Purpose and Rationale for Resolution and its Relevance to Psychology
The purpose of the resolution (PDF, 60KB)opens in new window is to provide a policy statement that will affirm APA's support of the full participation and inclusion of persons with diverse needs and abilities. Specifically, the resolution advocates for a move toward universal design principles throughout all of APA's actions, programs, and polices, including, but not limited to (a) education (accessibility of facilities, course materials, and educational opportunities in APA-accredited doctoral programs), (b) training programs (accessibility of facilities and training opportunities in APA-accredited internship programs), (c) clinical practice (accessibility of facilities, test design, assessment and intervention methods, communication, or education throughout the provision of psychological services), and (d) research (both basic and applied as it pertains to the principles of Universal Design). In addition, the resolution advocates for a move toward universal design principles in membership programs and policies (accessibility of APA facilities, conventions, and meetings).
Importance to Psychology and Society as a Whole
“The term “universal design” was coined in the early 1970s by Ronald Mace . . . [of] North Carolina State University . . .” (Scott, McGuire, & Shaw, 2003, p. 371) through his personal experience of practicing architecture while disabled (North Carolina Office on Disability and Health [NCODH], 2004; NCODH, 2007). Universal design is the process of creating products and built environments to be usable by all people, to the greatest extent possible, without the need for adaptation (Burgstahler, 2012; NCODH, 2004, 2007). It aims to meet the broadest spectrum of abilities regardless of age, ability, or life status. Ultimately, universal design concepts benefit everyone and promote a more inclusive environment for individuals with disabilities. Although universal design may have the most obvious benefits for people with disabilities, other traditionally under-represented groups also benefit from universal-design principles. For example, restrooms can be designed to be used by everyone, regardless of gender or gender expression. Issues of intersectionality are critical to the application of universal design principles.
Universal design incorporates basic principles of equitable use, flexibility, simple and intuitive features, information communicated effectively, minimization of hazards with error, low physical effort, and appropriate size and space for approach and use. Examples of the application of universal design principles include the following:
- Principle 1: Equitable use demonstrates the advantage of having products that are usable and marketable for diverse needs, such as curb cuts that benefit individuals with wheelchairs, strollers, rolling bags, or carts, which help address the needs of individuals with disabilities and age-related impairments, those who are parents, and others (Burgstahler, 2012; NCODH, 2004, 2007);
- Principle2: Flexibility in use accommodates a wide range of preferences and abilities, such as the presentation of education on information boards or displays that offer the option to read or listen to the content, which could help individuals with disabilities, temporary impairments, age-related sensory changes, or varying levels of education (Burgstahler, 2012; NCODH, 2004, 2007);
- Principle 3: Simple and intuitive use focuses on making products easy to understand regardless of knowledge, education, and language skills, such as clear signage that is easy to follow and recognize for directions or to indicate important resources at events or throughout buildings (Burgstahler, 2012; NCODH, 2004, 2007);
- Principle 4: Perceptible information communicates the content effectively regardless of ambient conditions or the user's sensory abilities, such as the use of captioning on televised programs or videos, which applies to presentations at professional meetings or conferences (Burgstahler, 2012; NCODH, 2004, 2007);
- Principle 5: Tolerance for error minimizes hazards or adverse consequences, such as implementing safety guards on equipment or software applications that might be used by students, professionals, or clients, and provides guidance or corrections for unintended selections (Burgstahler, 2012; NCODH, 2004, 2007);
- Principle 6: Low physical effort promotes products that increase efficiency and comfort and decrease problems with fatigue, such as the implementation of automatic door openers, which increases access to buildings (Burgstahler, 2012; NCODH, 2004, 2007);
- Principle 7: Size and space for approach allows for use regardless of body size, posture, or mobility, such as making desks, work spaces, and offices with variable height surfaces (Burgstahler, 2012; NCODH, 2004, 2007).
As the examples help demonstrate, these principles can be applied to the planning and design of built environments, communities, products, technology, instruction, and the provision of services (Burgstahler, 2012; NCODH, 2004, 2007). Products that may be essential for individuals with disabilities can be beneficial for all. Classrooms, work settings, and offices can incorporate plans for variable height surfaces, maneuverability, and setups for auditory or visual presentations or instruction. Planning for meetings should address parking, routes to entrances, building entrances, routing within meeting spaces, the meeting space, and the presentation of information (NCODH, 2004). Health care facilities can apply universal design principles to improve accessibility and increase usability by a wider range of clientele (NCODH, 2007). Furthermore, designing for universal access from the start prevents the need for more costly and often less pleasing adjustments that are implemented later and are frequently only set up to be used for special circumstances. The concept has inspired a move from accessibility accommodations toward a process of designing for human diversity (Gill, Kewman, & Brannon, 2003).
There are increasing diversity needs within society as improvements in modern medicine and increasing life expectancies have helped more people to live with various injuries, illnesses, and disabilities.
Currently, individuals with disabilities make up 18.7% of the civilian, non-institutionalized population, and there exists considerable diversity in the experience and needs of individuals with disabilities that impact physical, sensory, emotional, or cognitive functioning (U.S. Census Bureau, 2010). Accommodations that are meant for “special needs” can be stigmatizing and expensive (Carpenter & Paetzold, 2013; Corrigan, 2014; Green et al., 2005; Markowitz, 1998; Sartorius, 2006; Van Brakel, 2006). Furthermore, the burden often falls on the individual with the disability to advocate or arrange for accommodations. Impairments in functioning become more disabling when activity is limited by structural or environmental features.
Despite progress made by the Americans with Disabilities Act, there continue to be attitudinal, architectural, and socio-political barriers that exclude individuals from full participation in their communities (Carpenter & Paetzold, 2013; Chan et al., 2009; LaVigna, 1995; Marini & Stebnicki, 2012; Powell, 2013; Whiteneck et al., 2004; Yuker, 1988).Moreover, significant challenges due to minority statuses, including social and ethnic background or disability, continue to impact access to higher education and result in underrepresentation within the workforce, access to the health systems (Plantinga, 2012; Powell, 2013; U.S. Census Bureau, 2010).
Representative Scientific and Empirical Findings Related to the Resolution
Psychological research has clearly demonstrated the negative impact of limited access, stigmatization, and discrimination (Carpenter & Paetzold, 2013; Corrigan, 2014; Green et al., 2005; Sartorius, 2006; Van Brakel, W. H., 2006; Markowitz, F. E., 1998). There is a loss of valuable potential when individuals with diverse needs are not included in all aspects of the community, research, and policy making (Carpenter & Paetzold, 2013; Chan et al., 2009; LaVigna, 1995; Marini & Stebnicki, 2012; Powell, 2013; Whiteneck et al.,
2004; Yuker, 1988).Notable health disparities have been observed among underserved or marginalized populations that result, at least in part, from institutional limitations on service and resource access for those with diverse identities (Johnson & Woll, 2003). The benefits of full inclusion are not only experienced by those individuals not currently served, but also can be fully realized by the greater society as well.
Stigmatization and ongoing barriers for those with diverse needs impact the pursuit of higher education and employment across occupational fields and impact the involvement of individuals with disabilities in the field of psychology. There is currently a gap in the research on providing culturally competent supervision to trainees that recognizes disability as an aspect of human diversity, and little is known about the impact of diversity as an individual move through training and into more competitive placement for internships, post-doctoral fellowships, and early career positions (Andrews et al., 2013; Lund, Andrews, & Holt, 2014). However, universal design principles help to promote inclusivity and increase culturally competent training and supervision approaches for recognizing disability as a form of diversity (Powell, 2013).
Furthermore, psychological practices can address problems with limited involvement of disabled individuals in higher education, research and access to health care by the application of universal design principles in all facilities and through the presentation of information (NCODH 2004, 2007). Psychologists are in a unique position to promote education on diverse identities and barriers to access and provide clinical services to meet the psychological and health needs of consumers. Therefore, it is important that psychologists have a model that incorporates universal design in education, training, and provision of services.
Likely Degree of Consensus
The Resolution received support from APA boards and committees. APA has a long and established history of promoting full participation, recognition of diversity factors, understanding of disability and other diverse identities, promotion of equal opportunities, and advocacy for issues that reduce health disparities. APA was involved in the developmental processes leading to the passage of the Americans with Disabilities Act. It seems fitting that APA would serve as a role model through its affirmation of the importance of incorporating universal design principles that extend accommodations to meet the widest spectrum of diversity needs.
Likely Impact on Public Opinion or Policy
The Resolution will position APA to continue its commitment to full participation and serve as a model for improving the recognition of diverse needs throughout education, training, and the provision of psychological services.