An approach for the evaluation of the accessibility of the physical infrastructure and the educational process in Universities. The case of the Aristotle University of Thessaloniki Prof. Aristotelis Naniopoulos Aristotle University of Thessaloniki

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An approach for the evaluation of the
accessibility of the physical infrastructure and
the educational process in Universities. The
case of the Aristotle University of
ThessalonikiProf. Aristotelis
NaniopoulosAristotle University of Thessaloniki
TRANSED, September 2012
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Contents of the presentation

• Purpose of the presentation
• Methodology for the evaluation of accessibility
  of Universities
• Implementation of the methodology in the
  Aristotle University of Thessaloniki
• Evaluation of routes
• Evaluation of buildings
• Educational process
• Discussion and use of results
• Conclusions
• Suggestions
• Actions under implementation

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Purpose of the presentation

• People with disabilities, often face barriers in
  accessing the Universities built environment and
  services.
• Although the right to education is considered
  fundamental, the accessibility of educational
  institutions leaves a lot to be desired.
• The growing number of students with disabilities
  was helped in Greece by the implementation of the
  3794/2009 law. This law allows students with
  disabilities to enter University schools in a
  percentage of 5 without taking the normal
  accession exams.

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Purpose of the presentation

• To present the methodology used for the
  evaluation of accessibility of Universities and
  its implementation at the Aristotle University of
  Thessaloniki (AUTh), Greece.
• In order to evaluate the accessibility offered in
  educational premises, two major issues were
  examined
• the accessibility of the mobility chain,
  infrastructure and services for people with
  disabilities
• the accessibility of the educational process
  itself.

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Methodology

• A task model concerning the mobility chain and
  the educational procedure was created through
  literature reviews.
• The needs of people with disabilities were
  determined via communication with students and
  associations of people with disabilities, in situ
  observation of the use of infrastructure,
  communication with experts specialised in
  accessibility. In addition, regulations and
  design guidelines have been taken into
  consideration.
• Structured checklists for accessibility
  evaluation were created. The first checklist
  concerns open spaces, (408 check points), the
  second checklist interior spaces, (433 check
  points) and the third checklist access to
  educational procedure (95 check points).

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Implementation in AUTh

• The methodology was applied in AUTh during 2009
  2010 in the frame of the ACTUS project which was
  a collaboration between the Transport Systems
  Research Group of the Aristotle University of
  Thessaloniki in Greece and the University of
  Mersin in Turkey.
• The same methodology was applied during a
  graduate Thesis at the AUTh Civil Engineering
  Department, continuing the work of ACTUS for AUTh
  open spaces
• Individual assessment essays were created for
  each building and route and info on the obstacles
  identified at open spaces was provided on a GIS
  database.

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1. Evaluation of Routes

• In total more than 4 Km of footways were examined
  inside the AUTh campus
• The following points of interest were identified
• 40 Permanent obstacles
• 69 Temporary obstacles
• 20 Signing issues
• 17 Ramps
• 28 Different height levels
• 22 Cases of insufficient surface maintenance

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Ramps Different height levels

• The occupation of ramps from parked vehicles is
  common
• Most of the ramps are old and are not constructed
  according to the latest accessibility guidelines
• Parking on the ramps led to the installation of
  bollards, in certain places, that hinder
  unobstructed movement

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Surface of footway

• The use of several different surfaces of footway
  is common
• Poor constructions that affect pedestrian
  movement were observed

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Movement corridors

• Footway is used as parking space
• In certain areas, a footway is available in
  parallel with the pavements where the cars park,
  which is not easily visible
• Tactile Surface Indicators are installed in some
  parts of the campus

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Obstacles

• The most common obstacles are parked vehicles
  along the pavement
• Other obstacles include erroneously placed
  garbage bins, flower-stands etc.
• Improper design may pose dangers, particularly
  for pedestrians with restricted vision

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Signage

• In many routes TGSI has been installed
• Since the guidelines have varied during the
  years, different types of TGSIs have been
  installed
• Obstacles next to the TGSI may pose danger for
  its users

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Signage

• In general, signage is not sufficient
• Some signs are not placed appropriately, creating
  obstacles

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Problems caused from the METRO line works

• The ongoing METRO line construction works led to
  the creation of temporary pavements with
  restricted width, height differences and various
  obstacles

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2. Evaluation of buildings

• In total, 26 buildings were assessed comprising
• 94 entrances,
• 35 external ramps,
• 13 internal ramps,
• 47 elevators,
• 65 staircases,
• 150 toilets,
• 11 toilets for use by people with disability, and
• 9 platform lifts.

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Parking spaces

• 14 parking spaces are designated for use by
  people with disability
• There is clear signage with yellow markings, a
  sign depicting the International Symbol of
  Accessibility, and, in certain cases, the whole
  parking space painted blue

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Approaching the buildings

• In some cases, the route from the parking spaces
  to the buildings entrance is too long
• At some buildings, the height differences are
  covered only by stairs
• Recent constructions include implementation of
  TGSI, staircases with double handrails etc.

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Ramps

• Some of the ramps have inappropriate slopes and
  lack proper equipment concerning handrails,
  signage etc.
• Recent constructions are created with proper
  dimensions and equipment

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Entrances

• Most of the main doors have aluminum frames with
  glass panels of sufficient width
• In most cases, there is no color contrast between
  the doors and their surroundings.
• There are various kinds of doorknobs used, not
  all of them easy to use
• Automatic doors are rather scarce

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Horizontal movement

• All buildings assessed have a large hall after
  the main entrance, leading to elevators /
  platform lifts or staircases.
• Various permanent and temporary obstacles can be
  found.
• Reflections can pose problems to users with
  restricted vision.

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Vertical movement

• Accessible elevators, according to Greek
  guidelines, can only be found at three of the
  assessed buildings.
• Stair-lifts, due to their characteristics, are
  not frequently used.

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Services

• Eleven accessible toilets were identified. Some
  of the designated toilets do not meet the
  accessibility criteria. Recent constructions are
  built with sufficient dimensions and equipment
• There is an information desk at all the assessed
  buildings, not always accessible.

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Signage / Acoustics / Emergency cases

• Signage is inadequate. The signs used do not have
  the same format, and many of them suffer from
  reflections. No orientation maps or Braille
  signage is available.
• Fire safety studies include plans for evacuation
  in case of an emergency. However, these plans do
  not take into account the needs of people with
  disability.
• Acoustics are satisfactory at all the buildings.
• Illumination is considered adequate.

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3. Educational process

• In general, most of AUTh Schools lack provisions
  in the educational process, with the exception of
  the Schools of Law and Education.
• Classrooms lack assistive technology and books
  are not always available in alternative formats.
• Only one sign language interpreter is available.
• A keyboard with refreshable Braille display is
  available in the central library.

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Discussion and use of results

• No particular problems were noted in the
  implementation of the methodology by the
  researchers.
• The methodology developed can provide a tool that
  could be applied to Universities at a wider
  level.
• The evaluations results were disseminated to the
  Accessibility Office for People with Disability
  of AUTh and the Social Committee. The results
  were used in various accessibility improvements,
  such as the construction of 12 accessible toilets
  and the planning of 15 more, the planning of
  constructions about the horizontal and the
  vertical accessibility and the accessibility of
  open public spaces.

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Conclusions

• The methodology developed, through its successful
  implementation in AUTh, proved its validity.
• The following problems were identified in AUTh
• The large number of buildings makes the creation
  of a network of accessible facilities difficult.
• Many deficiencies at the buildings.
• Lack of proper signage.
• Extensive illegal parking.

• Recent actions for the improvement of
  accessibility (introduction of TGSIs, creation of
  accessible parking spaces) have significant
  results.

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Suggestions

• The following main suggestions were made to the
  Universitys authorities
• Facilitation of the Accessibility Office with
  the provision of the necessary personnel and
  resources.
• Establishement of an accessibility policy.
• Creation of a basic network of accessible
  routes.
• At least two accessible elevators and toilets at
  all the buildings.
• Improvement of signage, including maps, tactile
  signage, signs with pictograms, use of Braille
  where appropriate, etc.
• Creation of emergency evacuation plans.

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Suggestions

• Prohibition of parking and imposing of penalties
  in case of illegal parking.
• Regular maintenance and checking of existing
  infrastructure.
• Removal of obstacles, examination of street
  furniture and replacement, where necessary.
• Assistive technology, material presented in
  alternative forms, sign language interpreters,
  accessible cultural halls etc.

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Actions under implementation

• As a result of the above, the following are
  currently under implementation
• Two sub-committees dealing with the
  accessibility of the physical environment and the
  educational procedure have been established.
• The Rectorate decided that at least 3 of the
  annual budget of the Public Investments Programme
  for AUTh will be allocated for accessibility
  improvement interventions.
• A strategy is followed that addresses four main
  issues
• Construction of at least one accessible toilet
  per building.
• Horizontal accessibility.
• Vertical accessibility.
• Accessibility of public spaces, where the
  transformation of the whole campus into a
  traffic calming zone is proposed.

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Actions under implementation

• 12 new accessible toilets have been built and 15
  more are under construction.
• A special transport service has been established,
  servicing 21 students with restricted mobility,
  11 of which are wheelchair users, using 2
  accessible buses.
• A society of voluntary students to assist
  students with disabilities has been established.
• The University authorities consider to establish
  a special task force of professors and external
  specialists for speeding up studies and
  constructions.

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Selected good practices

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Selected good practices AUTh camping provisions

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• All the above, show that the first serious step
  towards an accessible University should be the
  identification of the accessibility problems and
  obstacles through a scientific approach similar
  to the one presented above.
• This first crucial step has as a result both the
  rise of awareness about the problem and also a
  first guide on what the following steps should
  be.
• Accessibility is not a reachable end but a goal,
  requiring continuous efforts.

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• Thank you
• All those interested in University Accessibility
  can visit the Transport Systems Research Group
  website (www.tsrg.gr) and download documents,
• including the ACTUS project Guidebook
• naniopou_at_civil.auth.gr