The study focused on finding the problems of the educational facilities for the disabled and handicapped person in five main national universities, Korea. The study is divided into ten areas; interior parts, intermediation parts(include pedestrian part), sanitary facilities, guidance and the rest fa...
The study focused on finding the problems of the educational facilities for the disabled and handicapped person in five main national universities, Korea. The study is divided into ten areas; interior parts, intermediation parts(include pedestrian part), sanitary facilities, guidance and the rest facilities, lecture rooms, library, auditorium, restaurant, gymnasium, dormitory and bedroom. The finding revealed that firstly, the pedestrian mobility such as boardwalk provided with raised edges, small size of parking areas for wheelchair users, and vertically moving access are not appropriately provided. Secondly, most auditoriums have problems to access on main entrance or evacuation pathway by wheelchair users or handicapped person. Thirdly, the shower room facilities of the dormitory are not properly supported and an emergency alarm lamp facility for the hearingimpaired in the dormitory. The conclusion is that the indicated educational facilities for the disabled, handicapped person are built for most handicapped person except blind or deaf person and the result of evaluation for convenient facilities, most universities can not be over 70%. Thus, educational facilities must be considered and planned for all type of disabled, handicapped person from the viewpoint of Universal Design.
The study focused on finding the problems of the educational facilities for the disabled and handicapped person in five main national universities, Korea. The study is divided into ten areas; interior parts, intermediation parts(include pedestrian part), sanitary facilities, guidance and the rest facilities, lecture rooms, library, auditorium, restaurant, gymnasium, dormitory and bedroom. The finding revealed that firstly, the pedestrian mobility such as boardwalk provided with raised edges, small size of parking areas for wheelchair users, and vertically moving access are not appropriately provided. Secondly, most auditoriums have problems to access on main entrance or evacuation pathway by wheelchair users or handicapped person. Thirdly, the shower room facilities of the dormitory are not properly supported and an emergency alarm lamp facility for the hearingimpaired in the dormitory. The conclusion is that the indicated educational facilities for the disabled, handicapped person are built for most handicapped person except blind or deaf person and the result of evaluation for convenient facilities, most universities can not be over 70%. Thus, educational facilities must be considered and planned for all type of disabled, handicapped person from the viewpoint of Universal Design.
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