Acessibilidade espacial para usuários com deficiência visual em escolas municipais de Maceió

• Ano de defesa: 2013
• Autor(a) principal: Santos, Maria Regina Gonçalves dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Arquitetura e Urbanismo; UFAL
• Palavras-chave em Português: Acessibilidade espacial – Maceió (AL); Deficiência visual – Maceió (AL); Ambiente escolar – Maceió-AL; Spatial accessibility – Maceió (AL); Visual impairment – Maceió (AL); School environment – Maceió (AL); CNPQ::CIENCIAS SOCIAIS APLICADAS::ARQUITETURA E URBANISMO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/5504

Brazilian law guarantees the right of educational services for people with disabilities in learning spaces. To guarantee this right, the Federal Government, through the Education Ministry, established the Program ‗Accessible School‖ as a support for states and cities to promote accessibility to the physical environment of public schools. The program requires that educational institutions should be guided by the principles of Universal Design and accessibility standards by the Brazilian Association of Technical Standards on the adequacy of physical spaces. In Maceio, about 40% of schools are included in the program and in three of them the process of adaptation of the physical structures has been completed. The aim of this Master research in Architecture and Urbanism is to evaluate the conditions of physical accessibility for blind people in these three schools covered by the program in the city of Maceió, in order to check how these users interact in these spaces and identify whether the existing architectural solutions solve their needs. A qualitative approach is used, applying the techniques of the walkthrough, technical survey, ride together and structured interviews with blind people. The application of different methods allowed detecting that despite significant advances in giving accessibility in the school environment, there are still many obstacles for blind people. Although there is tactile flooring in all schools, this element is only a small part of the system accessibility for blind people. It was checked out that the lack of informative signs in Braille, embossed, tactile maps and the presence of assistive technology equipment undertake this system, not allowing the use of spaces with security and autonomy. We conclude that for the place‗s accessibly, it is necessary beyond these mechanisms and understand how space elements which are not noted by sight can extend spatial experience and contribute to the effectual accessibility for people with visual impairments. It is hoped that this study will contribute to the improvement of the technical parameters of accessibility standards for school environments.