700
A. Gelpi et al.
3 Brazilian Policies on Accessibility in Education
In Brazil, there was the incorporation of accessibility policies from the Federal Constitution of 1988; it defines “the law shall determine norms of construction of public places and buildings of public use and manufacturing of public transportation
vehicles, to guarantee adequate access for disabled people” (Brasil 1988). In 2000,
Laws 10.048 and 10.098 also established different treatment, general norms and
basic criteria for the promotion of autonomous accessibility of disabled people to
buildings, urban spaces, urban furniture, and equipment. Both were regulated by
Federal Decree 5.296 of December 2nd, 2004 (Brasil 2004), with deadlines for the
adaptation of buildings to the technical norms of accessibility of NBR 9050 2004
(ABNT-Associação Brasileira de Normas Técnicas 2004).
In 2008, the National Policy for Special Education in the Inclusive Education
Perspective was introduced with the proposal of inclusion from the earliest years
of higher education. This legislation follows the guidelines of the United Nations
Convention on the Rights of Persons with Disabilities, which was incorporated as
a constitutional amendment in Brazil by Decree no. 6,949/2009 of the Civil House
(Brasil 2009).
The consolidation of the individual and social rights of persons with disabilities
in Brazil had as its most recent legislation the Statute of Persons with Disabilities
in 2015. The document aims to ensure the rights, promote equal opportunities, give
autonomy and guarantee accessibility in the country. Regarding education, the document advocates that “education constitutes the right of the disabled person, ensuring
an inclusive educational system at all levels and lifelong learning to achieve the maximum possible development of their talents and physical abilities, sensorial, intellectual and social, according to their characteristics, interests and learning needs.” It
also ensures access to higher education and professional and technological education
in equal opportunities and conditions with other people (Brasil 2015).
4 Post-occupancy Evaluation in University Campus
University campuses are privileged spaces for higher education, serving as living
laboratories for sustainable development and multiplier experiences. According to
the document of the Decade for Sustainable Education, higher education has a specific
important role to play. Universities should function with places of research and
learning for sustainable development and as initiators and poles of activities in their
communities and nationally (United Nations 2005).
Therefore, it is the social responsibility of leaders and the academic community
to provide suitable places for all people to attend various activities of teaching and
research in higher education institutions. The regulatory departments of higher education in each country establish guidelines for the operation and organization of
university environments for new and existing buildings and university campuses. In
A. Gelpi et al.
3 Brazilian Policies on Accessibility in Education
In Brazil, there was the incorporation of accessibility policies from the Federal Constitution of 1988; it defines “the law shall determine norms of construction of public places and buildings of public use and manufacturing of public transportation
vehicles, to guarantee adequate access for disabled people” (Brasil 1988). In 2000,
Laws 10.048 and 10.098 also established different treatment, general norms and
basic criteria for the promotion of autonomous accessibility of disabled people to
buildings, urban spaces, urban furniture, and equipment. Both were regulated by
Federal Decree 5.296 of December 2nd, 2004 (Brasil 2004), with deadlines for the
adaptation of buildings to the technical norms of accessibility of NBR 9050 2004
(ABNT-Associação Brasileira de Normas Técnicas 2004).
In 2008, the National Policy for Special Education in the Inclusive Education
Perspective was introduced with the proposal of inclusion from the earliest years
of higher education. This legislation follows the guidelines of the United Nations
Convention on the Rights of Persons with Disabilities, which was incorporated as
a constitutional amendment in Brazil by Decree no. 6,949/2009 of the Civil House
(Brasil 2009).
The consolidation of the individual and social rights of persons with disabilities
in Brazil had as its most recent legislation the Statute of Persons with Disabilities
in 2015. The document aims to ensure the rights, promote equal opportunities, give
autonomy and guarantee accessibility in the country. Regarding education, the document advocates that “education constitutes the right of the disabled person, ensuring
an inclusive educational system at all levels and lifelong learning to achieve the maximum possible development of their talents and physical abilities, sensorial, intellectual and social, according to their characteristics, interests and learning needs.” It
also ensures access to higher education and professional and technological education
in equal opportunities and conditions with other people (Brasil 2015).
4 Post-occupancy Evaluation in University Campus
University campuses are privileged spaces for higher education, serving as living
laboratories for sustainable development and multiplier experiences. According to
the document of the Decade for Sustainable Education, higher education has a specific
important role to play. Universities should function with places of research and
learning for sustainable development and as initiators and poles of activities in their
communities and nationally (United Nations 2005).
Therefore, it is the social responsibility of leaders and the academic community
to provide suitable places for all people to attend various activities of teaching and
research in higher education institutions. The regulatory departments of higher education in each country establish guidelines for the operation and organization of
university environments for new and existing buildings and university campuses. In