Creating spaces

with everyone in mind:

Designing for
non-visible disability

1
Contents

Introduction & scope 06

Seeing what’s often non-visible 06
Personas 11
  Alex (she/her) 12
  Jacob (he/him) & David (he/him) 16
  Carole (she/her) 20
  Charlie (they/them) 24
Common Challenges, triggers or sensitivities 28
Putting it all together 32
Why is this important for us as designers and engineers? 38
Being more inclusive, makes us more Future Ready 40
Next steps 43
Appendix 46
 Acknowledgments 46
  About the authors 47
 References 48

2
 14.1 million people in the UK
have a disability
(Equal Engineers, 2020)
1 in 5 of the population are
neurodiverse
(ADHD Foundation, 2021)
More than 4 in 10 adults said
their well-being was affected
by the COVID-19 pandemic
(Office for National Statistics, 2020)
Approximately 1 in 4 people in
the UK will experience a mental
health problem each year
(Mind, 2017)
3
96% of illnesses are
non-visible
(ADHD Foundation, 2021)
There are currently around
850,000 people with dementia
in the UK, which is projected to
rise to 1.6 million by 2040
(Alzheimer’s Society, 2021)
2/3 of passengers with a
disability report consistently
experiencing at least one
problem during their rail
journey
(Department for Transport, 2019)
Anxiety is a very common
co-occurring condition in the
neurodiverse community.
About 20 to 30% of male adults
with Autism have anxiety
disorder and females have
even higher rates
(Standford, 2021)
 209,600 will develop dementia 1 in 4 adults (25%) reported
this year, that’s 1 person every feeling lonely either often or
3 minutes always during the pandemic
(Alzheimer’s Society, 2021) (Office for National Statistics, 2020)

4
 People who feel that they
belong less strongly to their
neighbourhood reported
feeling lonely more
(Office for National Statistics, 2018)
5
People living in cities have a
40% higher risk of depression,
20% higher rates of anxiety
and twice the risk of
schizophrenia
(Centre for Urban Design and Mental
Health)
Introduction & scope
Typically, the dimensions and measurements that
govern our standards are established for the
majority first and retrospectively for marginalised
groups. This leaves many facing barriers within
society and our built environment as a result of it
not being designed with them in mind.
Despite an estimated 1 in 7 people in the UK being
neurodivergent (GOV. UK, 2021) and a further 1 in 4
experiencing a mental health problem (Mind, 2021),
there is very little to show how we consider such a
significant demographic when designing our places
and spaces. Thankfully, we find ourselves in a time
of growing advocacy and inclusion of neurodiverse
voices and experiences across so many areas of our
daily lives. Conversations about mental health and
wellbeing, disability equality and cognitive
difference are, rightly so, picking up rapid speed in
the public domain and across our industry.
Yet, when casting an eye over a cityscape, a town
square or even a local train station – how well can
we say we have we applied these thoughts and
lessons to the spaces we all use every day?
As a matter of not only social inclusivity through
design, but also of sustainable development, it is
crucial that we gain momentum around the
conversation and application of designing for
cognitive difference. Creating a world in which
everybody can attain equal levels of access, utility
and most importantly, enjoyment from our shared
spaces, should be the fundamental goal.
This report seeks to highlight how important it
is to consider the mind – and more specifically,
everyone’s minds when designing our cities and
infrastructure for a more sustainable and equitable
future for all.
 By keeping everyone in mind, we can become
Future Ready.
6
Seeing what’s often
non-visible
As designers and engineers, we can often be
solution led. This means we can jump to solving a
problem from what we can first see without taking
in the full picture of a challenge. In terms of more
accessible design, a physical barrier may appear
easier to find a resolution to, for example providing
appropriate handrails at the correct heights. These
challenges and aspects of poor design continue to
impact people with physical disabilities, and it is
often the case that barriers for those with
neurodiversities or non-visible disabilities are not
considered. This is in part due to a lack of
understanding of the causes and effects of problems
or barriers people may experience.
It is estimated that today, around 1 in 5 people in
the UK have a disability (Family Resources
Survey, 2019). What constitutes as a ‘disability’ is
an ever-evolving discourse with many nuances.
It is important to note an individual’s preference
over identification and use of terminology relating
to their neurodiversity, impairment, condition or
disability as this may not always match up with
legal terminology. Broadly speaking, the Equality
Act 2010 understands that you have a disability
“if you have a physical or mental impairment that
has a ‘substantial’ and ‘long-term’ negative effect
on your ability to do normal daily activities”. The
potential negative connotations centred around the
idea of capability or aptitude within this
definition can mean that many people dislike the
term ‘disability’ being used to describe their
physical or cognitive impairment. This is why it is
always best to check with the groups or
individuals you are working alongside or
designing for how they would like to talk about
these topics, as a means of supporting each other
to become better practitioners and most
importantly, allies of neurodiversity.
The UK charity Scope states that such a view can be
understood as a ‘medical’ model of disability that
“looks at what is ‘wrong’ with the person, not what
the person needs” as “people are (seen as) disabled
by their impairments or differences” (Scope, 2021).
Like Scope, we believe that to be Future Ready,
design thinking needs to centralise around an
understanding of the ‘social’ model of disability,
which says that “people are disabled by
barriers in society, not by their impairment
or difference” (Scope, 2021).
So, how may we recognise some of these barriers
for people with non-visible conditions or cognitive
differences? A good place to start is by exploring a
few terms.
First, let’s explore Neurodiversity.
Neurodiverse, neurodivergent and
neuro-atypical all refer to the diversity of the
human brain and the differences in cognition that
occur from person to person. First coined by
sociologist Judy Singer in the 1990’s, the term
“neurodiversity” recognises the normality and
value of cognitive variance as an integral part of
society, rather than isolated differences that
create a sense of othering or exclusion.
Neurodiversity embodies the idea of embracing
every strength and challenge that comes with any
combination of traits a person’s mind can have.
Rooted in the social model
of disability, neurodiversity
sees disability as entrenched
in society rather than the
individual, and proponents of
the neurodiversity movement
want to make it easier for all
neurodiverse people to be able
to contribute to society as they
are
– (Green, M. 2020)
7
There are many forms of neurodiversity, some
perhaps more commonly recognised than others. It
is important to note intersectionality here too. An
individual can be neurodivergent in multiple ways
and may also experience additional impacts to their
physical or mental wellbeing that are connected to
their condition.
Commonly recognised types of neurodivergence
include, but are not limited to:
• ADHD (Attention Deficit Hyperactivity
Disorder)
• Autism (Autism Spectrum Disorder, ASD)
• Asperger Syndrome (Asperger’s Syndrome,
Asperger’s Disorder)
• Bipolar Disorder
• Dementia
• Developmental Language Disoder
• Epilepsy
• OCD (Obsessive Compulsive Disorder)
• Tourette Syndrome
• Learning difficulties such as Dyslexia,
Dyscalculia and Dyspraxia
Many Learning Disabilities are often considered as
Neurodiversities too.
UK charity Mencap define ‘learning disability’ as “a
reduced intellectual ability and difficulty with
everyday activities – for example household tasks,
socialising or managing money – which affects
someone for their whole life. People with a learning
disability tend to take longer to learn and may need
support to develop new skills, understand
complicated information and interact with other
people” - Mencap, 2021
Many people with a learning disability will have
multiple diagnoses or a commonly associated
condition that may impact the way in which they
engage with, understand and respond to the world
around them. The term ‘learning disability’ is often
confused with the term ‘learning difficulty’, which
may be a condition such as dyslexia or dyspraxia.
As the cause and effect of a given learning
disability varies from person to person, the level of
support a person may require is dependent on the
individual and cannot be generalised.
8
Mental Health
Everybody has mental health, and it is as import-
ant as physical health to our overall wellbeing. The
World Health Organization (2004) defines mental
health as: “a state of well-being in which every
individual realises his or her own potential, can
cope with the normal stresses of life, can work
productively and fruitfully, and is able to make a
contribution to her or his community.” This
definition is relevant for urban designers because it
also reflects key components of a thriving, resilient
urban population.
Mental health refers to our mental well-being by
considering our thoughts and feelings, our
emotions, our ability to solve problems and
overcome difficulties, our social connections, and
our understanding of the world around us. In
contrast, a mental illness affects that way people
think, feel, behave, or interact with others.
Aligning with the Government’s definition for
disabilities, these can also be called mental health
disabilities as they have “a ‘substantial’ and
‘long-term’ negative effect on your ability to do
normal daily activities” (GOV. UK, 2021).
Some examples are:
• Depression
• Anxiety disorders
• Obsessive-compulsive disorder
• Bipolar disorder
• Post-traumatic stress disorder
• Schizophrenia
In the UK, there’s currently around
1.5 million people with a learning
disability of some kind
– (Mencap, 2021)
Statistics show that rates of reported mental health
disabilities in the UK are rising exponentially. While
this is partly due to an increasing awareness and
reduction of stigma surrounding mental health, it
could also be attributed to other growing challenges
in our environments such as increased stress and
loneliness. Mental health disabilities are now the
4th highest reported disability, with a dramatic
increase from 2013 in the number of people with a
mental health disability (Department for work and
pensions, 2020).
Unfortunately, the social barriers individuals with
disabilities face can cause anxiety, stress and
exclusion which leads to even greater instances of
poor mental health. 27% of people with a disability
report experiencing additional mental health
difficulties (ONS, 2019) in connection to the effects
of their condition.
The COVID-19 pandemic has introduced new
anxieties and caused further strain for those with
existing conditions. Isolation and social distancing
have had negative impacts on mental health along
9
with other wider stress caused by the pandemic. We
have not yet seen the full impact this will have had
across society and longer-term challenges this will
create. This gives even more reason to create
flexible and adaptable designs for better mental
health.
There are some current trends and practices that
we have adopted during COVID-19 which have
bought multiple benefits from a neurodiverse
perspective. For example, the introduction of
one-way walkways can help reduce the cognitive
overload experienced when moving through crowds
or navigating through a space. These are often
simple solutions that require only minor changes,
(ie signage) as opposed to large, expensive revisions
to design. Now that many of these practices have
become commonplace, it would be beneficial to
keep them as part of a ‘new-normal’, to extend their
benefit after COVID restrictions no longer apply.
 The Hidden Disabilities Sunflower
Wearing the Hidden Disabilities Sunflower
lanyard discreetly indicates to people around,
including staff, colleagues and health
professionals, that the wearer may need
additional support or a little more time when
using a service (Hidden Disabilities, 2020). The
exposure for non-visible disabilities from the
campaign has led to transport hubs likes
Manchester Airport providing support services
and creating ‘The Sunflower Room’; a space
away from the noise, bright lights and crowds
of the main Departure Lounge (Manchester
Airport, 2021). The sunflower symbol is now
also recognised across Europe, the Middle East
and US.
10
Benefits for all
Looking beyond the neurodiversities, learning
disabilities and mental health conditions we have
outlined, there is a case for more inclusive design
for the benefits it brings across all society. While
accessible design relies on standards and guide-
lines to assist people with a specific disability, it
can often overlook those who are marginalised by
factors such as age, gender, health requirements or
a temporary disability. In contrast, inclusive design
can consider all these factors by instead looking at
diversity of experience. This report will show that
as there are many barriers in the built environment
that affect many different people, there can also be
solutions that offer a benefit for the majority. Some
examples we have found include:
• Logical wayfinding that helps reduce the
cognitive load for all – such as one-way
systems, colour-coded directional cues,
pathways or entrances that are guided by trees
or shrubbery
• Clear pictorial signage which is easy for the
visually impaired or non-English speakers to
understand, with as little text as possible
• Soft, warm-toned lighting and natural colour
palettes that create a sense of calm
• Frequent opportunities for contact with or
closeness to nature, which has stress-relieving
benefits
Personas
Everybody has different experiences across
many different spectrums, which is what makes
neurodiversity such a special part of being human.
However, as the experiences and manifestations of
hidden disabilities vary so greatly from
person-to-person, incorporating them into
designing and planning is perhaps in many
ways, more complex than incorporating physical
impairments.
We have created four personas based upon our
research to represent a small cross section of
neurodiverse individuals and their experience
11
of the built environment. The characteristics
and journeys we have referenced are based on
a series of interviews that have been bolstered
by secondary research. We sought first-hand
experiences from individuals, carers and family
members in addition to a variety of industry
experts who have experience working with these
neurodiversity themes. As the spectrums and
intersectionalities that occur between the many
neurodiversities are personal and will alter the
way in which each person experiences the world,
these personas highlight common experiences and
challenges to outline opportunities for change.
1st Persona Tap over the Characteristics, Triggers, Navigation
Alex (she/her) - Autism spectrum and Beneficial Design Contributions icons below to
find out more
Alex is 25 years old and is on the Autism spectrum.
She lives with her parents and works at a local
office in town. Alex loves socialising with friends
and being out and about exploring the world.

Characteristics

Triggers

Navigation

Beneficial Design contributions

I’m often playing catch-up with my
brain

I don’t like sudden transitions in light

and sound

12
13
 ASPECTSS Design index for
Autism
The 7 guidelines have been developed with the aim
to design spaces that are better equipped for people
on the Autism spectrum, with a focus on stress
reduction, safety and encouraging social
engagement (ASPECTSS, 2021).

The guidelines are:

• Acoustics – reducing sound

• Spatial sequencing – arrange all aspects in a

chronological or linear order
• Escape – creating a space to go to

• Compartmentalisation – break spaces down

into small manageable areas
• Transition space – as we move through
buildings create a smooth transition with
space to adjust

• Sensory zoning – high stimulation spaces

together, low stimulation together
• Safety – high level of safety

14
Case Study
Residential housing for
people with Autism –
Sweetwater Spectrum,
California
Clear navigation and wayfinding on flat, broad
paths

Natural elements and materials evenly spaced out

across the area and buildings

Muted, natural colour palettes

Thresholds between spaces allow independent

choice over levels of interaction with others

Open windows, entrances and walkways allow for

natural, indirect light and clear visibility
between spaces to help anticipate transitions
between areas

Images: Marion Brennar, Dezeen

15
2nd Persona Tap over the Characteristics, Triggers, Navigation
Jacob (he/him) & David (he/him) and Beneficial Design Contributions icons below to
find out more
Jacob, 17, has Down’s Syndrome and is assisted by
his carer, David, 34. The pair typically travel and
explore the local area together, using both bus and
train services. Jacob has a supported internship
working 3 days a week via a Workfit scheme.

Characteristics
Having a human presence will always
be helpful

Triggers

Navigation

Beneficial Design contributions

If Jacob becomes stressed and

overwhelmed when we’re out and
about, sometimes I do too

16
17
 Taking inspiration from
healthcare: Co-designing
with carers
‘Experience-based co-design’ is a model of design
research and development created for and
alongside the NHS as a means of better
understanding professional and patient needs
within the healthcare space (Royal College of
Physicians, 2016). Created with the aim to reduce
complaints and improve wellbeing across various
points of care and service delivery, the process
involves the likes of patients, doctors and carers as
service users in the complete design process. As a
result, participants better understand each other’s
perspectives, and design outcomes can better align
with the service users’ genuine needs rather than
what may be predicted needs.

You can only really address

what people need by asking
them directly and then
exploring how to address that
with them
– (Catherine Dale, Programme manager
of patient centred care, King’s Health
Partners Comprehensive Cancer Centre)

18
Universal design
The 7 Principles of Universal Design were
developed in 1997 by a working group of
architects, product designers, engineers and
environmental design researchers (Centre for
Excellence in Universal Design, 2021).
and used to the greatest extent possible” (Centre
for Excellence in Universal Design, 2021). Crucially,
the principles prioritise the longevity and
sustainability of designs from multiple
perspectives and look to maximise benefits to the
individual, society and business too.

Equitable use – useful for all people with diverse

abilities

Flexibility of use – accommodates a range of

individual preferences and abilities

Simple and intuitive use – easy to understand

regardless of experience, knowledge, language or
concentration

Perceptible information – communicates

information effectively to the user

Tolerance for error – minimises hazards and

adverse consequences of accidents

Low physical effort – can be used efficiently and

comfortably with minimum fatigue

Size and space for approach and use – size and space
for approach, reach, manipulation for all users

These principles channel the understanding that

incorporating the requirements of marginalised
groups at the outset of the design process will
facilitate the development of “inclusive
environments that can be accessed, understood

19
3rd Persona Top over the Characteristics, Triggers, Navigation
Carole (she/her) - Living with Dementia and Beneficial Design Contributions icons below to
find out more
Carole, 72, was diagnosed with dementia two years
ago. Carole is active, enjoys her independence and
attends weekly art classes at her local community
centre. She currently lives with family, but as her
condition is still in the fairly early stages and is
sometimes asymptomatic, many people often do
not realise she has dementia.

Characteristics

Triggers

Navigation

Beneficial Design contributions

Don’t just assume a design will speak

for itself – offer clear instructions and
pictorial guidance

20
21
 Dementia and Town
Planning
(Royal Town Planning Institute, 2020)

The Alzheimer’s Society and RTPI have shared

insight for how to design spaces to be more
dementia friendly and support individuals’
independence for as long as possible. For those with
dementia, about 120,000 live alone in their own
homes, and this is predicted to double to around
240,000 by 2039. To be able to live alone, proving the
right practical and emotional support, and housing
choices is vital to enabling people with dementia to
live a safe and enjoyable life. It is crucial that people
with dementia stay as physically, mentally and
socially active as possible. The report highlights
some key focus areas to help this:

• Opportunities for social interaction are

important
• The value of green spaces

• Within a building it is important to consider

the safety, visual clues, noise, and natural light
• Outside our community spaces should be
familiar, clear, distinctive, accessible and
comfortable

22
Case Study
Improving the lives of people with dementia through urban
design: a series of illustrations of dementia-friendly design
features - by Barbara Pani, Journal of Urban Design and
Mental Health

23
4th Persona Tap over the Characteristics, Triggers, Navigation
Charlie (they/them) - has mixed anxiety and Beneficial Design Contributions icons below to
and depressive disorder find out more

Charlie, 50, has mixed anxiety and depressive

disorder; experiencing symptoms of both conditions
that vary in intensity. They have a fast-paced,
high-stress job, and commute into the city daily for
work.

Characteristics

Triggers

Navigation

Beneficial Design contributions

Unwritten rules are really hard to

negotiate

24
25
 Mind the GAPS framework:
The Impact of Urban Design
and Mental Health and
Wellbeing
(UDMH, 2021)

The Mind the GAPS framework has been created

in response to the growing understanding of the
effects of urban environments on mental health and
wellbeing, and vice-versa. The framework focusses
on two key areas; firstly, to help people with
mental health disabilities get around more easily
and secondly, to make urban places less likely to
create or worsen poor mental health.

With growing urban populations comes the

increased risk of the intensity and frequency of
mental health conditions and their cumulative
effects on broader social factors such as healthcare
costs, economic performance and social capital.

• Green places - Facilitating the benefit to mental

health from frequent, easy and serendipitous
access to nature by incorporating green spaces
throughout neighbourhoods, transport routes
and public spaces

• Active places – Embedding opportunities to par-

take in both active and passive exercise or phys-
ical activity at frequent interventions in public
spaces, along transport routes and outdoor spaces

• Pro-social places – Encourage safe, positive, ac-

tive and passive interactions to foster a sense of
community and connectivity among all people by
creating public spaces that offer flexibility of use,
unrestricted access and inclusivity of different
physical and cognitive needs – designed alongside
the community that will use the space
• Safe places – Supporting a sense of safety and
security for all people through effective design
interventions that reduce the likelihood of events
such as getting lost, being in a dimly lit area, or
becoming injured or harmed by vehicles and
other people. Ensuring safety alongside complete
agency and choice require a balanced and
equitable approach

26
Case Study
‘Pocket Parks’, Athens
Across the city of Athens, developers have been transforming unused, degraded, grey plots of land into
‘Pocket Parks’. Filled with trees, grass, shrubbery and places to sit, the lots have been created to help
tackle pollution and heat levels across the city. Beyond this, designers envisioned the parks becoming new
points of reference for navigation and recreation, whilst increasing the frequency of natural, quiet and
calming areas throughout densely populated and urbanised areas. By incorporating elements of biophilic
design into multiple spaces across a wide area, the parks have an expansive benefit to social wellbeing
that is dispersed across Athens. In addition to the environmental benefits, the social benefit of the parks
is multi-faceted, as they offer an antidote to the often isolating experience of urban living by providing
spaces to socialise, decompress and be outside without having to be around crowds.

Image: Kolonos Pocket park, Greek Travel Pages

Image: Pocket park in Ano Kypseli Image: Paley Park, New York City
27
Common Challenges, triggers or
sensitivities

Our research found that for the many intricacies and individual experiences of neurodiverse people, there
can also be commonalities in experiences, behaviours and reactions to certain design elements in the built
environment. There may be individuals with a condition who may experience some or all of the following or
may not be impacted at all. These are summarised in the table in the next page, showing typical experience
from our research.

Within the commonalities in design elements, we have considered:

Design aspects:
Light - bright, flashing and complex lighting can be
distressing, disorientating and cause sensory
over-stimulation
Noise – loud and complex sounds with lots of
reverberation or echoing can be distressing,
distracting and cause sensory over-stimulation
Disruptions and alterations – some people
experience difficulty in adjusting to unplanned
situations or changes to their routine
Unfamiliarity of places/people – some people
experience discomfort when in unfamiliar places or
with unknown people, causing them to feel unsafe
and anxious

Patterns – busy, clashing and irregular patterns in Alternatives and solutions – some people
the same space can cause confusion and experience difficulty in independently seeking
disorientation alternatives or solutions to problems

Bright colours/surfaces – overuse of bright,
clashing or reflective colours and light reflecting
from shiny surfaces can cause sensory
over-stimulation
Tactile surfaces/textures – can cause additional
visual and physical stimulation, which can be
calming and help people to stay focussed on their
surroundings
Sudden ambient transitions – between areas of
contrasting light, sound or sensory appeal can
cause sensory over-stimulation, confusion and
obstruction from an area
Narrow walkways – can feel confining and may
make it difficult for an individual and carer to pass
comfortably
Human aspects:
Reading signs – text-only signs may be difficult for
the individual to read or understand if not
supported by pictures, symbols or simplified words
Memory loss – some people experience challenges
in remembering their plans, routes and how to do
familiar tasks
Risk awareness - some people may not recognise
common risks by themselves, or may be unable to
sense an upcoming hazard or potential danger
Sensory overload – some people may experience
feelings of being completely overwhelmed by
sensory stimuli, which can trigger the fight, flight,
or freeze response and may make an individual feel
unsafe and anxious
Discoordination - some people may experience this
in response to anxiety, disorientation, completing
new tasks or ones that increase cognitive load
Disorientation – some people may experience this
in response to anxiety, becoming lost, not
understanding instructions or directions or in
reaction to sensory over-stimulation, impacting
decision-making and wayfinding

Using money – some people experience difficulty

handling money, understanding transactions or
paying bills

28
29
Condition Light Noise Patterns Bright Tactile Sudden Narrow Reading Using money
colours/ surfaces/ ambient walkways signs
surfaces textures transitions

ADHD

Alzheimer’s

Anxiety

Autism

Aspergers

Bipolar
disorder

Dementia

Depression

Down’s
Syndrome

Dyslexia

Dyscalculia

Global
developmental
delay
Prader Willi
Syndrome

Sensory overload and stimuli sensitivity

Overarching • discomfort and avoidance which becomes a
source of exclusivity

recurring • cognitive load

themes
• focus on transitional changes

• natural colours, textures, gradients,

materials and finishes

• decompression areas

30
Disruptions Unfamiliarity Alternatives Memory Risk Sensory Discoordination Wayfinding
and of places/ and loss awareness overload
alterations people solutions

Universal pictorial languages Consultation, collaboration and co-cre-

ation
• text increases cognitive load
• workforce representation and inclusivity
• pictures assist identification, wayfinding and security
• neurodiverse perspectives

• individuals, carers, external organisations and

Familiarity future trends
• routine and planning

• predictability and anticipation Societal acceptance and understanding

• safety and inclusion • education and awareness

31
Putting it all together

Providing clear lines of sight to create a sense of

order and enable intuitive wayfinding that eases
orientation and accessibility

Include biophilic design with natural materials

and patterns, water, light and vegetation as well as
sounds, smells and views of nature

Spacious walkways with reduced obstructions and

clutter in the environment to prevent confusion
and disruption

Large clear signage which can be seen at a distance

Multiple and connected methods of wayfinding,

for example arrow matching and the signage, with
pictures and words and maps

Clear zones of usage without ambiguity for

example the seating area is clearly defined

32
33
Quiet zone designed into the space with seating and
biophilic elements to allow those who need it to get
away from crowds and sensory overload

Strong contrast in colour and texture between walls

and floors

Natural light where possible, and appropriate

artificial light where required

Gradual transitional changes between areas of light

and dark

Matte walls to reduce light reflection

Large, clear, eye-level and easy to follow signage

Different levels are distinctive to aid navigation - for

example, here the 4th floor is clearly marked and
has blue walls

Wayfinding maps should be clear, show the

person’s whereabouts in the building and be free
from unnecessary information

Provide the option of quiet, lower sensory shopping

access hours

34
35
Benches form spaces to sit down, rest, plan routes
and engage in casual social exchanges

Neutral colours where possible, and brighter

colours for warning signs

Accessible seating with backs and arm rests

User prioritisation of the space – pedestrian areas

first, then wider and segregated lanes for cyclists,
and a reduction of car dominance

Designed to last so there is a reduced need for

maintenance and retrofitting over time, which also
creates added noise and disturbance

Training for bus drivers and transport operatives

around neurodiversity awareness

Real-time information and digital screens (powered

by solar energy) for transport updates

36
37
Why is this important for us as
designers and engineers?
“Design must accommodate more people who
are outside the average…because in reality, no
one is actually average” - Avery Trufelman,
2016, 99% Invisible
Although the topics discussed in this report are
embedded within a wider issue of societal
understanding and acceptance of neurodiversity,
as designers and engineers, we can make a real
difference to the way in which society perceives
and understands cognitive difference in all its
forms. If we prioritise listening to the experiences
and understanding the barriers people who are
neurodiverse may encounter, we can begin to
better incorporate their requirements in the initial
stages of design thinking and planning. To do this,
we can look towards Universal Design principles to
guide our approach to designing for everybody in
a way that will elicit multiple benefits:
Benefits to the individual:
• Design features created in a way that is
responsive to the needs of different user
categories – from a person who is unable to
use a product or service at all, up to a person
who does not experience significant problems.
As a result of this, everybody will receive a
varying degree of benefit when accessibility
and usability is in mind.
Benefits to society:
• Supporting growing populations to live
independently long into their lives
• Understands ability as a continuum which may
change overtime
38
• Supports everybody to participate in society in
a way that they decide
• Promotes equality and equity of places,
services and products for all people regardless
of their age, health, ability or disability
Benefits to business:
• Enhanced user experience, satisfaction and
retention
• Increased market reach and access to a wider
range of customers
• Reduced costs for retrofitting and redesigning
in response to incidents, complaints and
unsuitability of designs
• Positive public and industry perception as a
function of corporate social responsibility
• Creating spaces, services and products that are
in line with customer expectations of
accessibility and inclusivity
By adopting a multi-benefit, full lifecycle view to
designing the built environment, we can create
spaces in which everybody feels safe, comfortable
and crucially – happy to be in that space. Like
designing for physical disability, designing for the
mind requires us to firstly remove our perceptions
and assumptions of what may constitute as a
barrier or problem for somebody who is
neurodivergent. Beyond this, it is critical that to
create inclusive places for everybody, that we
gather as many thoughts, feelings and
experiences of people with non-visible disabilities
when designing, as we may not be able to notice
these barriers ourselves.
 The social model of disability helps us recognise barriers
that make life harder for disabled people. Removing these
barriers creates equality and offers disabled people more
independence, choice and control

– (Scope, 2021)

39
Being more inclusive makes us
more Future Ready
At WSP, Future Ready TM is our global innovation
programme that aims to see the future more
clearly and design for it today. We observe how
trends intersect to create a bigger picture of some
of societies’ most pressing issues and analyse them
to create sustainable societies with lasting
benefits. We’re motivated by exploring how we, as
engineers and designers, can help to tackle
intersectional challenges such as social and
disability inequality, an ageing population and
mental health through improving equity within
the built environment.
• A recent study found that people who have a
disability are significantly disadvantaged in
six key areas of life: education, work,
standard of living, health and care, justic
and detention, and participation and
identity (The Equality and Human Rights
Commission, 2017).
• By 2043 the population of 85+ is expected to
almost double, and from resource
availability to healthcare, an ageing
population will bring with it many
challenges (Office for National Statistics,
2018).
• Mental health overall is an indisputable
significant stressor on our collective
wellbeing, as it has been found to be the
primary driver of disability worldwide
(Lozano, R., 2012).
40
It is clear to us that our changing demographics
impact what we need from our built environment
now and far into the future.
Developments in technology will bring with it a
whole host of new opportunities and challenges
for an inclusive environment. For example, the
rise of silent electric vehicles can add further
dangers to those who may already be distracted
while navigating our streets, however, as vehicles
become more autonomous safety increases due to
less human error. How we balance such benefits
and issues will be a defining feature in how we
integrate these new technologies.
During interviews, we asked whether an
autonomous vehicle would provide benefit to
individuals with the conditions we have
researched. It became apparent that although this
could provide a benefit in many instances, a
human element was often still required to aid the
individual getting into the vehicle and
ensuring they were comfortable ahead of the
journey. Across the majority of participants, it was
acknowledged that connectivity and better use of
data will bring benefits. This could be in the form
of developing apps to further help individuals or in
creating larger data sources to create better
designs. The rise of virtual reality has the
potential to allow an individual to virtually test a
space, ensure the signage is clear and ambience
suitable before the design is finalised and
construction begins. With a rise in smart cities
comes the opportunity to adapt and better
respond to an individual’s needs.
Linking to our role as engineers and designers, we
must continue to improve our understanding of
designing for neurodiversity. Some ways to
achieve this could be increasing training to embed
this thinking within our projects and to increase
the number of digital specialists who work in our
sector. To increase people-focused design we must
also improve the diversity of our workforce, which
will then widen our pool of diversity of thought.
Not only will this benefit our industry, but it will
be conductive in narrowing the disability
employment gap.
In 2020, 52.3% of people with disabilities
were in employment in comparison to
81.1% people who are not disabled (House
of Commons, 2021). In contrast, the
difference between obtaining a degree as
the highest qualification is much smaller
with 23.0% of disabled people aged 21 to
64 years having a degree in comparison
to 39.7% of non-disabled people
(Office for National Statistics, 2020).
41
While the disability employment gap is a product
of many factors and barriers, the way our built
environment excludes many people with
disabilities significantly impacts the level to
which some people with disabilities can actively
participate in society, and our economy. It is esti-
mated that a 10th of the UK’s working population
that have a disability are economically inactive -
a term referred to as ‘economic disability’. While
the UK skills shortage is costing organisations
£6.3 billion (Open University, 2018), there is a po-
tential untapped pool of talent of individuals with
an abundance of in-demand skills. As a result of
the skills shortage, businesses are
reporting being less agile to political, econom-
ic and technological and climate changes. If we
work to empower neurodiverse people through
employment, training and education in our field,
we can create designs that better engage with
these challenges and can help improve these
statistics. Now more than ever adaptability is
essential.
In the context of the United Nations Sustainable
Development Goal 11, the trends we have
analysed become even more prominent,
highlighting that older people, those with learning
disabilities and mental health difficulties have less
equitable experiences within the built
environment than those who are not made more
vulnerable by their health status. The core values
of a sustainable society arose repeatedly across
SDG 11 - Sustainable cities and communities: Make cities and human settlements
inclusive, safe, resilient and sustainable
42
interviews, a more inclusive design will be built to
last throughout our lifespans and changing needs.
By considering and including all within a commu-
nity more value is found for everyone.
To create Future Ready spaces, we must channel
our understanding and advocacy of neurodiverse
experiences to design in celebration of cognitive
differences, not simply in response to them.
43
Next steps

Moving forwards, it’s important to consider

cognitive difference when designing the built
Elements of co-design with people
environment as part of a more equitable and
with disabilities
sustainable future for all.
There are many ways to approach
To make necessary progress in creating
and execute co-design activities
environments that are more inclusive, we must
alongside people with disabilities. The
continue to build on our shared understanding of
steps and processes taken will depend on
the experiences, challenges and requirements of
what resources are available and what
people who are neurodiverse or have non-visible
design outcomes are in mind, but these
disabilities. Although we acknowledge that
elements (PWDWA, 2018) are a good
everybody experiences every space differently, it
place to start:
is clear that there are frequent commonalities of
triggers, barriers and experiences for many
1. Engage – create meaningful
people.
relationships with people with
Focussing on finding and understanding any disabilities to build understanding
commonalities can be an effective starting point
of the design and planning process. To do this, we 2. Plan – identify and establish
can look towards research tools and principles common goals for design
such as co-design that allow service users and 3. Explore – experiences and
designers to work towards solutions together. requirements of different services
Organisations such as Mind support co-design as and touchpoints
a way of designing to better consider cognitive
difference, and it’s also a method being
4. Develop – ideas and improvements
increasingly used to design products and services
alongside people with disabilities
for people with disabilities.
5. Decide – from acquired
understanding the priorities for
design and the methods through
which they can be created
Co-design, or participatory
design, is about the meaningful 6. Change – noting the changes in
involvement of end users in experiences and outcomes from the
designs to continue to improve
the design process. By taking understanding
account of a wider range of
perspectives and experiences,
we can design more inclusive
-more innovative-solutions,
products and services that are
better suited to users’ needs
– (Mobility, Mood & Place 2016)

44
We must:

• Continue to raise awareness for cognitive difference within our society, and better consider
non-visible disabilities when making decisions that will impact everybody
• Challenge the status-quo of the practices and guidelines that we use every day on the grounds of
accessibility and inclusion of neurodiversity
• Focus on improving our built environment in a way that will create better access to jobs, education
and services for the people with a disability and neurodiverse, while also improving workforce
inclusion across the engineering sector
• Engage with neurodiverse groups, ask them about the challenges and barriers they face, and listen to
their experiences to more effectively understand and respond to their challenges
• Look to incorporate principles such as Universal Design and Co-design into existing practices to
improve inclusivity and diversity through design

Image: Palmer, V. 2018

45
Appendix
Acknowledgements
We would like to formally thank all of our
contributors for giving their invaluable support
and insight to the report. Across our research, we
spoke to many individuals whose personal
experiences and industry expertise have shaped
this report. In addition, we would like to
acknowledge the reviewers and graphics team who
dedicated time this report.
• Janet Scourfield
• Bill Scourfield
• Steve Matthews
• Duncan Jones
• Alice Buckingham
• Charlotte Pyke
• Martin Gordon
• Russell Warman
• Anna Robak, director of Research &
Innovation, WSP Canada, and mother of a
child with a disability
• Clinton Martin, care work professional of 20+
years
• Paul Meadows, someone with a disability, a
father of a child with disability and founder of
SENDS 4 Dad group
• Terri Hargreaves, Diversity & Inclusion
Advisor Sellafield Ltd. and their Nuclear
Autism Support Network
• Fraser Steedman, EqualEngineers
• Beccy Pleasant, Ana Fernandes and Mat Parker
from the ECITB’s IDEA Taskforce
• Stephen Pyke, Senior Environmental Engineer,
WSP Canada
• Ian Patey, Head of Profession ITS, WSP UK
46
• Ludo Pittie, Head of Landscape & Urban
Design, WSP UK
• Sarah Taylor, Communication and Knowledge
Management, WSP UK
• Abigail Frost, Diversity & Inclusion Manager,
WSP UK
• Jane Grant, Director of Learning, Development,
Diversity & Inclusion, WSP UK
• Hema Gowintharaj, Landscape Architect, WSP
India
• Melenee Purnell, Occupational Health and
Safety Advisor, WSP UK
• Nicola McMillan, Client Account Marketing
Manager, WSP UK
• Richard Isle, Marketing Campaign Manager,
WSP UK
• Natalie Redford, Principal Architectural
Lighting Designer, WSP UK
• Kevin Mainwaring, Stations Project Manager
and DIA Superuser, WSP UK
• Danielle Cairney, Wellbeing Advisor, WSP UK
• Carol Stitchman, Rail Technical Director, WSP
UK
• Kathy Wilson-Ellis, Human Factors Associate,
WSP UK
• James Knoll-Pollard, Future Mobility
Behavioural Design Lead, WSP UK
• Peter Bornhardt, Head of Climate Adaptation &
Urban Development, WSP Denmark
• Peter Bassø Duus, Chief Advisor Climate
Adaptation and Urban Development, WSP
Denmark
• Adam Stone, Technical Transport Training
lead, WSP UK
• David Symons, Future Ready Lead, WSP UK
About the authors

Stephanie Barton is a Future Ready Business

Analyst at WSP. She is future-focused with a passion for
applying trend analysis to ensure her trusted advice to
clients is fit for the future. She supports the embedding
of Future Ready across the UK and globally with the
production of resources, development of training and
elevation of engagement. Steph is a keen ambassador
for designing more inclusively and the wider benefits
this brings to all.

Stephanie.Barton@wsp.com

Beth Williams is currently studying for an MSc in

Sustainability and Consultancy at the University of
Leeds. Her academic background in Marketing and
Design has provided her with a keen interest in how
inclusive, empathetic, and informed business and design
solutions focusing on social issues can benefit
everybody but, most crucially, society’s most
marginalised members. With this report, she hopes to
have contributed valuable insight into this crucial area
of research that will underpin the design of spaces and
places that deliver equitable social value for a more
sustainable future.

beth.williams@wsp.com

47
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WSP is one of the world’s leading engineering professional services consulting
firms, bringing together talented people from around the globe. We are technical
experts who design and provide strategic advice on sustainable solutions,
engineering projects that will help societies grow for lifetimes to come

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