Post-occupancy Evaluation Focused on Accessibility: Experience …
701
Brazil, the accessibility requirement is exercised by the Ministry of Education and
by the state and municipal secretariats.
To verify the adequacy and performance of built environments, post-occupancy
evaluation (POE) has been increasingly used to diagnose the operating conditions
of higher education establishments. Numerous methods are available to efficiently
and accurately measure the performance of a given building. Although there is no
defined approach to POE, and the methods selected should be decided upon based
on the unique needs and objectives of those conducting the evaluation. Review study
carried out in the UK pointed out POE methods which can be applied to Higher
Education buildings in several emphases (Rilley et al. 2010). As an example, specific
investigations on post-occupation assessment in university settings address teaching
buildings at Harvard University (Horgen and Sheridan 1996); residential buildings
at the University of Arizona (Bonde and Ramirez 2015); and an adaptation project
conducted at Oregon State University Campus in Portland entitled OSU Campus
Accessibility Survey and Assessment (Oregon State University 2014).
5 Accessibility as a Requirement in Higher Education
To foster the adaptation of higher education environments to the accessibility and
inclusion of persons with disabilities, government departments and university institutions have organized specialized services. The United Nations Enable-Division of
Accessibility for the Disabled is part of Division for Social Policy and Development (DSPD) of the United Nations Department of Economic and Social Affairs
(UNDESA). Its global mission is to promote the rights and advancement of persons with disabilities within a broad mandate provided by the World Program of
Action (1982), Standard Rules (1994) and the Convention on the Rights of Persons
with Disabilities (2006), as well as other relevant human rights and development
instruments.
In Brazil, the University of São Paulo (USP) created in 2001 a Permanent Commission known as the USP Legal Program, a pioneering initiative that accompanied
a historic moment of a struggle for the rights of people with disabilities. Currently,
the Program integrates the Center for the Rights of the Pro-Rector of Culture and
University Extension (Naoe 2013).
The Incluir Program (Include)—Accessibility Program in Higher Education, created in 2005, aims to promote institutional policies of accessibility in the IFES (Federal Institutions of Higher Education), seeking to promote the academic development
of students with disabilities or reduced mobility. Among its actions, is the creation
and consolidation of more than fifty-five accessibility nuclei (Ciantelli 2015).
701
Brazil, the accessibility requirement is exercised by the Ministry of Education and
by the state and municipal secretariats.
To verify the adequacy and performance of built environments, post-occupancy
evaluation (POE) has been increasingly used to diagnose the operating conditions
of higher education establishments. Numerous methods are available to efficiently
and accurately measure the performance of a given building. Although there is no
defined approach to POE, and the methods selected should be decided upon based
on the unique needs and objectives of those conducting the evaluation. Review study
carried out in the UK pointed out POE methods which can be applied to Higher
Education buildings in several emphases (Rilley et al. 2010). As an example, specific
investigations on post-occupation assessment in university settings address teaching
buildings at Harvard University (Horgen and Sheridan 1996); residential buildings
at the University of Arizona (Bonde and Ramirez 2015); and an adaptation project
conducted at Oregon State University Campus in Portland entitled OSU Campus
Accessibility Survey and Assessment (Oregon State University 2014).
5 Accessibility as a Requirement in Higher Education
To foster the adaptation of higher education environments to the accessibility and
inclusion of persons with disabilities, government departments and university institutions have organized specialized services. The United Nations Enable-Division of
Accessibility for the Disabled is part of Division for Social Policy and Development (DSPD) of the United Nations Department of Economic and Social Affairs
(UNDESA). Its global mission is to promote the rights and advancement of persons with disabilities within a broad mandate provided by the World Program of
Action (1982), Standard Rules (1994) and the Convention on the Rights of Persons
with Disabilities (2006), as well as other relevant human rights and development
instruments.
In Brazil, the University of São Paulo (USP) created in 2001 a Permanent Commission known as the USP Legal Program, a pioneering initiative that accompanied
a historic moment of a struggle for the rights of people with disabilities. Currently,
the Program integrates the Center for the Rights of the Pro-Rector of Culture and
University Extension (Naoe 2013).
The Incluir Program (Include)—Accessibility Program in Higher Education, created in 2005, aims to promote institutional policies of accessibility in the IFES (Federal Institutions of Higher Education), seeking to promote the academic development
of students with disabilities or reduced mobility. Among its actions, is the creation
and consolidation of more than fifty-five accessibility nuclei (Ciantelli 2015).