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 NaniopoulosAristotle University of Thessaloniki

TRANSED, September 2012

• Purpose of the presentation

• Methodology for the evaluation of accessibility of Universities

• Implementation of the methodology in the Aristotle University of Thessaloniki

o Evaluation of routes

o Evaluation of buildings

o Educational process

• Discussion and use of results

• Conclusions

• Suggestions

• Actions under implementation

Contents 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.

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:

o the accessibility of the mobility chain, infrastructure

and services for people with disabilities

o the accessibility of the educational process itself.

Purpose of the presentation

• 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).

Methodology

• 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.

Implementation in AUTh

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:o 40 Permanent obstacleso 69 Temporary obstacleso 20 Signing issueso 17 Rampso 28 Different height levelso 22 Cases of insufficient surface maintenance

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

Surface of footway

• The use of several different surfaces of footway is common

• Poor constructions that affect pedestrian movement were observed

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

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

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

Signage

• In general, signage is not sufficient

• Some signs are not placed appropriately, creating obstacles

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

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.

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

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.

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

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

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.

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.

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.

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.

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.

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 evaluation’s 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.

Conclusions

• Recent actions for the improvement of accessibility (introduction

of TGSIs, creation of accessible parking spaces) have

significant results.

• The methodology developed, through its successful

implementation in AUTh, proved its validity.

• The following problems were identified in AUTh:

o The large number of buildings makes the creation of a

network of accessible facilities difficult.

o Many deficiencies at the buildings.

o Lack of proper signage.

o Extensive illegal parking.

Suggestions

The following main suggestions were made to the University’s

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.

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.

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:

o Construction of at least one accessible toilet per building.

o Horizontal accessibility.

o Vertical accessibility.

o Accessibility of public spaces, where the transformation of

the whole campus into a “traffic calming” zone is proposed.

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.

Selected good practices

Selected good practices – AUTh camping provisions

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.

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@civil.auth.gr