The physical space as a barrier to school inclusion

• Published in: Cadernos de Terapia Ocupacional da UFSCar Vol. 23; no. 1; pp. 75 - 84
• Main Authors: Almeida, Kennea Martins, Fernandes, Viviane dos Reis Lourenco, de Albuquerque, Karolina Alves, Mota, Gibran Ayupe, Camargos, Ana Cristina Resende
• Format: Journal Article
• Language: Portuguese
• Published: 01.01.2015
• Subjects: Brazil; Buildings; Constraints; Handicapped; Health; Public Schools; Rehabilitation; Schools; Social Closure
• ISSN: 0104-4931
• DOI: 10.4322/0104-4931.ctoAO512

The architecture and organization of school buildings can be facilitators or barriers in implementing the process of school inclusion, and the assessment for their suitability composes an important part of the role that the rehabilitation team plays in this process. The aim of the present study was to assess the physical accessibility of public schools in a municipality of Minas Gerais state, Brazil. We conducted a descriptive, cross-sectional study with evaluation of the physical spaces of 14 schools, especially the areas of access, circulation, furniture, restrooms and parking, according to the criteria described in the Brazilian Standard 9050/2004. The results were presented in the form of descriptive statistics. Of the 493 items evaluated, 85.6% were considered inadequate. In the sector of access, circulation and furniture, 81.4% of the items were inadequate. In the health sector, 94.6% of the items were inadequate, and no restrooms contemplating all accessibility standards were found. In the parking sector, 83.4% of the items were inadequate. It was possible to identify that none of the state schools assessed in the municipality studied is prepared to make the inclusion of children with special needs with regard to accessibility. Adapted from the source document.