You are viewing a javascript disabled version of the site. Please enable Javascript for this site to function properly.
Go to headerGo to navigationGo to searchGo to contentsGo to footer
In content section. Select this link to jump to navigation

Inclusive design in the implementation of projects for schools modernization in Portugal - case studies

Issue title: IEA 2012: 18th World congress on Ergonomics - Designing a sustainable future

Article type: Research Article

Authors: Lopes, Lígia | Aguiar, Carlos | da Silva, Fernando Moreira

Affiliations: CIAUD, Research Centre in Architecture, Urban Planning and Design, Faculty of Architecture, Technical University of Lisbon. E-mail: [email protected] | FEUP, Faculty of Engineering, University of Porto. E-mail: [email protected] | CIAUD - Research Centre in Architecture, Urban Planning and Design, Faculty of Architecture, Technical University of Lisbon. E-mail: [email protected]

Keywords: Ergonomics, Inclusive Design, Schools, Children with cerebral palsy

DOI: 10.3233/WOR-2012-0888-5579

Journal: Work, vol. 41, no. Supplement 1, pp. 5579-5582, 2012

Published: 2012
Get PDF

Abstract

The Project for Schools Modernization taking place in Portugal, with an estimated total investment of 2450 million for the intervention in the first 205 schools, provide the reclassification of 332 secondary schools by 2015. One of the questions we can pose is if the authorities and the teams of architects selected to design these schools considered fundamental for the correctness of architectural barriers within the school and its accessibility the implementation of standards and principles of inclusion of children/teenagers with special needs within their school environment. As most of the projects are already being implemented, the main aim of this paper is to present the outcomes of a comparative analysis and synthesis of six schools located in the northern part of the country. This analysis occurs from the of Participatory Design perspective which appeals to the experience of the disable children to look (or evaluate) the negative and positive factors in terms of physical space, interpreted by inclusive design rules and orientations. Therefore, the evaluation of schools modernization project, and its discussion, is central for the understanding how these children are addressed in projects which are directed at them.

Show more