University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities

Abstract

The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain's Ministry of Economy and Competition. A biographical-narrative methodology was used for this study. The results presented have been classified based on one of five barrier types: urban (barriers that are outside the actual university campus), transport (public transportation and personal vehicles), building (obstacles inside university buildings), environmental (those elements within the classroom, including furniture, excessive noise or inadequate temperatures) and communication (these are divided into signposting and barriers when accessing information). Lastly, a variety of questions are considered in the conclusions which indicate that universities still need a certain degree of adaptation and readjustment to really be accessible and inclusive, in keeping with the principles of universal design.

Docentes universitarios inclusivos: qué les caracteriza y cómo conciben la discapacidad

“…27-43 -30 -ellos (Langørgen y Magnus, 2018). Entre las barreras que dificultan la inclusión educativa de los estudiantes con discapacidad en la universidad, se encuentran barreras físicas, como la propia inaccesibilidad de los espacios (Moriña y Morgado, 2018); de acceso al currículum, como la falta de formación e información del profesorado en materia de discapacidad y su desconocimiento sobre los posibles ajustes razonables que permiten responder a las necesidades de este alumnado (Paz, 2018); actitudinales, como la presencia de actitudes negativas de la comunidad universitaria hacia la discapacidad (Black, Weinberg y Brodwin, 2014;); y políticas, como la ausencia de políticas inclusivas reales que se materialicen en prácticas inclusivas, y garanticen la inclusión educativa y social del alumnado con discapacidad (López-Melero, 2011).…”

Politicising inclusive learning environments: how to foster belonging and challenge ableism?

“…When it comes to learning environments (consisting of teaching and assessment practices, and the physical, social, and digital spaces where learning happens), place refers to the embodied experiences of university settings (Thomas, 2016). Moriña and Morgado (2018) analysed university surroundings and infrastructures from the viewpoint of accessibility and noted that they caused various barriers for disabled students; the access to physical learning environments might be blocked through the lack of ramps or through inaccessible classroom furniture. Autistic students might avoid crowded learning environments with overwhelming sensory overload (Pesonen et al, 2020).…”

The Elusive Inclusive University: What Does This Look Like for Students With Intellectual Disability? An Irish Perspective

“…Statistical evidence indicates that an increase in the number of students with disabilities at university has occurred (Barnes, 2007; Madriaga et al, 2010; Morina & Morgado, 2018). In the Republic of Ireland, the Association for Higher Education Access and Disability (AHEAD) reported a 12% increase in the total number of students with some disability between the years 2015/2016 and 2016/2017 (AHEAD, 2017).…”