Inclusive University Built Environments: The Impact of Approved Document M for Architects, Designers, and Engineers

Preface
Contents
Chapter 1: Introduction to Inclusive University Built Environments
	1.1 Introduction
	References
Chapter 2: Impact of the Disability Rights Movement and Legislation on Educational Programmes and Buildings
	2.1 Introduction
	2.2 Definition of Disability
		2.2.1 Models of Disability
		2.2.2 The British Legislation Definition of Disability
	2.3 Classification and Prevalence of Disability and Implications for the Design of the Built Environment
		2.3.1 Visual Impairment
		2.3.2 Hearing Impairment
		2.3.3 Physical Disability
		2.3.4 Cognitive Impairments/Learning Difficulties
		2.3.5 Autism Spectrum
	2.4 The Disability Rights Movement
		2.4.1 The Disability Rights Movement in Britain
		2.4.2 The UN Convention
		2.4.3 Inclusive Education
	References
Chapter 3: Emergence of Design Standards and Inclusive Design
	3.1 The Emergence of Standard Codes
		3.1.1 The Emergence of the Standard Codes of Practice in Britain
	3.2 Inclusive Design
		3.2.1 Inclusive Design Definition
		3.2.2 Ethos of Inclusive Design
		3.2.3 Principles of Inclusive Design
		3.2.4 Inclusive/Universal Design in Professional Educational Programmes
		3.2.5 Inclusive Design Case Studies
			3.2.5.1 Universal Design and Accessible Space at the University of Arizona
			3.2.5.2 The Carrington Building, University of Reading
			3.2.5.3 The Willows School in Wolverhampton
			3.2.5.4 Eden Project Gardens
			3.2.5.5 The Roundhouse
	3.3 Inclusive Design as Mainstream
	References
Chapter 4: Researching Inclusive Design at Universities: The University of Kent Case Study
	4.1 Introduction
	4.2 The Study Framework
		4.2.1 Mixed-Methods Approach
		4.2.2 Validity and Reliability of Case Study
	4.3 Study Design
	4.4 Research Study Sample
	4.5 Data Collection Methods
		4.5.1 First Data Collection Phase
			4.5.1.1 Online Survey
			4.5.1.2 Access Audits
			4.5.1.3 Interviews with Students and Staff Members with Disabilities
			4.5.1.4 Interviews with Stakeholders
		4.5.2 Second Data Collection Phase
			4.5.2.1 Consultations with Individuals with Disabilities
			4.5.2.2 Artefacts
	4.6 The Study’s Ethical Considerations
	4.7 Data Analysis Procedure
		4.7.1 Individuals with Disabilities, Interviews and Online Survey Analysis
		4.7.2 Access Audit Analysis
		4.7.3 Analysis of Stakeholder Interviews
		4.7.4 Analysis of Artefacts
	References
Chapter 5: Identifying Accessibility Barriers at University Built Environment: Findings from the University of Kent
	5.1 Introduction
	5.2 Scope of the Work
	5.3 Approach Taken
	5.4 Methodology
		5.4.1 Access Audits
		5.4.2 Students and Staff Members with Disabilities
		5.4.3 Stakeholder Consultations
		5.4.4 Online Questionnaire
	5.5 Results
		5.5.1 Access Audit Results
			5.5.1.1 Overview
			5.5.1.2 Access Audit Results
				External Physical Environment Results
					Bus Drop-Off Zone
					Car Parking
					External Steps
					External Ramps
				Internal Physical Environment Results
					Main Entrance
					Reception Counter
					Corridors
					Passenger Lifts and Platform Lifts
					Internal Staircases
					Toilet Compartments
						Female and Male Compartments
					Unisex Wheelchair-Accessible Toilets
					Emergency Egress Routes
					Access Statement for the Jarman Building
					Site Approach and Public Transport
					Arriving
					Entrance
						Lifts
						Circulation
						Stairs
						Toilets and Showers
						Signage and Navigation
						Lighting and Decor
				Management Practices and Procedures
		5.5.2 Consultation with Students and Staff Members with Disabilities
			5.5.2.1 Overview
			5.5.2.2 Results
				External Physical Environment Barriers
					Accessible Parking Spaces
					Buses
					External Steps
					External Ramps
				Internal Barriers
					Main Entrance
					Counters
					Corridors
					Internal Staircases and Lifts
					Staircases
					Lifts
					Toilet Compartments
					Female and Male Compartments
					Wheelchair-Accessible Toilets
					Emergency Egress
				Management Procedures and Practices
					Staff Training and Disability Awareness
					Effectiveness of Legislation
					Integration and Consultation with Individuals with Disabilities
					Inclusive Approach: Design, Policies and Practices
		5.5.3 Stakeholder Consultations
			5.5.3.1 Overview
			5.5.3.2 Results
				Compliance with Legislative Duties
					Education Providers
					Architects
				Management Procedures and Practices
					Disability and Dyslexia Student Services Department DDSS
					Equality and Diversity Department
					Fire Safety and Environment Department
					Estates Department
					Architects
				Training and Disability Awareness
					DDSS Training
					Equality and Diversity Training
					Fire Safety and Environment Training
					Estates Department Training
					Architect Training
				Integration and Consultation with Individuals with Disabilities
					Education Providers
					Architects
				Inclusive Policies, Practices and Procedures
					Education Providers
					Architects
	References
Chapter 6: The Impact of Legislation on University Buildings: Inclusive Design Proposals
	6.1 Introduction
	6.2 Impact of Legislation on University Buildings
	6.3 Templeman Library
		6.3.1 Overview
		6.3.2 Templeman Library Accessibility Barriers
		6.3.3 Templeman Inclusive Design Proposal
	6.4 Eliot College
		6.4.1 Overview
		6.4.2 Eliot College Accessibility Barriers
		6.4.3 Eliot College Inclusive Design Proposal
	6.5 Concluding Summary
	References
Chapter 7: Barriers to Inclusive Design at University Built Environment
	7.1 Introduction
		7.1.1 Sociocultural Differences and Inclusive Design
		7.1.2 Misinterpretation of Inclusive Design and Disability
		7.1.3 Accessible Design and Regulation Barriers
		7.1.4 Procedural Barriers
		7.1.5 Organisational Barriers
	References
Chapter 8: University Inclusive Environment as a Future Vision
	8.1 Introduction
	8.2 Further Work
	8.3 Recommendations for Achieving Inclusive University Environments
		8.3.1 Rethinking Disability and Inclusive Design
		8.3.2 Revising Regulations
		8.3.3 Distinctive Procedural Plan for New and Existing Buildings
		8.3.4 Filling the Gaps in the Process of Mainstreaming Inclusive Design
		8.3.5 Inclusive Criteria for an Inclusive University Built Environment
	8.4 The Importance of Inclusive Design in University Settings
		8.4.1 Inclusive Design: A New Paradigm for University Settings in the UK Context
		8.4.2 Inclusive Design Process Versus Inclusive Society at Universities
		8.4.3 Understanding Students’ and Staff Members’ Needs and Perceptions of Inclusive University Environment
		8.4.4 The Impact of Building Regulation on Achieving Inclusive Design
		8.4.5 Mainstreaming Inclusive Design in Educational Settings
	Reference
Appendix A: Jarman Building Access Statement
Appendix B: A Questionnaire Concerning the Accessibility of the Built Environment at the University of Kent, Canterbury Campus
	Personal Information
	Contact Details
Appendix C: Interview Questions for Individuals with Disabilities at the University of Kent
Index