RESEARCH IN ARCHITECTURE

TOPIC – INTERPRETING UNIVERSAL MOBILITY IN SCHOOLS

( UNIVERSAL DESIGN )

NAME – TUSHAR MAKARAND SALUNKHE

ANANTRAO PAWAR COLLEGE OF ARCHITECTURE, PUNE
THIRD YEAR B. ARCH

NAME OF GUIDE-
PROF. AR. SNEHA KULKARNI

SUBJECT TEACHER-
PROF. DR. ALAMAS M. AND PROF. DR. ARCHANA L.
1. TOPIC NAME - INTERPRETING UNIVERSAL MOBILITY IN SCHOOLS.
2. RESEARCH PROBLEM STATEMENT –
Exploring how the schools can be made universally accessible and interpretation of inclusive
policy.

3. AIM – To interpret the Universal Mobility in Schools for Physically challenged people.
4. ABSTRACT –
More than One Billion people are estimated to have some form of disability and up to 10%
of children Worldwide. They continue to face significant challenges to Quality Education due
to discrimination and lack of accessibility and universal designs in Schools.
It Aims to advanced efforts to remove Barriers in school infrastructure with focus on
fundamental physical conditions.
Integrating accessibility in schools benefits not only children but the entire community.
This report presents the Framework on disability and addresses the challenges children with
disabilities face in accessing education due to inaccessible school infrastructure.

5. OBJECTIVES –
-To make school infrastructure universally accessible.
-To do various changes in school plan, by studying differences in analysing the change with
respect to physically challenged students point of view.

6. KEY WORDS – Schools, Universally accessible, Inclusive Policy.

7. HYPOTHESIS –
To use of the existing school building in Satara to enhance the outcomes that integrates to
attain a wider approach towards physically challenged people.

8. RESEARCH TYPE- Quantitative Research.

9. SCOPE AND LIMITATIONS –
- The concept of Function Follows Form can be enhanced by using this this concept in
making changes in plans and Making new designs.
- To minimize problems faced by physically challenged students by this research.
- Implementing safety measures.
- Limitation to existing schools buildings where changes are very difficult.
- Limitation to schools which are proposed in less space.
- Budget Constraints.
10. EMPIRICAL STUDY REVIEW –
The Empirical study would be on the basis of quantitative research that includes the ,
Studying case studies and compering them with the Schools which aren’t built with same
purpose. Interviewing the students with disabilities in schools and to know the problems
faced by students or parents.

11. METHODOLOGY –
- To study the case studies regarding the Universally accessible Schools
- To prepare the question bank to interview the physically challenged students
- To make changes in plans of existing school.
- To make a proposal to the upcoming school infrastructure.
 ARTICLE REVIEW
ARTICLE NO. 1 –
Movement Matters: Why We Should Commit to Universal Basic Mobility
- Comeux, Daniel. Kennedy School Review, Cambridge
"Movement Matters: Why We Should Commit to Universal Basic Mobility" is a research
paper that advocates for the implementation of Universal Basic Mobility (UBM) as a
fundamental right. The paper argues that access to transportation is essential for social and
economic participation, and therefore should be guaranteed to all individuals regardless of
income or ability.

It discusses the societal benefits of UBM, including increased access to jobs, education,
healthcare, and social activities. The paper also highlights the potential environmental
benefits of UBM, such as reduced congestion and emissions through the promotion of
sustainable transportation options.

Furthermore, the research paper explores various ways to achieve UBM, including public
transportation subsidies, infrastructure improvements, and innovative mobility solutions. It
discusses the potential challenges and costs associated with implementing UBM, but argues
that the long-term benefits outweigh these concerns.

Overall, the paper makes a compelling case for committing to Universal Basic Mobility as a
means to promote equity, sustainability, and social inclusion.

Additionally, mobility introduces uncertainty and the potential for absence, which affects the
experience of freedom. The paper evaluates different responses to this uncertainty and their
consequences for the concept of freedom as mobility.

It is also shown how mobility as a right is challenged by a central feature of democracy,

namely, respect for unanimity, and how tracks left by travellers can be exploited for
surveillance and control. Moreover, mobility leads to a potential absence and thus
uncertainty.

This article is very helpful to understanding access of physically challenged people in the
public spaces and their mobility.
 ARTICLE -2
CAN SCHOOL BASED PHYSICAL ACTIVITY FOSTER SOCIAL MOBILITY
Alberta Education (2008). Accountability and reporting division. Daily
physical activity survey
report. https://education.alberta.ca/media/160221/dpasurveyreport.pdf.
Accessed 15 January 2020.

In this article, Social mobility refers to the intergenerational transmission of socio-

economic status, and therefore of health status. Hence, it is important to consider social
mobility to tackle the social gradient in health in the long term. Fostering social mobility
requires developing public policies that ensure equal opportunities for all children. The
intent of this commentary is to illustrate how a proportionate universalism approach to
school-based physical activity could be a way to promote equal opportunity for children
within the school environment. Alberta’s Daily Physical Activity policy and the APPLE Schools
program are used to illustrate this approach: these two programs not only create enabling
environments that can support children in adopting healthy lifestyles but also contribute to
the reduction of social inequalities in physical activity by fostering capacity building .

"Promoting Universal Mobility in Schools: A Systematic Review" offers a thorough

examination of strategies to enhance mobility for all students in school settings. It covers
aspects such as physical accessibility, transportation, and assistive technology. By analyzing
different studies and interventions across various educational contexts, the article assesses
their effectiveness in achieving equal access to education for all students. Overall, it provides
valuable insights into the challenges and successes of promoting universal mobility in
schools.

strategies aimed at enhancing mobility for all students within school environments.
The review examines various interventions, including physical accessibility improvements,
transportation options, and assistive technology. It synthesizes findings from multiple studies
to evaluate the effectiveness of these interventions in ensuring equal access to education for
all students. The article provides insights into successful approaches and identifies areas for
further improvement in creating inclusive learning environments.

It is also shown how mobility as a right is challenged by a central feature of

democracy, namely, respect for unanimity, and how tracks left by travellers can be exploited
for surveillance and control. Moreover, mobility leads to a potential absence and thus
uncertainty.
 ARTICLE – 3

Community mobility in the context of universal design: Inter-

professional collaboration and education

Danielle Hitch, Helen Larkin, Valerie Watchorn, Susan Ang

In this article the author informs, The design of built environments is a critical factor
in facilitating participation for all community members. This study aimed to explore key
stakeholders’ views on the role and collaboration of occupational therapists and architects in
relation to universal design and the built environment. This study is currently the only
research to focus on the needs and practices of both occupational therapy and architecture
in universal design. The results have implications for both clinical practice and professional
education, and highlight an area of developing interest in occupational therapy.
Focus groups and semi-structured telephone interviews were conducted with key
stakeholders involved in the design of built environments. Data from these interviews were
analysed qualitatively, using codes of interpreted meaning which were then organised into
themes.
Three main themes emerged in relation to inter-professional collaboration around
universal design: ‘form vs. function’, ‘the earlier the better’ and ‘universal design as a
specialist area’.
Although there are areas of synergy between occupational therapy and architecture
in universal design, each profession has its own strengths and skills to bring to the design
process. Given the multidisciplinary nature of ensuring designs support participation in
occupations and roles, both professions could benefit from opportunities to meaningfully
collaborate during professional education and in the workplace.
This article provides a comprehensive overview of strategies aimed at promoting
universal mobility in schools, including physical accessibility, transportation options, and
assistive technology. It examines various studies and interventions implemented in different
educational settings and evaluates their effectiveness in ensuring equal access to education
for all students.

REFRENCES -
Afacan, Y. & Erbug, C. (2009). An interdisciplinary heuristic evaluation method for universal
building design. Applied Ergonomics, 40, 731–744.
 ARTICLE – 4

Inclusive mobility: participation, physical barriers and the concept of

universal design

"Inclusive Mobility: Participation, Physical Barriers, and the Concept of Universal Design"
explores the intersection of mobility, accessibility, and inclusivity. The article examines how
physical barriers impact participation and access to mobility for individuals with disabilities
and other marginalized groups. It also delves into the concept of universal design as a
solution to these challenges.

The article begins by discussing the importance of mobility for social inclusion and
participation in various aspects of life. It highlights how physical barriers such as inaccessible
transportation, buildings, and public spaces hinder the mobility of people with disabilities,
older adults, and other vulnerable populations.

Furthermore, the article introduces the concept of universal design, which aims to create
products, environments, and systems that are usable by all people, regardless of age, ability,
or status. It argues that incorporating universal design principles into transportation
infrastructure and policies can improve accessibility and promote inclusive mobility.

The review assesses the effectiveness of various universal design interventions and policies
in enhancing mobility and participation for marginalized groups. It also examines the
challenges and limitations associated with implementing universal design, including cost
considerations and the need for cultural and systemic changes.

Overall, the article provides valuable insights into the importance of inclusive mobility, the
impact of physical barriers on participation, and the potential of universal design to address
accessibility challenges. It underscores the need for concerted efforts to create more
inclusive environments and transportation systems that benefit everyone in society.

It discusses the importance of mobility for social inclusion and introduces the concept of
universal design, which aims to create accessible environments for all individuals. The article
evaluates the effectiveness of universal design interventions in enhancing mobility and
addresses challenges in implementation, such as cost and systemic barriers. Overall, it
highlights the importance of inclusive mobility and the potential of universal design to
improve accessibility for everyone.
REFRENCE – BOOK OF SPACE
 ARTICLE – 5
Evaluating Pedagogy and Practice of Universal Design for Learning in
Public Schools
Lora Lee Smith CanterEast Carolina University.

This article suggests that to effectively educate an increasingly diverse student

population in the 21st century, education needs to embrace progressive and
inclusive practices like Universal Design for Learning (UDL). UDL aims to create
classrooms, teachers, and schools that accommodate diverse learning needs by
providing multiple means of engagement, representation, and expression.

However, the article acknowledges that while UDL is widely advocated, there is still a
lack of scientific research validating its effectiveness. The study described in the
article aims to bridge this gap by investigating the effects of a professional
development program on teachers' perceptions and implementation of UDL
principles in K–12 classrooms.

The study explores how this professional development program influences teachers'
understanding of UDL, their attitudes toward its implementation, and how they
incorporate UDL principles into their teaching practices. By assessing the outcomes
of this program, the study aims to move beyond advocacy and establish UDL as a
solidified best practice in education.

The vanguard of literature to date in UDL could be characterized as rhetorical advocacy.

That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but
to date there is not a research base strong enough to establish UDL as a scientifically
validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the
research base turns the corner from advocating to assessing and measuring UDL outcomes,
the promise of this approach will not be realized.

In summary, the article emphasizes the importance of adopting UDL principles to

meet the diverse needs of students in the 21st century, and it suggests that research
into the outcomes of professional development programs can help validate UDL as
an effective approach to teaching and learning.
 ARTICLE – 6
Inclusion and Universal Design for Learning in Italian Schools
Paola Aiello, Diana Carmela Di Gennaro, Carmen Palumbo, Iolanda Zollo, Maurizio Sibilio.

In this article, statement reflects on the current state of literature regarding Universal
Design for Learning (UDL). It suggests that while UDL is widely promoted as a
pedagogical approach, the existing literature mainly serves as rhetorical advocacy
rather than presenting a robust scientific research base to validate its effectiveness.

Firstly, it indicates that UDL literature is primarily focused on introducing and

advocating for UDL pedagogy. This means that much of the existing literature
discusses the principles and benefits of UDL, emphasizing its potential to address the
diverse needs of students in inclusive classrooms. However, this advocacy is not yet
backed by substantial empirical evidence demonstrating its efficacy in improving
student outcomes.

Secondly, the statement highlights the lack of a strong research base to establish
UDL as a scientifically validated intervention. While there may be some studies
demonstrating positive outcomes associated with UDL implementation, they may not
be sufficient in number or rigor to fully support its effectiveness across diverse
educational contexts.

Furthermore, the statement emphasizes the need for research to go beyond

advocacy and start assessing and measuring UDL outcomes. This means conducting
rigorous studies that examine the impact of UDL practices on student learning,
engagement, and achievement. Such research should include longitudinal studies,
randomized controlled trials, and large-scale implementation studies to provide
robust evidence of UDL's effectiveness.

Overall, the statement underscores the importance of moving beyond advocacy in

UDL literature and towards a more empirical approach to validate its promise as an
effective educational intervention. It suggests that until there is a stronger research
base supporting UDL, its potential to transform teaching and learning may not be
fully realized.
 ARTICLE – 7
Policy and challenges of building schools as inclusive communities.
In this paper, we address building inclusive communities by looking at school as a
community, as a place where students participate in learning and also learn to participate in
the life of a community and life in a broader inclusive society. At the international level,
policies increasingly position education as a business organisation, with claims about
accountability and managerialism that distract attention from and undermine inclusive
community-building writ large. This results in conversations in education that focus almost
exclusively on students' test performance without attention to the moral and civic purposes
of education. In this paper, we argue that the international policy attention to test
performance in education, with a focus on proficiency over learning, claims educational
equity as a purpose but perpetuates social inequality instead.

The effort to make schools more inclusive, together with the pressure to retain
students until the end of secondary school, has greatly increased both the number and
educational requirements of students enrolling in their local school. Of critical concern,
despite years of research and improvements in policy, pedagogy and educational knowledge,
is the enduring categorisation and marginalisation of students with diverse abilities.
Research has shown that it can be difficult for schools to negotiate away from the pressure
to categorise or diagnose such students, particularly those with challenging behaviour. In
this paper, we highlight instances where some schools have responded to increasing
diversity by developing new cultural practices to engage both staff and students; in some
cases, they have responded to decreasing suspension while improving retention, behaviour
and performance.
Data collection for the study upon which this analysis draws was conducted while the
first author was a postdoctoral fellow in the Faculty of Education and Social Work at The
University of Sydney in a collaborative study investigating the views of NSW primary school
principals with Dr Ilektra Spandagou, lecturer in inclusive education at The University of
Sydney.

REFRENCES-

Ainscow , M. 1995 . Education for all: Making it happen.

 ARTICLE – 8
National policy and the development of inclusive school practices.
ALAN DYSON, University of Manchester, UK.

This paper examines the national education policy in England under the New Labour
Governments, which has included both a 'standards agenda' and an 'inclusion agenda'.
Traditionally, these two agendas have been viewed as contradictory, with schools feeling
pressured to respond to both simultaneously. Previous studies have suggested that schools'
efforts to develop inclusive practices have been undermined by these contradictions.

However, the paper challenges this view by presenting a case study of a primary
school involved in a collaborative action research project aimed at developing inclusive
practices. The study shows how this school did not see the agendas as contradictory but
instead drew on both to make sense of its situation.

The paper argues that the development of inclusive practices can benefit from
national policy as a resource, rather than being hindered by it. It suggests that scholars and
advocates for inclusion may need to refocus their work to offer schools alternatives to the
formulations of national policy.

National education policy in England under New Labour Governments has

encompassed both a ‘standards agenda’ and an ‘inclusion agenda’, with schools required to
respond to both simultaneously. Some previous studies have seen these agendas as
contradictory and have seen schools' efforts to develop inclusive practices as being
undermined by these contradictions. This paper questions this account with reference to a
primary school participating in a collaborative action research project which aimed to
develop inclusive practices in schools. It shows how the school, far from finding these
agendas contradictory, drew on both in making sense of its situation. It argues that the
development of inclusive practices may draw on national policy as a productive resource,
and suggests that inclusion scholars and advocates may need to refocus their work if they
are to offer such schools alternatives to the formulations of national policy.

In summary, the paper suggests that rather than being contradictory, the 'standards
agenda' and 'inclusion agenda' can be complementary, and schools can use both to develop
inclusive practices effectively. It emphasizes the importance of viewing national policy as a
productive resource for promoting inclusion in education.
 ARTICLE – 9
CREATING INCLUSIVE SCHOOLS
GUIDELINES FOR IMPLEMENTATION OF NATIONAL CARRICULUM POLICY ON
INCLUSIVE POLICY.

"Creating Inclusive Schools: Guidelines for Implementation of National

Curriculum Policy on Inclusive Education" provides a framework for schools to
effectively implement inclusive education policies within the context of the
national curriculum.

The guidelines emphasize the importance of creating an inclusive learning

environment that accommodates the diverse needs of all students. This includes
ensuring physical accessibility, promoting diversity and inclusion in teaching
materials, and adopting inclusive teaching strategies.

Additionally, the guidelines provide recommendations for teacher training and

professional development to support educators in implementing inclusive practices.
This may include training on differentiated instruction, Universal Design for Learning
(UDL), and strategies for supporting students with disabilities, learning differences, or
language barriers.

Furthermore, the guidelines stress the importance of collaboration among

stakeholders, including educators, administrators, parents, and community members,
to create a supportive and inclusive school culture.

Overall, the guidelines aim to assist schools in aligning their practices with
national curriculum policies on inclusive education, ultimately promoting equity,
diversity, and academic success for all students.

The setting of a Ministerial Committee on Inclusive Education (MCIE) - a policy

making body composed of representatives of the Education, Social Welfare and Health
sectors, teachers’ union, and lobby groups in the field of disability.

• The publication, after a comprehensive consultation with stakeholders, of a new

National Curriculum that declares inclusion as one of its major strategic goals.

• The deployment of a cadre of nearly 500 special needs classroom assistants who
provide support to over 650 pupils with special educational needs.

• The design and delivery of courses leading to a University Certificate and Diploma
in Facilitating Inclusive Education aimed at special needs classroom assistants.
ARTICLE – 10
Is It Really Accessibility: A Qualitative Study About School
Accessibility.

Is It Really Accessibility: A Qualitative Study About School Accessibility" is

a research study that delves into the concept of accessibility in schools,
particularly focusing on whether schools are truly accessible for all students,
including those with disabilities.

The study uses qualitative methods such as interviews, observations,

and possibly surveys to collect data from various stakeholders, including
students, parents, teachers, and administrators. Through these methods, the
researchers aim to gain a deeper understanding of the challenges and barriers
faced by students with disabilities in accessing educational facilities and
participating fully in school activities.

The research investigates different dimensions of accessibility, including

physical infrastructure (such as ramps, elevators, and accessible bathrooms),
classroom accommodations (such as specialized equipment or materials), and
support services (such as special education programs or individualized support
plans).

By analyzing the perspectives and experiences of stakeholders, the study

seeks to uncover any gaps between the stated accessibility measures in
schools and the actual experiences of students with disabilities. It may explore
issues such as inaccessible buildings, lack of appropriate accommodations, or
attitudes and perceptions that create barriers to inclusion.

Overall, the study aims to shed light on the complexities of accessibility

in schools and provide insights that can inform efforts to create more inclusive
learning environments. It may contribute to the development of policies and
practices that prioritize the needs of all students, ensuring equal access to
education for everyone.