School of the Built Environment

DesigningDesigningNeighbourhoods for LifeNeighbourhoods for Life

Lynne Mitchell, OISD:WISELynne Mitchell, OISD:WISElmitchell@brookes.ac.uklmitchell@brookes.ac.uk

OISD:WISE, School of the Built Environment

WISEWellbeing in Sustainable Environments research unit

Investigating impacts of the built environment on QoL, wellbeing, physical & mental health

• at all scales from urban form to detailed design

• indoors and outdoors

Evidence-based design guidance, CPD sessions and consultancy

OISD:WISE, School of the Built Environment

WISEInforming policy & practice

• Commissioned by Housing Corp to provide guidance to housing associations on designing dementia-friendly housing schemes

• Dementia research quoted & referenced in• CLG National Strategy for Housing in an Ageing

Society: Lifetime Homes, Lifetime neighbourhoods• Welsh Assembly Government Planning & Inclusive

Design (Access Statements)

• Member of • TCPA/RIBA Eco-towns housing and inclusive

design worksheet working groups• RTPI Quality & Density Task Group

OISD:WISE, School of the Built Environment

Neighbourhoods for LifeDesigning the outdoor environment to improve the quality of life of older people with dementia

• Research project funded by EPSRC EQUAL, 2000-2003

I’DGO (Inclusive Design for Getting Outdoors)

• Research Consortium funded by EPSRC EQUAL, 2003-2011

• www.idgo.ac.uk

OISD:WISE, School of the Built Environment

Neighbourhoods for LifeOutdoor equivalent of Lifetime Homesto support independence in old age

Extension of inclusive design concept to neighbourhood scale

Easy for older people with and without dementia to access, find their way around, use and enjoy and, therefore, inclusive for all

OISD:WISE, School of the Built Environment

Why design for older people?Increasing number of older people in UK,especially over the age of 85For first time, now more people over age of 65 than under 16Likelihood of developing dementia escalates with age

Prevalence Age1 in 1,000 40-651 in 50 65-701 in 20 70-801 in 5 80+

OISD:WISE, School of the Built Environment

Why design for older people?Getting outdoors has many positive benefits

• psychological, physiological, social and physical

Design of built environment directly impacts on people’s ability to get out and about and can effectively make frail older people housebound

OISD:WISE, School of the Built Environment

Challenges

OISD:WISE, School of the Built Environment

Design challengesOlder people are not a homogenous group of people

• Vast age range • Great variety of abilities, lifestyles,

health and mobility levels

But OP face certain physical and mental problems as the illness progresses

OISD:WISE, School of the Built Environment

MobilityOlder people often

• have reduced strength & stamina• take longer to reach destination than average fit younger

adult • develop a shuffling, unsteady gait &/or stooped posture

OP with bone or joint problems • are vulnerable to falls• cannot walk far without pain • struggle to walk up hills • need to rest roughly every 10 mins• are less likely to go out daily

OISD:WISE, School of the Built Environment

Aural and visual impairmentSome hearing loss is often the first major physicalproblem as one ages, especially for men

20% aged 65+ have sight loss that significantly affects their daily life

• 98% aged 65+ wear glasses

People aged 60+ need 3-5 times more light than younger adults

Greater sensitivity to glare and contrasts of dark and light

OISD:WISE, School of the Built Environment

Impaired depth perceptionSharp colour contrasts or patterns on ground can beperceived as steps or holes

Deep shadows contrasting with bright light also seen as level changes

Shiny surfaces look wet & slippery

Busy patterns can cause dizziness

OISD:WISE, School of the Built Environment

Colour agnosiaReduced colour sensitivity due to yellowing of lens of the eye as it ages

Hard to distinguish colours of similar dark or light tones

Combinations of violets, blues and greens hardest to see, reds and oranges easiest

But clear colour contrast is even more important than choice of colour

OISD:WISE, School of the Built Environment

General mental declineOP can take longer to process, react to and recall information or to learn new information

OP can struggle to remember names of people, places and objects (semantic memory) or future tasks e.g. keeping appointments (prospective memory)

Implications when out and about e.g. using pedestrian crossings, finding the way

OISD:WISE, School of the Built Environment

DementiaIrreversible and incurableAlzheimer’s disease is the most common formCognitive, behavioural and personality changesConfusion, spatial orientation and memory problemsSensitivity to stimulationGradual and erratic physical deterioration

OISD:WISE, School of the Built Environment

Some findingsOur participants

• regularly went out alone and generally enjoyed going out

• used a variety of wayfinding techniques• but struggled to remember routes and

purposes of trips• were not able or willing to use maps, written

directions or complicated signage

• recognised and remembered streets, places, buildings and features when

• they were in designs familiar to OP• they were regularly encountered

OISD:WISE, School of the Built Environment

Some findingsOur participants

• no longer drove or used public transport unaccompanied

• avoided new or socially demanding destinations• became anxious or disoriented in complex or busy places

or when startled by loud noises• were less aware of potential dangers and of losing the

way

OISD:WISE, School of the Built Environment

6 design principlesNeighbourhoods for Life are

• familiar• places, buildings and features are recognisable to OPwD and

in designs familiar to them• legible

• a straight-forward network of routes and junctions helps OPwD to know where they are and which way they need to go

• distinctive• the streets give a clear image of where they are, what their

uses are and where they lead• accessible

• OPwD are able reach, enter, use and walk around places they need or wish to visit, regardless of physical, sensory or mentalimpairment

OISD:WISE, School of the Built Environment

6 design principlesNeighbourhoods for Life are also

• comfortable• OPwD are able to enjoy being out of

the house and to visit places of their choice without physical or mental discomposure

• safe• OPwD are able to use, enjoy and

move around the neighbourhood with fear of tripping, falling, being run-over or attacked

68 design recommendations but 17 key features

OISD:WISE, School of the Built Environment

Key design features

OISD:WISE, School of the Built Environment

Key design features 1. Small blocks laid out on an irregular grid(legibility)

• Varying lengths (60m to 100m)• Uncomplicated junctions, preferably staggered,

forked and t-junctions rather than crossroads

OISD:WISE, School of the Built Environment

Key design features 2. A hierarchy of familiar types of streets, including high streets and residential side streets (familiarity)

OISD:WISE, School of the Built Environment

Key design features3. Gently winding streets (legibility)

4. Varied urban form and architecture that reflects local character (distinctiveness)

OISD:WISE, School of the Built Environment

Key design features5. Mix of uses, including plenty of services, facilities and open space (accessibility)

• Housing located no further than 500m from local primary services & facilities including:• general food store• Post Office• GP surgery/health clinic• bank• green space• public transport stops

OISD:WISE, School of the Built Environment

Key design features5. cont. Mix of uses, including plenty of services, facilities and open space (accessibility)

• Housing located no further than 800m from local secondary services and facilities, including:

• shopping centre• a variety of open space: public squares,

parks, allotments, recreation grounds, • library• dentist and optician• places of worship• community and leisure facilities

OISD:WISE, School of the Built Environment

Key design features6. Permeable buffer zones between busy roads and footways e.g. trees, grass verge (comfort & safety)

OISD:WISE, School of the Built Environment

Key design features7. Buildings/facilities designed to reflect uses (familiarity & legibility)

• not a case of traditional versus modern but clarity of good design

OISD:WISE, School of the Built Environment

Key design features8. Obvious entrances to buildings (legibility & accessibility)

OISD:WISE, School of the Built Environment

Key design features9. Landmarks and visual cues (legibility & distinctiveness)

• Variety of historic, civic and distinctive buildings and structures

• Variety of places of interest and activity, e.g. nature reserves, tennis courts

• Variety of aesthetic and practical features in designs OPwD are familiar with and can understand

OISD:WISE, School of the Built Environment

Key design features10. Special/distinctive featuresat junctions (legibility)

OISD:WISE, School of the Built Environment

Key design features11. Wide, flat, smooth, non-slip footways

• Separate to cycle lanes• Clean and well maintained• Plain and non-reflective • In clear colour and textural

contrast to walls and traffic calming measures

OISD:WISE, School of the Built Environment

Key design features12. Frequent pedestrian crossings with audible and visual signals suitable for OP (safety)

OISD:WISE, School of the Built Environment

Key design features13. Level changes only when unavoidable (accessibility)

• Gentle slopes rather than steps for slight level changes

• Choice of steps and ramp with max. gradient 1:20, for greater level changes

• Steps/ramps clearly marked and well lit with handrails and non-slip, non-glare surfaces

OISD:WISE, School of the Built Environment

Key design features14. Clear signs throughout

(legibility)• Minimal signs giving simple,

essential and unambiguous information at decision points

• Directional signs on single pointers

• Locational signs for primary services perpendicular to the wall

OISD:WISE, School of the Built Environment

Key design features14. cont. Clear signs throughout

(legibility)• Large, realistic graphics in clear

colour contrast to background, preferably with dark lettering on a light background

• Non-glare lighting and non-reflective coverings

OISD:WISE, School of the Built Environment

Key design features15. Sturdy public seating with back rests and preferably arm rests (comfort)

• Every 100-125m• In warm, soft materials e.g. wood

OISD:WISE, School of the Built Environment

Key design features16. Enclosed bus shelters, with seating and transparent walls or large clear windows (comfort & safety)

17. Ground level toilets (accessibility, comfort & safety)