710
A. Gelpi et al.
Visually impaired people used blind walking sticks or support from companions.
Based on the photographic record and the comments of blind and visually impaired
visually impaired people and their accompaniments. Table 6 shows the results related
to the external route and Table 7 the internal route ones.
Next, an interview was conducted with the focal group, with eleven questions
regarding the evaluation of the accessible route and the adaptations obtained in the
accessibility and autonomy, as well as the recommendations for its improvement. The
respondents considered that there was a significant improvement in their autonomy,
agility, and independence with the implantation of the accessible route. Adaptation is
changing posture and retraining pedestrians and vehicle drivers for enormous respect
for the visually impaired. There was the reduction of accidents and more comfortable
orientation, helping in the design of mental maps for everyday use. However, even so,
the adaptations are not complete and should be improved, although they have been
designed and executed by Brazilian technical standards. Based on the transcription
of the responses and comments, the interviewees highlighted the aspects of Table 8.
Evaluations of walkthrough and focus groups will continue with groups of the
visually impaired and also with groups of physically disabled and deaf people. Also,
focus group interviews will be conducted with managers, teachers, staff, and students,
as well as reports on the results of the activities.
10 Limitations and Constraints
The post-occupation evaluation activities are still incomplete, so the results are partial. The post-occupation evaluation process takes time and dedication. To reach the
majority of the university community should be developed on an ongoing basis. Thus,
each year will be planned activities that aim at both the evaluation of spaces adapted
or to be built, as well as the awareness and proposition of activities to support people
with disabilities.
As UPF has a sizeable central campus, investments are very high and will be made
as resources are available. In addition to Campus I, seven campuses must be adapted,
with different needs. However, the pilot experiment carried out indicates procedures
that have proven positive, as well as restrictions that should be remedied.
UPF has several professionals specialized in the area of accessibility and inclusion, such as urban planners, engineers, physical educators, physiotherapists, social
workers, psychologists, pedagogues. They could be called to contribute to the transformation of the university campus and the empowerment of people for attendance,
acceptance, and permanence in higher education.
A. Gelpi et al.
Visually impaired people used blind walking sticks or support from companions.
Based on the photographic record and the comments of blind and visually impaired
visually impaired people and their accompaniments. Table 6 shows the results related
to the external route and Table 7 the internal route ones.
Next, an interview was conducted with the focal group, with eleven questions
regarding the evaluation of the accessible route and the adaptations obtained in the
accessibility and autonomy, as well as the recommendations for its improvement. The
respondents considered that there was a significant improvement in their autonomy,
agility, and independence with the implantation of the accessible route. Adaptation is
changing posture and retraining pedestrians and vehicle drivers for enormous respect
for the visually impaired. There was the reduction of accidents and more comfortable
orientation, helping in the design of mental maps for everyday use. However, even so,
the adaptations are not complete and should be improved, although they have been
designed and executed by Brazilian technical standards. Based on the transcription
of the responses and comments, the interviewees highlighted the aspects of Table 8.
Evaluations of walkthrough and focus groups will continue with groups of the
visually impaired and also with groups of physically disabled and deaf people. Also,
focus group interviews will be conducted with managers, teachers, staff, and students,
as well as reports on the results of the activities.
10 Limitations and Constraints
The post-occupation evaluation activities are still incomplete, so the results are partial. The post-occupation evaluation process takes time and dedication. To reach the
majority of the university community should be developed on an ongoing basis. Thus,
each year will be planned activities that aim at both the evaluation of spaces adapted
or to be built, as well as the awareness and proposition of activities to support people
with disabilities.
As UPF has a sizeable central campus, investments are very high and will be made
as resources are available. In addition to Campus I, seven campuses must be adapted,
with different needs. However, the pilot experiment carried out indicates procedures
that have proven positive, as well as restrictions that should be remedied.
UPF has several professionals specialized in the area of accessibility and inclusion, such as urban planners, engineers, physical educators, physiotherapists, social
workers, psychologists, pedagogues. They could be called to contribute to the transformation of the university campus and the empowerment of people for attendance,
acceptance, and permanence in higher education.