Contents ----------------- Preface ----------------- Introduction 1.1 Background 1.2 The Development of “Universal Accessibility” 1.3 Objectives 1.4 Study Methods and Framework ----------------- Universal Accessibility in the Built Environment 2.1 The Challenge in Hong Kong 2.2 Aging Population 2.3 Universal Accessibility in External Areas, Open Spaces and Green Spaces 2.4 Major Issues 2.5 The Way Forward ----------------- Best Practices and Guidelines 3.1 Access Route 3.2 Connectivity and Interfacing Elements 3.3 Landscaped Spaces 3.4 Furniture, Equipment and Fittings 3.5 Way Finding, Orientation and Signage 3.6 Detectable Surfaces 3.7 Colour and Luminous Contrast 3.8 Lighting 3.9 Safety 3.10 Management and Maintenance ----------------- Photo Gallery 4.1 Access Route 4.2 Connectivity and Interfacing Elements 4.3 Landscaped Spaces 4.4 Furniture, Equipment and Fittings 4.5 Way Finding, Orientation and Signage 4.6 Detectable Surfaces 4.7 Colour and Luminous Contrast 4.8 Lighting ----------------- Appendices A1 Case Study 1 - Rehabilitation Complex in Wong Chuk Hang A2 Case Study 2 - An External Public Space in Ma On Shan ----------------- Acknowledgements ----------------- References ----------------- View or Download PDF

3. Best Practices and Guidelines     3.1 Access Route 3.2 Connectivity and Interfacing Elements 3.3 Landscaped Spaces 3.3.1 Introduction 3.3.2 Physiological Aspect 3.3.3 Psychological Aspect 3.3.4 Social Aspect 3.3.5 Economical Aspect 3.3.6 Design Considerations for Landscaped Spaces     3.3.7 Sensory Gardens   3.3.7.1 An Overseas Example   3.3.7.2 A Local Example     3.4 Furniture, Equipment and Fittings 3.5 Way Finding, Orientation and Signage 3.6 Detectable Surfaces 3.7 Colour and Luminous Contrast 3.8 Lighting 3.9 Safety 3.10 Management and Maintenance 3.3.7.2 A Local Example — A Sensory Garden in a Special School     This is a unique renovation project of an external space within the compound of a special school. In fact, it is the first purposely built sensory garden in Hong Kong providing holistic training in an outdoor environment. The garden was open for use by the students in January 2006. The objective of the project is to provide an outdoor environment that caters for a full range of educational and physical activities, and at the same time provides students the opportunity for rehabilitation and social skill training.   The school with boarding facilities has slightly over a hundred students, aged 6 to 16, with severe mental impairment. Many of them also have multiple physical disabilities. Therefore, both accessibility and sensory stimulation are given the highest priority in the design of the garden.   Various proprietary and tailor-made facilities are provided along the travel path amidst the serene landscaped setting. All the facilities are designed to cater for flexible use and the activities are suitable for various class sizes so as to tie in with the school’s curriculum and events. The garden offers an inviting venue for enjoyment not only by the students but also for the staff, parents, volunteers and visitors. Best Practices Observed       (a) Sensory stimulations for different experiences   (b) Wide spectrum of activities for users with different abilities         (a) Sensory stimulations for different experiences     Multi-sensory features stimulate the students’ senses of touch, hearing, and sight. However, features with components such as loosely laid pebbles would require close supervision when they are used by the school children (3.3.7.2a).     Talking tubes promote various physical and social skills, such as speaking, listening, selfexpression and communication (3.3.7.2b).     Specially designed acoustic device is installed on colourful floor matting and set back in a spacious pocket from the main circulation path for easy access by the users (3.3.7.2c). Sensation awareness and connection with the surrounding environment and nature is positively promoted by listening to the sounds of the wind, blowing leaves, and singing birds, etc.     Low-lying herbaceous flowers are planted within reach around seating benches that are inlaid with colourful tiles (3.3.7.2d). Integration of planting and seating promotes close contact with nature and appreciation of natural beauty.         3.3.7.2a  Outdoor multi-sensory feature   3.3.7.2b  Different play modes to encourage physical and social interaction                 3.3.7.2c  Audio play components are provided at different range of reach   3.3.7.2d  Playful seating bench (b) Wide spectrum of activities for users with different abilities     The same multi-sensory feature is provided at various reachable heights to allow participation by different groups of users (3.3.7.2e). Seating is provided nearby for children with low physical strength; sharp edges and corners are avoided.     Low-effort games offered by stimulating panels in bold graphic and bright colours (3.3.7.2f).     A mini-grotto, installed in a safe and protected setting, evokes the urge to explore. The artificial rockery adds a new dimension to the garden. Inside the tunnel, children can appreciate the strong contrast with the outside — light verse dark, dry verses wet, busy verses tranquil, exposure verses enclosure (3.3.7.2g).     The ballgame area is designed in an informal setting accessible via different pathways in different floor finishes. In addition, the large low-level goal fosters a positive sense of achievement for the players. Sizable openings with four outlets allow four users to play at the same time (3.3.7.2h).     Unidirectional swings with adaptable seats equipped with special safety device cater for children with various special needs (3.3.7.2i).         3.3.7.2e  Play features with variety and diversity   3.3.7.2f  Low-effort games to meet different needs                     3.3.7.2g  A specially designed mini-grotto                   3.3.7.2h  Positive sense of achievement can be developed during playtime                   3.3.7.2i  Specially designed swings to meet special needs