Accessibility at a public university: student's perceptions

Simonson, Steve; Glick, Scott; Nobe, Mary Ellen C.

doi:10.1108/jfm-06-2012-0025

Cited by 8 publications

(4 citation statements)

References 7 publications

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“…Different findings related to teaching materials and other equipment are mentioned by other authors in developed countries (Mor, 2006;Simonson & Ellen, 2013). After 2006, universities have made progress towards implementing schemes with objectives and goals to achieve equality for staff and students with disabilities.…”

Section: Teaching and Other Educational Equipmentmentioning

confidence: 93%

Assessment of Accessibility of Disabled Students in the Public University Infrastructure in Albania

Sulaj

Dhamo

Kambo

2021

JESR

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This study was carried in the academic year 2018-2019, aiming at assessing the situation of infrastructure and social care for disabled students in public universities in Albania. The goal of this survey was to contribute toward providing effective academic services and upgrading the infrastructure access for disabled students, to help them to get access and mobility in university settings. Twelve public universities were surveyed for the accommodation and the nature of specialized services to pursue successfully a higher education program for disabled students. Specialized teaching, supportive offices regarding academic accommodation, transportation, and social care, and other educational equipment are missing in most public universities. This survey revealed special needs and possible access to university settings. Achieving equitable inclusion and the implementation of higher education actions within HES in Albania remains a permanent challenge to create adequate learning and teaching spaces for special needs for disabled students. Received: 2 March 2021 / Accepted: 15 April 2021 / Published: 10 May 2021

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Section: Teaching and Other Educational Equipmentmentioning

confidence: 93%

Assessment of Accessibility of Disabled Students in the Public University Infrastructure in Albania

Sulaj

Dhamo

Kambo

2021

JESR

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“…It is necessary to show integration through different means, such as education, engagement in social activities and empowerment. As it is the right of both PWDs and People With No Disability (PWNDs), it is claimed by Simonson et al (2013) that decision-makers must deliver high-quality, accessible educational environments. Accessing the built facility is the most challenging for PWDs compared to other features (Jacklin et al, 2007;Hopkins, 2011;Moriña and Morgado, 2018).…”

Section: Introductionmentioning

confidence: 99%

Criteria and Challenges of Inclusive Design In The Built Environment

Abdelkarim,

Ahmad,

Zahrah

et al. 2023

The International Conference on Civil Infrastructure and Construction

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Inclusive design is about designing accessible spaces for individuals with different needs. It beholds the ability to affect people's behaviour in the built environment, especially People With Disability (PWDs). Inclusive design aims to remove the barriers that hinder the accessibility and interaction of PWDs within their surroundings, enabling equal opportunities and expanding the scope of their activities. Ensuring an inclusive environment is the responsibility of architects, planners, engineers and facility managers. It is essential to ensure that buildings' design and operation align with inclusive principles through regular assessments. Many comprehensive assessment tools have been developed by scholars and used in the industry. Still, when issues arise like insufficient funding, the decision-makers should be able to prioritize inclusive design criteria in a defined assessment checklist. Addressing accessibility at the building level is particularly important to provide a suitable environment that facilitates users' interaction with the built environment. This study aims to identify prioritized accessibility assessment criteria for PWDs in higher education facilities through the lens of experts and to provide justifications for selecting the highest and lowest priorities. A targeted sampling methodology was adopted for the semi-structured interviews. Findings include a list of the highest and lowest prioritized criteria, identification of criteria with significant differences, justifications for selections and a close-up look into the influence of experts' experience on the criteria rankings. Furthermore, this paper provides insight into significant inclusive design criteria for improved FM decision-making processes and the strategy for managing the challenges of inclusive design in new and existing facilities.

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“…Therefore, it has become imperative for societies to integrate the disabled through different means, including education, empowerment and engagement in societal activities. Simonson et al (2013) claimed that it is a responsibility to provide a high-quality educational environment and facilities to all PWD and people with no disability (PWND) students in all educational institutions. Building facility is more of a challenge to PWD compared to other features (Jacklin et al , 2007; Hopkins, 2011; Moriña and Morgado, 2018).…”

Section: Introductionmentioning

confidence: 99%

Inclusiveness assessment tool for disabled persons in higher education facilities

Ahmad

Abdelkarim

Al-Nuaimi

et al. 2022

JFM

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Purpose Globally, there is a growing proportion of disabled people as a result of different circumstances. This growth generates attention and leads to ways to integrate the affected population into society. Addressing such disability and integration is particularly important at buildings level, enabling and expanding the scope of activities for people with disabilities (PWDs). The rising number of PWDs and the need to integrate them into society create a need for action to improve their living condition and integration into society. This study aims to examine the issue of accessibility for PWDs in higher education facilities in Qatar. Design/methodology/approach Addressing accessibility at buildings level is particularly important in higher education because it enables inclusion in training and education and increases the potential for productive engagement in society. The study aims to develop an objective tool to assess and measure accessibility in educational institutions. Five selected buildings were examined and evaluated at Qatar University based on proximity, multi-use, vertical and horizontal circulation availability. The survey respondents were randomly selected. An existing assessment method was used in surveying respondents, including those with and without disabilities. Findings A comparative study was conducted to explore the discrepancy between facility users with and without disability, indicating the gap in existing tools. Originality/value The developed tool generates the same outcome when conducted by different assessors, indicating the level of compliance and percentage met as a benefit, not a focus. It allows professionals and non-professionals with minimal experience to conduct the assessment.

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Accessibility at a public university: student's perceptions

Cited by 8 publications

References 7 publications

Assessment of Accessibility of Disabled Students in the Public University Infrastructure in Albania

Assessment of Accessibility of Disabled Students in the Public University Infrastructure in Albania

Criteria and Challenges of Inclusive Design In The Built Environment

Inclusiveness assessment tool for disabled persons in higher education facilities

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