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Accessible Pedestrian Signals: A Guide to Best Practice 159 Chapter 8: Public Education CHAPTER SUMMARY Th is chapter provides instruction on methods and materials for appropriate educational information to the public about APS. CHAPTER CONTENTS Need for education 160 Providing information to the public 161 One page ï¬ yer about APS installation 162 Speciï¬ c techniques to be used by pedestrians who are blind at intersections equipped with APS (for Orientation and Mobility specialists) 163 Requesting an APS 164
160 Chapter 8: Public Education Need for education NEW TYPES OF APS Many people in the U.S. have had no experience with new types of APS. It is important that pedestrians who are blind and sighted have some understanding of the functioning of APS and the various features of the APS installed. In particular, it is important that pedestrians know and understand the diï¬ erence between the pushbutton locator tone and the WALK indication. NEIGHBORS MAY BE MORE SUPPORTIVE IF AWARE OF THE NEED Individuals who live close to newly-installed APS may not be aware of the usefulness of APS for pedestrians who are visually impaired or elderly. Publicity about the APS in advance and preparation for their installation may result in more neighborhood acceptance. Many individuals are not familiar with pushbutton locator tones and may need an explanation of their use by pedestrians who are blind or who have low vision. EDUCATION NEEDS DOCUMENTED BY RESEARCH PROJECT Research completed as part of NCHRP Project 3-62 indicated that education is needed for blind pedestrians to understand pushbutton locator tones, response to ambient sound, and WALK indications. Some participants thought that the increase in volume of the locator tone, in response to ambient sound, was a new kind of WALK indication. In addition, most participants were unfamiliar with the need to use pushbuttons. Most pedestrians who were blind who participated in the research stated that they did not use pushbuttons, unless they knew the pushbuttons were present and knew where they were located. Th ey were unclear on the purpose or function of the pedestrian pushbuttons. Pushbutton locator tones should provide more information, but all pedestrians seem to need more education about pushbuttons and their use and function. MUTCD 4E.08, in 2000, provided more speciï¬ c location guidance for APS pushbuttons, but it is important that pedestrians who are blind understand the placement of APS. In addition, it was noted that many blind pedestrians were unfamiliar with arrows and were unable to immediately determine which direction the tactile arrow was pointing. Actual hands-on explanation of the APS and pushbuttons can be helpful.
Accessible Pedestrian Signals: A Guide to Best Practice 161 Providing information to the public RADIO, TV AND NEWSPAPER PUBLICITY It is common for information to be distributed through radio and TV publicity. Th is information may reach many people, including those who are blind or who have low vision. Newspaper articles, however, may not reach individuals who are blind or visually impaired, particularly those in the growing elderly blind population. RADIO READING SERVICES Radio reading services function in many cities and provide free spots and informational programs aimed at individuals who are blind or who have low vision. Radio Reading Services broadcast the reading of newspapers and books and magazines to the blind, physically impaired and those who have diï¬ culty reading small print. Due to copyright law, Reading Service radio broadcasts are restricted to a closed channel unavailable to the general public. Listeners usually hear the service only by ordering a special âsub-channelâ radio, through special cable service, or through a subscription webstream service. Th e radio reading service serving a speciï¬ c area can usually be located through an internet or phone book search. REHABILITATION CENTERS Rehabilitation centers providing services to individuals who are blind or who have low vision are located in many cities. Th ese centers may have telephone or email based bulletin boards providing news of interest to individuals who are blind. Usually posting information or notices is free. Centers may also provide meeting space or facilitate regular support group meetings. CONSUMER GROUPS Th ere are two main consumer groups of individuals who are blind and who have low vision, American Council of the Blind and National Federation of the Blind. Each organization has aï¬ liate groups and local chapters that usually meet monthly. Speaking to a group meeting is an excellent way to reach a number of individuals who are blind or who have low vision. Information about local chapters and contact information for each chapter is available from the national oï¬ ce and is usually listed on the national organization web pages: www.acb.org and www.nfb.org.
162 Chapter 8: Public Education NEIGHBORHOOD MEETINGS, BUSINESS ASSOCIATION MEETINGS, SOCIAL SERVICE CLUBS, ETC. Oï¬ ering to provide information and speakers to various community organizations ranging from PTA meetings to business association meetings can be another avenue to provide education to individuals in the community where APS are being installed. You will often ï¬ nd individuals who are blind or who have low vision within these groups as well. One page fl yer about APS installation Public agencies may ï¬ nd it useful to distribute ï¬ yers to inform the public about APS. Th e following sections list important things to include on the ï¬ yer and suggested text for each topic. Notes in italics are for the ï¬ yer designer and should not be included on the ï¬ yer. New Accessible Pedestrian Signals (APS) are being installed at [list intersections] Insert example photo of an APS of the type being installed. Th ese APS signals provide audible and vibrotactile WALK indications to help people who have trouble seeing the pedestrian signal. Th e sounds come from the pushbutton and automatically adjust to ambient sound so they will be louder when the traï¬ c is loud and quieter when traï¬ c is quiet. Audible and vibrotactile WALK indication tell a visually impaired pedestrian that the WALK signal is on, but it is still important that they check traï¬ c to be sure that cars are not running the red light or turning across the crosswalk. Each APS has the following features: ⢠Pushbutton locator tone â tone that constantly repeats once per second from each pushbutton. Helps people who are blind or who have low vision ï¬ nd the pushbutton. ⢠Audible and vibrotactile WALK indications â sound and vibration during the WALK signal Insert applicable WALK indication description: o Rapid tick WALK indication â rapidly repeating tick from the pushbutton location to indicate that the WALK signal is on. o Speech WALK message â name of the street to be crossed, then âwalk sign is on to cross and the street name again. For example, âHaywood, Walk sign is on to cross Haywood.â ⢠A tactile arrow on the pushbutton, or above the pushbutton, points in the direction of travel on the crosswalk. Th e arrow vibrates during the WALK signal.
Accessible Pedestrian Signals: A Guide to Best Practice 163 ⢠Actuation indicator â a tone, a click, or a spoken âwaitâ when the pushbutton is pushed to indicate that the button has been pushed ⢠Braille street name â street name that the pushbutton controls is on the plate above the pushbutton in braille If optional features are installed, add the applicable text below ⢠Optional features when you hold the pushbutton in for more than a second o Pushbutton information message â name the street that the pushbutton controls and the other streets at the intersection. Example: âWait to cross Vermont at Haywood.â o Audible beaconing â Volume of locator tone is boosted during the ï¬ ashing DONT WALK interval to allow a person who is blind to home in on the opposite corner of the street Provide contact information for questions or concerns Specifi c techniques to be used by pedestrians who are blind at intersections equipped with APS (for Orientation and Mobility specialists) Th e following section is adapted from Crossroads: Modern Interactive Intersections and Accessible Pedestrian Signals (Barlow & Franck, 2005). It is particularly important to recognize that the APS information is supplemental to traï¬ c and environmental cues, and only provides information about the status of the signal. Th e APS WALK indication indicates that the WALK signal is on, not that it is safe to cross. Cars can still be turning across the crosswalk or running a red light. Th e APS WALK sound can be compared to the âon your markâ instruction at the beginning of a race. Th ough it means that the signal has changed, it is still important to âget setâ (assess the traï¬ c), then âgoâ (begin to cross). SUGGESTED TECHNIQUES IN USING APS Th e only place in the O&M literature where speciï¬ c techniques are suggested for crossing at intersections using APS is a section in a curriculum on APS, developed for Easter Seals Project ACTION (2003). Based on the experience of the authors and the Project ACTION curriculum, the following techniques are suggested: ⢠Approach intersection and stop at curb or curb ramp/street edge, maintaining initial alignment; check alignment for crossing by listening to traï¬ c. Even if a pushbutton locator tone is noticed during approach, continue to the curb or edge of street ï¬ rst. ⢠Determine starting location for crossing, and identify tactile cues to use to realign after pressing the pushbutton, because after pushing the button, there may be no time to listen to parallel traï¬ c and realign before the next WALK signal.
164 Chapter 8: Public Education ⢠Listen and evaluate the intersection. Determine traï¬ c patterns and intersection geometry and listen for a pushbutton locator tone, or a tone or speech WALK indication. (important that students/clients understand and can recognize the diï¬ erence between a pushbutton locator tone and typical WALK indications) ⢠Search for a pushbutton using a systematic pattern. Even where there is a pushbutton locator tone, a systematic search pattern is needed to maintain orientation. Because dog guides are trained to avoid obstacles they may be reluctant to approach poles supporting pedestrian pushbuttons. It may be more eï¬ cient for the handler to use a cane to search initially before teaching the dog to locate the pole. ⢠Once the APS is located, explore the device and its functioning, including locating the tactile arrow to conï¬ rm that the arrow is pointing in the direction of the street being crossed. ⢠Hold the pushbutton down for more than three seconds, and see if more information is provided. ⢠Listen to APS and traï¬ c for full cycle to make sure that tones or speech correspond with traï¬ c information. ⢠Press button and return to predetermined spot at the curb, realign and prepare to cross. ⢠When WALK indication is heard, conï¬ rm that traï¬ c on perpendicular street is stopping or stopped, and listen for initial parallel traï¬ c movements when available. Traï¬ c may still be legally clearing the crosswalk when the WALK begins, so careful listening is important. ⢠Cross the street using typical alignment techniques (traï¬ c, straight line travel, etc) while continuing to listen for turning cars. In many cases, cars can turn right and left across the crosswalk during the pedestrian phase. Although drivers are supposed to yield to pedestrians, they often do not. ⢠Be aware that a locator tone on the destination curb may provide additional wayï¬ nding information. ⢠Continue to be vigilant of traï¬ c even though the WALK indication is on. Requesting an APS Th e following was copied from the web site of the Environmental Access committee of the Orientation and Mobility Division of the Association for Education and Rehabilitation of the Blind and Visually Impaired. A sample letter is Included. RECOMMENDED PROCESS FOR REQUESTING AN ACCESSIBLE PEDESTRIAN SIGNAL ⢠Educate yourself about types of APS available and the applicable regulations. ⢠Find out who controls the intersection where youâre making the request. Sometimes itâs a city department of traï¬ c engineering, sometimes itâs the county, and sometimes, if itâs a state or federal highway, itâs the state
Accessible Pedestrian Signals: A Guide to Best Practice 165 Department of Transportation. You can just call the number listed in the phone book for traï¬ c engineering or public works and ask who you need to contact about the traï¬ c signals at that intersection. Get a name, address and phone number. If you get to talk to someone on that phone call, ask what their policy is on APS. ⢠Th e request for an APS is strongest if it comes from a consumer who is blind or visually impaired. So, the consumer should make the actual request for modiï¬ cation in a letter to the individual in the traï¬ c engineering department that manages that intersection. (A sample letter is below). ⢠Include wording in the ï¬ rst letter about the need for âaccess to informationâ about the status of the pedestrian signal. If you have to, you can refer back to the ADA and requirements to make the right of way accessible if they refuse or delay installation. ⢠With the consumerâs permission, follow their letter with a letter of support on your professional letterhead, restating the reasons for the need for the APS at that intersection. ⢠Follow up with a phone call about a week later to the person who is responsible for that intersection. Remember that most traï¬ c engineers will never have heard of an Orientation and Mobility Specialist (and O&M in traï¬ c engineering terminology is Operations and Maintenance, so donât shorten your title) and may not have thought about a blind person crossing an intersection independently. Remind them of the letter of request and see how they respond. If they have no idea about APS and where to get them, share that you have a list of manufacturers and would like to meet with them to discuss solutions. ⢠If you can get the engineer to meet you and the consumer on the street corner, and discuss it there, do it. Be sure to include the consumer at that time. Demonstrate the problems and talk about what the APS would do to help. ⢠If you have not talked to the engineer within two weeks after they should have gotten the letter, you or the consumer should send a followup letter asking them to contact you. ⢠If you need to send a third letter, it needs to be copied to the department head, the city ADA coordinator, and a local elected oï¬ cial. ⢠If they refuse to meet with you or refuse to put in the APS, ask them to send a letter to that eï¬ ect to the client with a copy to you. Say it nicely, but theyâll know why youâre asking and donât settle for a non-response. Documentation can be useful if you have to ï¬ le an ADA complaint. You and the client should document any phone conversations (date, who, what they said, etc.) Hopefully, you wonât need that information later, but just in case, keep track. SAMPLE LETTER REQUESTING AN APS: [Date] [Address to traï¬ c engineer in charge of the intersection] Th is letter is to request the installation of an Accessible Pedestrian Signal (APS) at the intersection [insert street names]. As a pedestrian who is blind, I am unable to
166 Chapter 8: Public Education use the visual pedestrian signals currently installed at this location and need access to the information in order to cross the street. As you may be aware, there is a bus stop at this intersection; I must cross the street daily to reach the bus stop. [change that last sentence to ï¬ t the speciï¬ cs of the intersection, particularly if there are some issues that make it particularly hard to cross such as poor traï¬ c sounds, lots of right turning traï¬ c, T-intersection, etc.]. I would like to meet with you or someone from your department at the intersection in question to discuss appropriate modiï¬ cations. I would also like for [insert O&M instructor name], an orientation and mobility specialist at [insert agency name] to join us. You may contact me at [insert phone number or address] or [insert O&M instructor name] at [insert phone number] to set up an appointment. Th ank you for your attention to this matter. Sincerely, [signature] cc: [O&M specialist name, agency aï¬ liation]