Inclusiveness assessment tool for disabled persons in higher education facilities

Abstract

Purpose Globally, there is a growing proportion of disabled people as a result of different circumstances. This growth generates attention and leads to ways to integrate the affected population into society. Addressing such disability and integration is particularly important at buildings level, enabling and expanding the scope of activities for people with disabilities (PWDs). The rising number of PWDs and the need to integrate them into society create a need for action to improve their living condition and integration into society. This study aims to examine the issue of accessibility for PWDs in higher education facilities in Qatar. Design/methodology/approach Addressing accessibility at buildings level is particularly important in higher education because it enables inclusion in training and education and increases the potential for productive engagement in society. The study aims to develop an objective tool to assess and measure accessibility in educational institutions. Five selected buildings were examined and evaluated at Qatar University based on proximity, multi-use, vertical and horizontal circulation availability. The survey respondents were randomly selected. An existing assessment method was used in surveying respondents, including those with and without disabilities. Findings A comparative study was conducted to explore the discrepancy between facility users with and without disability, indicating the gap in existing tools. Originality/value The developed tool generates the same outcome when conducted by different assessors, indicating the level of compliance and percentage met as a benefit, not a focus. It allows professionals and non-professionals with minimal experience to conduct the assessment.