9. Recommendations related to training

9.1.1. This chapter sets out recommendations for the training of designers, implementers and promoters.

9.1.2. These recommendations have been drawn from the research evidence described in Chapters 5 and 6 of this research report, and support the recommended principles on inclusive engagement and inclusive physical design measures described in Chapters 6 and 8.

9.2.1. The theme of improved guidance and training was evident from all the sources considered in the research and reflects evidence from the good practice examples identified.

• Literature Review (LR12) – Engineers and designers should have the opportunity to be trained to design for vulnerable road users.
• Disabled Street User Focus Groups (FGE15) - Training should be introduced for planners and designers in inclusive design principles, including how to approach inclusive engagement. This training should include current technical advances and products to aid accessibility as well as coverage of equalities legislation.
• Interviews with Designers, Implementers and Promoters (DIP20) - There should be more widely available inclusive engagement training for designers and all those involved in the decision-making process, to encourage a fuller understanding of the needs of communities and groups with a wide range of different disabilities and the various needs associated with both visible and non-visible disabilities.

9.3.1. Training for designers, implementers and promoters will contribute to the success of developing and supporting good inclusive design practice at all stages of design development. The challenge is to develop and implement training (reaching a sufficiently broad part of the designer community) that is practical and applicable, and that ultimately seeks not to limit the designer but to liberate the design process.

9.3.2. The development of any course developed by one professional perspective will lose the insight and appreciation that another profession would bring. When considering the different professions in the development of street design, which is illustrated by 'Link and Place' (Jones 2008^[17]) these are Transport Planners, Urban Planners, Traffic Engineers and Urban Designers. This 'team composition' (as outlined in the DfT Mixed Priority Routes Guidance^[18]) contributed to the formation of Manual for Streets^[19] and was considered a key attribute to successful mixed priority schemes.

9.3.3. Therefore, the development of guidance and training needs to be undertaken with consideration of the different professions that are likely to be involved in leading and implementing engagement and design.

9.3.4. Principle 17: The training of designers, implementers and promoters and those involved in the design process such as access panels needs to convey a greater appreciation of the following key aspects pertaining to inclusive design:

• The PSED outlined under the Equality Act 2010 requires the design process to support the existing disabled street user's level of amenity and to seek opportunities to enhance this level of amenity. An understanding of the principles of inclusive engagement, recording, responding and undertaking EQIAs are functions of these duties.
• That the level of access is not only function of the street design but also relates to the individual person and their access needs.
• The importance of understanding how different street features can impact both negatively and positively on the level of access for disabled street users with different impairments, and the value of engagement with those affected to collaboratively understand and develop an agreed design.
• The requirements (both in terms of timeframes and budget) for inclusive engagement such that projects are appropriately scoped and budgeted at the commissioning stage. This should include consideration of the time and budget requirements for arranging and booking accessible venues, for the provision of plans in accessible formats, communication tools, engagement tools (such as walkthroughs), interpreters, personal assistance, etc.
• The different accessible communication methods and physical engagement tools (and their effectiveness) for disabled street users with different impairments.
• The skills and knowledge required to undertake Equality Impact Assessments informed by an appreciation of the perspectives and needs of disabled street users with different impairments.

9.4.1. The development of specific training material is outside the scope of this research study, but the following recommendations will support the development of training courses and materials to support the principles set out in section 9.3.

• Training material should include detailed information on good practice case studies and inclusive engagement principles.
• Training material should include detailed examples (ideally with practical demonstration) of how street design materials can be shared with disabled street users in an accessible way, including walk-throughs, 3D visualisations, material samples, etc. The training should highlight the advantages and limitations of the different approaches.
• Training material should include examples of enabling and disabling street features (from the perspective of their impact in enabling or hindering access for disabled street users) and illustrate the impact on a range of disabled street users with different impairments. The material should represent the impact on disabled street users from their perspective.
• Training material should be of a high standard to allow for it be delivered in a consistent manner that supports the individual in acquiring the knowledge and skills to support positive and co-operative engagement with disabled street users.
• Professional institutions should require a minimum level of training on inclusive design process for compliance to Engineering Council chartership or Transport Planning Professional status.
• Access Panels / Design Panels should require a minimum level of training on inclusive design process to better support designers.

9.4.2. Further research is recommended into the development of training materials / courses and the identification of the most appropriate delivery mechanisms to support the principles set out above. Further research should engage with professional bodies and disability design advisory groups to support the training development.

9.5.1. The research team has identified some potential training approaches and resources that could support the development of an appreciation of the complex and personal nature of disability, as well as inclusive design challenges:

• In the one-to-one discussion with designers, reference was made to attendance at a workshop presented by an Access Consultant. The Consultant presented video footage of various disabled street users negotiating a street environment which the designers found very insightful and he reflected that it had changed his perspective as a designer.
• Similarly, the RNIB has produced the video 'Getting Around London With Visual Impairment'^[20] in which the street user explains the challenges of the streetscape.
• Strathclyde Partnership for Transport's 'School Transport Pick Up and Drop Off' (PUDO) assessment developed by MVA Consultancy^[21] included training and definition manuals, a training video on the key principles of the assessment process and videos of the training examples.

9.5.2. A similar approach could be taken with other DPOs co-producing a suite of videos, with the same streetscapes being negotiated by a range of disabled street users with different impairments and levels of adaptation / personal assistance. This could form the basis of a standard training course. Additional videos can be considered to give background information on particular disabilities and explore methods of communicating.

9.5.3. The training should be designed in order to develop a strong basic appreciation of the access needs of disabled street users from their perspective.

9.5.4. Careful consideration should be given on form and format of the course, as this will impact on the quality of the training and the resulting actions based upon this training. A key consideration is how to upscale the training, either through a web-based approach (with a potential reduction in the quality of training) or through a longer 'train the trainers' course which would allow the training to be delivered more broadly whilst maintaining the quality of training and engagement with the material.

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