.1 – Structure your content to help users scan for key information
- CP 1.2 – Use clear and simple language
- CP 1.3 – Provide alternatives for images, video and audio content
- CP 1.4 – Aim for maximum consistency
- CP 1.5 – Style to maximise readability
- CP 1.6 – Keep tables and data representation simple
- CP 1.7 – Provide meaningful links
- CP 1.8 – Provide simple form instructions and feedback
- CP 2 – Create accessible web pages
- CP 3 – Create accessible MS Word documents
- CP 4 – Create accessible MS PowerPoint documents
- CP 4-1 - Use slide masters in PowerPoint
- CP 4.2 – Use the main title box as a heading
- CP 4.3 – Specify table headers and titles
- CP 4.4 – Name and title files in a helpful way
- CP 4.5 – Give each slide a title
- CP 4.6 – Provide Alt text for each image
- CP 4.7 – Specify the language of the content
- CP 4.8 – Check your work is accessible
- CP 5 – Create accessible PDFs
- CP 6 – Always test your content with users who have access needs
- CP 1 - Write accessible text
- Developer's introduction and index
- Universal Design for ICT
- Web and mobile app accessibility
- Research: Measures to Improve Accessibility of Public Websites in Europe
- Research: Technology for Older People
- Archive: Irish National IT Accessibility Guidelines
- Telecoms
- Guidelines for Telecoms Accessibility - Priority 1
- 1.1 Ensure that all operable parts are reachable by people of all heights and people sitting in a wheelchair or buggy
- 1.2 Ensure that displays are within sight of people of all heights and people sitting in a wheelchair or buggy
- 1.3 Ensure that controls are adequately sized and sufficiently spaced to be operated by people with limited dexterity
- 1.4 Ensure that operation requires minimal strength, grip and wrist twisting
- 1.5 Ensure that the device can be operated using only one hand
- 1.6 Ensure that users with restricted or no vision can use all functions of the device
- 1.7 Ensure that all outputs under the control of the device can be perceived by users with restricted or no vision
- 1.8 Ensure that videophones provide accurate reproduction of text and sign language
- 1.9 Ensure that all outputs under the control of the device can be perceived by users with restricted or no hearing
- 1.10 Ensure compatibility with assistive technologies
- 1.11 If using telephone cards, ensure that the card can be inserted into the card reader in its correct orientation without requiring vision
- 1.12 Use the simplest language possible for instructions and outputs and, in visual displays, supplement it with pictorial information
- 1.13 Do not cause the display to flash at a frequency of above 2Hz
- 1.14 Ensure that users can get to the device along an unobstructed path and operate it from a stable position
- 1.15 For Interactive Voice Response (IVR) systems, provide an equivalent service through an accessible channel
- Guidelines for Telecoms Accessibility - Priority 2
- 2.1 Allow sufficient time to accommodate the slowest users
- 2.2 Ensure that the user interface and task flow is similar across different functions and remains the same across repeated visits
- 2.3 When deploying more than one version of a device, ensure that the user interfaces are similar
- 2.4 Ensure that videophones allow simultaneous text dialogue
- 2.5 Do not require users to remember a fixed supplied PIN
- 2.6 Provide for users with multiple impairments
- Guidelines for Telecoms Accessibility - Printable Version
- About Telecoms Accessibility
- Checklist for Telecoms Accessibility
- Planning & Procurement
- Design & Development
- Testing, Assessment and Quality Assurance
- Guidelines for Telecoms Accessibility - Priority 1
- Application software
- Guidelines for Application Software Accessibility
- Guidelines for Applications Software - Priority 1
- 1.1 Ensure that users have access to the operating system accessibility tools, without affecting application functionality
- 1.2 Ensure compatibility with assistive technologies
- 1.3 Adhere to all user-selected system settings for input and output
- 1.4 Adhere to the standard keyboard access methods
- 1.5 Do not require use of a pointing device
- 1.6 Ensure that all information can be perceived by users with restricted or no vision
- 1.7 Ensure that all information can be perceived by users with restricted or no hearing
- 1.8 Do not cause the screen to flash at a frequency of above 2 Hertz
- 1.9 Use the simplest language possible for instructions, prompts and outputs and, where possible, supplement it with pictorial information or spoken language
- 1.10 Ensure a logical tab order for controls, input fields and other objects
- 1.11 Provide descriptions and instructions for all accessibility features
- 1.12 Provide accessible documentation, training and support materials
- Guidelines for Applications Software - Priority 2
- 2.1 Allow sufficient response time to accommodate the slowest users
- 2.2 Ensure that the user interface and task flow is similar across different functions
- 2.3 Adhere to the operating system user interface guidelines
- 2.4 Provide accessible packaging, installation and configuration tools
- 2.5 Provide for users with multiple impairments
- Guidelines for Application Software Accessibility - Printable Version
- About Application Software Accessibility
- Checklist for Application Software Accessibility
- Planning and Procurement
- Design and Development
- Testing, Assessment and Quality Assurance
- Smart Cards
- Public Access Terminals
- Guidelines for Public Access Terminals Accessibility
- Public access terminals - Priority 1
- 1.1 Ensure that all operable parts are reachable by people of all heights and people sitting in a wheelchair or buggy
- 1.2 Ensure that displays are within sight of people of all heights and people sitting in a wheelchair or buggy
- 1.3 Ensure that controls are adequately sized and sufficiently spaced to be operated by people with limited dexterity
- 1.4 Ensure that operation requires minimal strength, grip and wrist twisting
- 1.5 Ensure that the terminal can be operated using only one hand
- 1.6 If using a touchscreen or contact-sensitive controls, do not require that it is touched by a body part
- 1.7 Ensure that users with restricted or no vision can use all functions of the terminal
- 1.8 Ensure that all outputs can be perceived by users with restricted or no vision
- 1.9 Ensure that all outputs can be perceived by users with restricted or no hearing
- 1.10 Use the simplest language possible for instructions, prompts and outputs and, where possible, supplement it with pictorial
- 1.11 If using cards, ensure that the card can be inserted into the card reader in its correct orientation without requiring vision
- 1.12 If using biometric identification, provide an alternative access security mechanism for users who do not possess the required biological characteristic
- 1.13 Do not cause the screen to flash at a frequency of above 2Hz
- 1.14 When installing the terminal, ensure that users can get to it along an unobstructed path and operate it from a stable position
- 1.15 Ensure that an equivalent service is available through an accessible channel for users who cannot use the terminal
- Public access terminals - Priority 2
- 2.1 Allow sufficient time to accommodate the slowest users
- 2.2 Provide a way for the user to cancel the whole transaction at any point and retrieve any items they have inserted
- 2.3 Ensure that the user interface and task flow is similar across different functions and remains the same across repeated visits
- 2.4 When deploying more than one version of a terminal, ensure that the user interfaces are similar
- 2.5 Do not require users to remember a fixed supplied PIN
- 2.6 Provide for users with multiple impairments
- 2.7 Provide training or assistance for new users
- 2.8 Ensure privacy and security during use
- Guidelines for Public Access Terminals Accessibility - Printable Version
- About Public Access Terminals Accessibility
- Public access terminals (checklist)
- Planning & procurement
- Design Development
- Testing, assessment & Quality Assurance
- Digital TV equipment and services
- Guidelines for Digital TV equipment and services
- Consumer equipment
- Hardware, connectivity and set-up
- Ensure that packaging is safe and easy to open
- Include all essential accessories
- Ensure that external connections are easy to reach, clearly marked and secure
- Automatically tune in and number channels and inform users of changes
- Allow operation without the remote control
- Ensure that users can easily restart the equipment after a failure
- Allow users to select preferences on initial set-up, with universal defaults
- Provide a headphone facility with separate controls
- On-screen interfaces
- Make navigation and menu selection easy
- Ensure that information can be understood by all users
- Ensure that text and graphics are readable by users with limited vision or reading disorders
- Ensure that information is available to users with no sight
- Ensure that information is available to users who are deaf or hard of hearing
- Ensure that users know when content access services are available
- Ensure that users always know what is happening
- Eliminate the risk of causing seizures
- Allow individual users to quickly configure the user interface according to their needs and preferences
- Remote controls
- Ensure that the remote control is as simple as possible, given the required functionality
- Ensure that the remote control can be used with low physical effort
- Ensure that the remote control can be used by people with limited vision
- Ensure that the remote control can be used without requiring sight
- Ensure that the remote control can be used by people who have difficulty reading or understanding text or symbols
- Provide convenient access to essential universal design features via the remote control
- Content access service provision
- Spoken output
- Documentation and consumer information
- Programme Content
- Flashing Content
- Text and graphics displayed within a programme
- Language translations
- Subtitles for people who are deaf or hard of hearing
- Ensure that subtitles are easy to read
- Ensure that subtitles match the timing of on-screen activity
- Subtitle all relevant audio content
- Ensure that subtitles provide equivalent information
- Adopt recognised good practice style guidelines for subtitling where they exist
- Test the quality of subtitles and invite audience feedback
- Audio description
- Sources of information used for the guidelines on audio description
- Prioritise programmes according to the costs and benefits of audio description
- Describe the most relevant visual content
- Ensure that descriptions are accurate and unfiltered
- Insert descriptions between the programme sounds
- Adopt a style that is easy to listen to and unobtrusive
- Use language and a style of delivery that is consistent with the programme content
- Adopt a language and style that is suited to the audience
- Adopt recognised good practice style guidelines where they exist
- Test the quality of audio description and invite audience feedback
- Spoken subtitles
- Sign Language Interpreting
- Sources of information used for the guidelines on sign language interpreting
- Prioritise programmes according to the costs and benefits of signing
- Ensure that the signing is understandable
- Ensure that the signer is easy to see and read
- Ensure that the timing of signing is relevant to the on-screen activity
- Ensure that interpretations provide equivalent information
- Use language and a style of delivery that is consistent with the programme content
- Test the quality of sign language interpretation and invite audience feedback
- Customer Service
- Develop universal customer service policies and procedures
- Train staff in universal customer service
- Ensure that public premises are accessible to and usable by all customers
- Use appropriate means to communicate with customers
- Where possible, provide personal assistance
- Ensure that customers are aware of the universal design features of products and services
- Additional Resources
- Television Viewers Experiences: Case Studies
- Legislation & regulation
- Standards
- References & Bibliography
- About these Guidelines
- Guidelines at a glance
- Guidelines for Digital TV equipment and services
- Telecoms
- Archive: Guidance for Online Public Services
Awards & Education
- Ireland eGovernment Awards
- Irish Internet Association Awards (IIA)
- ***Grand Challenge Student Awards***
- 2022 Universal Design Grand Challenge Student Awards
- Info for educators
- Info for students
- 2020 Universal Design Grand Challenge Student Awards
- 2019 Universal Design Grand Challenge Student Awards
- 2018 Universal Design Grand Challenge Student Awards
- 2017 Universal Design Grand Challenge Student Awards
- 2016 Universal Design Grand Challenge Student Awards
- 2015 Universal Design Grand Challenge Student Awards
- 2014 Universal Design Grand Challenge Student Awards
- Challenges and Hackathons
- RIAI Universal Design Award
- 2013 RIAI Universal Design Award
- 2014 RIAI Universal Deisgn Award
- 2015 RIAI Universal Design Award
- 2016 RIAI Universal Design Award
- 2017 RIAI Universal Design Award
- 2018 RIAI Universal Design Award
- 2019 RIAI Universal Design Award
- 2020 RIAI Universal Design Award
- 2021 RIAI Universal Design Award
- 2022 RIAI Universal Design Award
- Homes for Smart Ageing Universal Design Challenge
- IDI Design Awards
- Education
- Third level education
- Integrating Universal Design Content in Third Level Curriculum
- Background
- International Review of Teaching Universal Design on Design Curricula
- Findings from the Primary Research
- Discussion and Recommendations
- Summary
- Bibliography
- Appendix A: Questionnaire
- Appendix B: Questionnaire Responses Excerpts and Discussion
- Appendix C: Universal Design in Trinity College Dublin Policy
- Appendix D: Universal Design Draft Course Outlines
- Integrating Universal Design Content in Third Level Curriculum
- Second level education
- Continuous Professional Development
- Resources: Books & Articles
- Third level education